Prensky, M. (2001, October). Digital Natives,
Digital Immigrants. Retrieved July 24, 2012, from NBC University Press:
http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.htm
IT 544 readings with article summaries and reactions. Eight articles will be read pertaining to technology use and Mathematics. One article on technology and students with special needs; another on technology and diverse populations.
Tuesday, July 24, 2012
Tips For Kids and Parents About Internet Safety
Starr, L. (2000, August 17). Tips For Kids and
Parents About Internet Safety. Retrieved July 24, 2012, from Education
World: http://www.educationworld.com/a_tech/tech043.shtml
Bridging the Digital Divide in America’s Rural Schools
Butrymowicz, S. (2012, June 20). Retrieved July 23,
2012, from The Hechinger Report:
http://hechingerreport.org/content/bridging-the-digital-divide-in-americas-rural-schools_8826/
Summary: This article
is about Edison School located in rural Colorado where about 25-30 percent of
the students do not have internet access at home. Yet, the school has enough
computers for every student. The school’s goal is to expand the students’
horizons and prepare them for college and the workplace. The article states
that rural schools have been leaders in long-distance education so they can
offer their students the best education possible. In fact, Edison School has a
full online school that enrolls students in the district. The problem rural
schools face is the cost of receiving and maintaining technology in the
traditional classroom. To help this and avoid a gap between rural and urban
schools, many schools have provided statewide initiatives to provide rural
schools with technology. The fact that most students in rural areas do not have
access to internet at home is another challenge rural schools face. Teachers cannot
depend on students to complete online assignments or use the internet for
homework. Teachers also need to learn how to use the new technology they receive
for their classrooms and use them to improve student learning.
Response: This article was very interesting; I never
realized that rural schools were leaders in long-distance education. I agree
that they should utilize technology as much as possible, especially for the
benefit of the students. I really liked that the school’s main goal for using
computers in the classroom was to broaden the students’ horizons. Students definitely
need some experience with technology in order for them to be competitive and
successful in college and in the workplace. I like that the article recognizes
the financial issues rural schools may have and how that can affect the
technology available to the students. However, I did not like that this article
only focused on one school and that this school has a $10,000 grant available
to them to finance their technologies. I wish the article would have looked at
other schools especially a school that does not have a lot of money.
Tuesday, July 10, 2012
Teaching Cyber Ethics
Starr, L. (2011,
July 14). Tools for Teaching Cyber Ethics. Retrieved July 8, 2012, from
Education World: Starr, L. (2011, July 14). Education world. Retrieved from http://www.educationworld.com/a_tech/tech/tech055.shtml
Sunday, July 8, 2012
Education, Unplugged: Schools Make Cable-Free Connections
Fortmeyer, R. (2007, February 2). Education, Unplugged: Schools Make
Cable-Free Connections. Edutopia. Retrieved
July 8, 2012, http://www.edutopia.org/school-wireless-devices-networks
Summary: This article is about schools using wireless internet for their classrooms. However, schools that use wireless still need a cable connection for certain programs. The article spends awhile discussing how most schools are not built for routing the necessary cables. Concrete walls pose a problem as well as the issue of space. Fortunately for schools that are being built or remodeled, they can accommodate the new technology demands. The article also discusses how some schools offer their students laptops to work from because this is easier then ensuring each classroom has the electrical capacity to power computers. Using laptops creates the concern of security. Programs are available that block specified content and prevent outsiders from accessing the wireless internet, but these programs have to be installed correctly. Another topic the article discusses is having the curriculum available online for students. The company Blackboard helps schools set up classes online. Schools can also apply for grants to help with the funding of offering online courses. The last bit of technology the article talks about it is the use of smart phones and their technological appeal for the future.
Reaction: It’s amazing how far technology has advanced from
rolling computers to and from classrooms to allowing each student their own
laptop. I think the more technology the students have to work with and learn
from the better. The article mentions that ensuring the school building is suitable
for all the technology mentioned is difficult and expensive. I like that they
talked about some creative ways some school districts had to wire their
schools. Unfortunately, this article is only relevant to districts that can afford
the technological make-overs or having enough laptops for every student. It
would be nice if the article discussed cheaper options for lower-funded
districts.
