Pignatiello, Roy (2009). New skills for a new generation. International Society for Technology in Education, Retrieved 08/07/09, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D
This article begins by posing the current gap between the businesses that thrive for technological skill, and what classrooms offer to the student. Many High Schools in the U.S. have taken the necessary steps to take advantage teaching the youth technology based skills to profit their opportunities in a quickly emerging world. In addition, the birth and boom of distant learning, such as web 2.0 tools, has also contributed toward a world of technological advances.
What is one current approach as to how schools respond to the need to teach their students to be more technological proficient?
Cleavland High School, Euclid, provides their students with opportunities to practice more technologically based skills in a hands on, and collaborative learning environment. In addition, it promotes advanced learning, diversity, and economic development. They achieved this by setting these the standards of their curriculum for all their students.
Are technological skills training really paying off with our youth?
Based on this article, current youth testimonies of success stories starting as easy as high school spell out the countless opportunities that today's youth is experiencing if given the opportunity to take advantage of technological tools. The reason why these young people were so successful was because thy had relied on curriculum that was based on "real world" problems. This encourages life long learners for generations to come.
Friday, August 7, 2009
Journal #9 Science + Technology = Creativity (and Fun!)
Mader, Smith , Jared, Ben (2009). Science + technology =creativity (and fun!). International Society for Technology in Education, Retrieved 08/08/09, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D
This was a fun article to read by Mader and Smith. The article give three easy ways to encourage creativity, learning, and skill with technological tools for students. These three steps are to give students the tools, give them the time, and to be vague about assignment/project details. I thought that this is great advice because it allows students to adapt to technological tools, gain familiarity and confidence, and adding personality which is all wrapped up into fun learning. Who wouldn't benefit from that?
Why do Mader and Smith suggest to be vague in instructing students with class assignments/projects?
The reason is because they want the student to optimize their skills with the technological tools that they have learned in order to produce a project that they have made personal. This allows the student to incorporate educational value without sacrificing creativity and fun.
Why is important to give students the time in using technological tools to achieve an educational goal?
The answer lies in the quality of work, rather than the quantity of work. Giving students the time to use new technological equipment, no only allows then to learn to use it, but to use it as a tool to help them understand the material that they need to learn. That's why the tool supplements the learning of the student both individually and as a group.
This was a fun article to read by Mader and Smith. The article give three easy ways to encourage creativity, learning, and skill with technological tools for students. These three steps are to give students the tools, give them the time, and to be vague about assignment/project details. I thought that this is great advice because it allows students to adapt to technological tools, gain familiarity and confidence, and adding personality which is all wrapped up into fun learning. Who wouldn't benefit from that?
Why do Mader and Smith suggest to be vague in instructing students with class assignments/projects?
The reason is because they want the student to optimize their skills with the technological tools that they have learned in order to produce a project that they have made personal. This allows the student to incorporate educational value without sacrificing creativity and fun.
Why is important to give students the time in using technological tools to achieve an educational goal?
The answer lies in the quality of work, rather than the quantity of work. Giving students the time to use new technological equipment, no only allows then to learn to use it, but to use it as a tool to help them understand the material that they need to learn. That's why the tool supplements the learning of the student both individually and as a group.
Journal #8 Choosing the Perfect Tools for One to One
Bouterse, Corn, Halstead, Brian, Jenifer O., Elizabeth O. (2009). Choosing the perfect tools for one to one. International Society for Technology in Education, Retrieved 08/08/09, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/AugustNo1/37115t.pdf
This article clearly lays out the details that educational institutions need to consider in order to make a wise purchase in technological equipment that will foster student learning. Out lined of what should be considered are, purpose, the operating system, applications, content, peripheral equipment, and robustness. Each of these categories are dependent upon the overall decision making that takes place in selection a quality, yet cost efficient educational tool.
Why should school institutions bother considering the six areas outline in this article before deciding on a final purchase for computer equipment?
The reason lies in the fact that each of the six categories depend not only for the quality of use for the student, but also considers many other factors that may be easily dismissed. Such can be it's potential single versus multipurpose use, technician and faculty use and familiarity, use of other equipment, and even expense.
