Digital Natives, Digital Immigrants

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

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.

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

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.

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.