The Role of Gender in The Design of Electronic Learning Environments for Children
Bennett, D., & Brunner, C. (2000, August 1). The Role of Gender in the Design of
Electronic Learning Environments for Children. Center for Children & Technology. Retrieved July 8, 2012, from:
http://cct.edc.org/report.asp?id=21
Summary: This article
discussing how males and females have differing views on technology and that
most of the games sold in stores at the time of the article appeal largely to
boys. The games that were developed for girls involved stereotypical female
interests like dating, fashion, and personalities. It is important for
educators to understand that genders view games differently and try to find
gender-equitable environments for students. The Center for Children and
Technology (CCT) did 15 years of research on how men, women, and children think
about technology. Their research indicated that “women and girls think about
technology… as a tool for facilitating human interaction.” They also use
technology to solve everyday problems and to collaborate with others. Males
think about technology as “an instrument to transcend the barriers of space and
time” and they enjoy “solving problems that take them deep inside the machines
and their mechanisms”. It is important for game developers to be aware of
gender differences so they can create games with environments that allow
children to express themselves. This is important for educators to remember
also when using games or software as learning tools. The teachers have to
ensure they use appropriate environments that include all students.
Reaction: This article was very interesting and informative.
I agree that is important that students need to have safe environments to
express themselves and they also need to feel comfortable while doing it. It
was very interesting reading about the research on how different genders view
technology. Understanding the differing views helps teachers ensure the
technology used in their classroom is appropriate for all students. The article
mainly discussed computer or video game designs and environments that students
would either use to create worlds or solve problems. I wonder if the gender
views are the same across all types of technology.
Saturday, July 7, 2012
How to Teach with Technology: Science and Math
Bernard, S. (2009, May 27). How To Teach with
Technology: Science and Math. The George Lucas Educational Foundation.
Retrieved from http://www.edutopia.org/digital-generation-science-math-lessons
Summary:
This article gives suggestions/links for how technology can be used in Science
and Mathematics classrooms. A lot of the suggestions put the students in charge
of the assignment. For example, students can make movies about science or math
topics. The students can choose which topic they want, they write the movie,
and do all the editing. The article suggests using flip cameras since they are
cheap or having students work in groups and at least one of the students have a
camera on their phone. Another suggestion is having the students create video
games to teach different topics. The teacher can also use video games to teach
algebra. For example, if you collect 1 billion points the teacher can ask “what’s
the scientific notation for this number?” The author also gives many different
ways a teacher can use virtual world accounts for chemistry or geography. The
article has many other suggestions for integrating technology in the classroom
and provides links for a detailed explanation for some of them.
Reaction: I like that this article gives a list of specific
ways technology can be incorporated in the classroom and the author also shared
links for more information if needed. I really liked that a lot of the
suggestions were student-led. I think this is important for students to build
confidence and independence, plus they are generally more engaged when they get
to create things. Not only does this article incorporate technology, it also
incorporates art. Students that struggle writing or solving, but are artistic
could use their skills to create movies or video games. This is a nice break
from the traditional classroom. Most, if not all, of these ideas sound like
they would be a lot of fun for students. This is important for engaging the
students and promotes learning. Besides the suggestion for using camera phones
for making videos, the article did not give suggestions for how this technology
can be used if students do not have access to it.
Using Assistive Technology to Help Students With Disabilites Succeed
Curtis, D. (2005, February 2). Disabled Bodies, Able Minds: Giving Voice,
Movement, and Independence to the Physically Challenged. The George Lucas
Educational Foundation. Retrieved from http://www.edutopia.org/assistivetechnology
Summary: This article discusses how assistive
technology enables students with mobility disabilities to participate in class
and school activities. The article begins by describing a student who does not
have the use of his limbs but is able to move his eyebrows to communicate. A
computer senses movement in his eyebrows and that triggers the computer cursor
to move which illustrates what the student is trying to express. Another
example of how students with disabilities succeed with assistive technology is
a high school student with limited use of his arms and legs. This student
decided he wanted to try playing an instrument. He chose a euphonium, and with
his limited mobility he was only able to play one note. He waited patiently for
the note to appear in the musical score and played it. A school employee sought
out an instrument repairman who designed a euphonium with a joystick that
electronically instructs the valves of the euphonium to move. With this
technology, this student is able to succeed in band. This shows how advances in
technology have made it possible for students with disabilities to succeed.