What else should educational institutions consider when finalizing purchases for these tools?
Cost is a heavy factor, but not the leading one. The device selection, support team, professional connecting and networking, as well as the software, replacement and retrofitting all contribute to the finalized product selection. In the end, it's all of these factors plus considering the six quick tips that allow schools to choose an investment rather than a product.
This article clearly lays out the details that educational institutions need to consider in order to make a wise purchase in technological equipment that will foster student learning. Out lined of what should be considered are, purpose, the operating system, applications, content, peripheral equipment, and robustness. Each of these categories are dependent upon the overall decision making that takes place in selection a quality, yet cost efficient educational tool.
Why should school institutions bother considering the six areas outline in this article before deciding on a final purchase for computer equipment?
The reason lies in the fact that each of the six categories depend not only for the quality of use for the student, but also considers many other factors that may be easily dismissed. Such can be it's potential single versus multipurpose use, technician and faculty use and familiarity, use of other equipment, and even expense.
What else should educational institutions consider when finalizing purchases for these tools?
Cost is a heavy factor, but not the leading one. The device selection, support team, professional connecting and networking, as well as the software, replacement and retrofitting all contribute to the finalized product selection. In the end, it's all of these factors plus considering the six quick tips that allow schools to choose an investment rather than a product.
Journal # 7 Beyond Social Networking: Building toward Learning Communities
Reynard, Ruth (09/07/15). Beyond Social Networking: Building Toward Learning Communities. THE Journal, Retrieved 08/07/09, from http://thejournal.com/Articles/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-Communities.aspx?Page=1
This article by Reynard places the resource of web 2.0 technology tools in good light that provides and promotes a shared and integrated social learning environment. The meat of this article was to encourage this type of online engagement amongst aspiring educators to encourage them to use such tools to advance in a "social construction of knowledge" for their students.
How would students acquire skill through online educational technology tools?
Reynard explains that students in online learning environments can acquire many skills in this area by simply using these tools. The reason is because many skills are continually being added on to each other. This means that in order to begin a basic task, one should expect that more detailed tasks are constructed on the knowledge of that initial step.
Why should the rise of social networking be expected to formulate into a social construction of knowledge?
According to Reynard, this is her entire argument. Social networking, in this article, has boomed in popularity and progressed in diverse educational ways in it's infant years. I think that Reynard has hopes that this tool will bloom into the ideal self-supported yet collaborative invention of knowledge that will set the standard of innovative knowledge for generations to come. Whether this is prized or questionable lies in the potential of the aspiring technology savvy educator who influences and educates our youth.
This article by Reynard places the resource of web 2.0 technology tools in good light that provides and promotes a shared and integrated social learning environment. The meat of this article was to encourage this type of online engagement amongst aspiring educators to encourage them to use such tools to advance in a "social construction of knowledge" for their students.
How would students acquire skill through online educational technology tools?
Reynard explains that students in online learning environments can acquire many skills in this area by simply using these tools. The reason is because many skills are continually being added on to each other. This means that in order to begin a basic task, one should expect that more detailed tasks are constructed on the knowledge of that initial step.
Why should the rise of social networking be expected to formulate into a social construction of knowledge?
According to Reynard, this is her entire argument. Social networking, in this article, has boomed in popularity and progressed in diverse educational ways in it's infant years. I think that Reynard has hopes that this tool will bloom into the ideal self-supported yet collaborative invention of knowledge that will set the standard of innovative knowledge for generations to come. Whether this is prized or questionable lies in the potential of the aspiring technology savvy educator who influences and educates our youth.
Journal # 6 Don't Feed the Trolls
Richardson, Karen W (2008). Don't feed the trolls. International Society for Technology in Education, Retrieved 08/07/09, from http://www.iste.org/AM/Template.cfm?Section=May_No_7_&Template=/MembersOnly.cfm&NavMenuID=3972&ContentID=20817&DirectListComboInd=D
In this article, Richardson discusses the perks of integrating a blog to enhance educational goals, while emphasizing the need to teach civil discourse to the student. The problem that arises from Richardson's view is that many educators are too vague about defining civil discourse to the student. Richardson proposes that educators provide students clarity, and examples for teaching civil discourse both in the real and virtual worlds.