With these advances in assistive technology, students with disabilities are
able to attend and succeed in college and go onto careers. The article raises
the concern of the high cost of assistive technology. However, the benefits of
providing these students with the tools to learn and succeed outweigh the
concern of cost.
Reaction: I really
enjoyed this article and how it discussed the advances of assistive technology.
Using assistive technology in the classroom promotes equitable education for
the students. I agree that every school district should be responsible for
finding and implementing whatever assistive technologies are necessary for
students with disabilities to succeed. I also liked how this article
incorporated assistive technology use in school activities, not just the
classroom. I think it is very important
for all students to find hobbies that they enjoy, whether it is music, sports,
writing, etc. One question that this article did not answer is if the students
are able to take the assistive technology home or if they are only allowed to
use it in school. I hope they are able to take it home because then the
technology would help to student succeed in all aspects of life, not just
school.
Second Life To Teach Students Real-World Lessons
Balkin, A. (2008, January 31). Non-Profit Using Techn Non-Profit Using Technology To Teach Kids Real-World
Lessonsology To Teach Kids Real-World Lessons. NY1 News. Retrieved from http://www.ny1.com/content/top_stories/78041/non-profit-using-technology-to-teach-kids-real-world-lessons-
Summary: This article discusses using virtual worlds to teach
students real- world lessons. The non-profit organization, Global Kids, uses “Teen
Second Life” to create islands where middle and high school students can learn
and discuss issues. One program is Beat Bullying where students in America and
students in London are working together in Second Life to create programs to
educate teen on how to stop bullying in their homes and communities. Another area
is Science Through Second Life, where students can perform experiments that
would be too expensive or dangerous for a classroom. The video showed a student
learning about volcanoes; the student was able to fly inside the volcano and witness
what happened when a volcano erupted. That would never be possible in real
life. Besides the science experiments, most of the programs can be done in the
real world. A lot of people wonder what the advantage is to doing these
programs in Second Life. The article’s answer to this is that the teens are
having fun using Second Life, so using that engagement is an advantage to
learning. Also, apart from a few pre-approved adults, only 13-17 year olds are
allowed in Teen Second Life. That means that all the programs are run only by
teens.
Reaction: I thought this article was interesting and agree
that using Second Life has benefits in the classroom. I especially like the
science experiments program; however, educators would have to ensure that it is
accurate if they are using it for learning. I like that the programs are
controlled only by teens. This gives students autonomy and confidence they may
lack in the real world. Another important aspect of Teen Second Life is that
the students collaborate with other students all over the world. This promotes
diversity and may educate students on different cultures. I do, however, wish
the article gave different answers or examples to the question about the
advantages of Teen Second Life. I agree that engaging students while they are
having fun is essential to learning, but I feel there could be better reasons
to utilize Second Life in the classroom.
Social Networking
Reynard, R. (2009).“Beyond Social Networking:
Building Toward Learning Communities.” Campus Technology. Retrieved from http://campustechnology.com/Articles/2009/07/22/Beyond-Social-Networking-Building-Toward-Learning-Communities.aspx?Page=1/09
Summary: This article discusses the benefits of using social
networking in the classroom. It begins by stating that 75% of young people have
at least one profile on a social networking site and there is an increase in
the use by older people. If used appropriately, social networking can benefit
classroom instruction. The teacher has to ensure that social networking is used
for more than socializing; otherwise important learning will be missed. The
teacher also has to maintain a constant presence online since the younger generations
view social networking as an ongoing activity as opposed to the hours only spent in the classroom. The teacher also has to keep the students
engaged and use a variety of tools since the students are able to multitask. The
article also suggests that it’s important to use social networking to help
develop students’ technology skills. This
is because the students’ future jobs will include social networking and it is
important for the students to feel confident with these skills.
Reaction: I agree with this article that social networking
should be used in the classroom. Using social networking in the classroom will
give some students more freedom to express their thoughts and ideas because
they are more comfortable online. It also promotes learning throughout the day,
instead of only in the classroom. One problem I found with this article is that
the data collected begins at age 18, which is after high school. I would assume
the use of social networking for adolescent would be similar, but it would be beneficial
to see research pertaining to that age group as well. Another possible issue is
that the article assumes all students will have access to social media sites,
which is not always the case.
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