What are some ways that educators can practice civil discourse with their students?
Richardson suggests that students need to understand that other people have different opinions than their own, regardless if agreed upon or not, needs to be respected. Also, making statements with "I" clearly states that the write is personally giving his/her commentary. In addition, focusing on the topic of discussion, steering away from stereotypes, and threats also helps to minimize irrelevant and unwelcome conversation between students.
Why is it important to emphasize civil discourse online as well as in real life?
Richardson brings up a good point that teaching civil discourse in real life allows the student to grasp real world situations that will be grounded in them, so that online conversations and interactions may not be so untamed. Although this is an ideal outcome, it still is not guaranteed. That is why Richardson stresses that providing students with real world situations, and modeling behavior that they can discuss and analyze with each other will better prepare them from resisting uncivil discourse on the web.
In this article, Richardson discusses the perks of integrating a blog to enhance educational goals, while emphasizing the need to teach civil discourse to the student. The problem that arises from Richardson's view is that many educators are too vague about defining civil discourse to the student. Richardson proposes that educators provide students clarity, and examples for teaching civil discourse both in the real and virtual worlds.
What are some ways that educators can practice civil discourse with their students?
Richardson suggests that students need to understand that other people have different opinions than their own, regardless if agreed upon or not, needs to be respected. Also, making statements with "I" clearly states that the write is personally giving his/her commentary. In addition, focusing on the topic of discussion, steering away from stereotypes, and threats also helps to minimize irrelevant and unwelcome conversation between students.
Why is it important to emphasize civil discourse online as well as in real life?
Richardson brings up a good point that teaching civil discourse in real life allows the student to grasp real world situations that will be grounded in them, so that online conversations and interactions may not be so untamed. Although this is an ideal outcome, it still is not guaranteed. That is why Richardson stresses that providing students with real world situations, and modeling behavior that they can discuss and analyze with each other will better prepare them from resisting uncivil discourse on the web.
Wednesday, August 5, 2009
Tuesday, August 4, 2009
Journal #4 Course Management
Course management is an online tool that instructors create for their students. This type of tool allows students to collaborate, interact, discuss, submit, email, login, etc. via a variety of posted materials, within the resources of a particular standardized system (such as WebCT or Blackboard). This learning environment is designed to meet course objectives while incorporating computer based proficiency (such as learning how to navigate WebCT) in order to enhance education of distant learning.
The tool that I chose to explore on the classroom 2.0 website was course management (cms). On one of the comments I was able to check out some useful and interactive educational technologies. The best part was that the majority of these programs are free. On one site I came across upon were testing modules, wikis, blogs, chats, and slideshows. This was interesting to discover because we are learning these tools in class. Other sites include creating and sharing lesson plans, as well as viewing thousands of others already made. The resources are countless. Many people pointed out some minor technical difficulties with various sites, but aside from those the majority used these resources in their classrooms. What I found interesting was that there was a lot of media learning. I like how the presentation of this material caters to many different learning styles. Personally, I enjoy audio features, and animation versus plain text. I think that this model of teaching instills fun and interactive learning for teachers and their students. There was also a feature on some of these sites that encouraged discussions, and feedback.
The tool that I chose to explore on the classroom 2.0 website was course management (cms). On one of the comments I was able to check out some useful and interactive educational technologies. The best part was that the majority of these programs are free. On one site I came across upon were testing modules, wikis, blogs, chats, and slideshows. This was interesting to discover because we are learning these tools in class. Other sites include creating and sharing lesson plans, as well as viewing thousands of others already made. The resources are countless. Many people pointed out some minor technical difficulties with various sites, but aside from those the majority used these resources in their classrooms. What I found interesting was that there was a lot of media learning. I like how the presentation of this material caters to many different learning styles. Personally, I enjoy audio features, and animation versus plain text. I think that this model of teaching instills fun and interactive learning for teachers and their students. There was also a feature on some of these sites that encouraged discussions, and feedback.
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