Journal #9: Science + Technology = Creativity (and Fun!)

Mader, J., & Smith, B. (2009). Science + technology = creativity (and fun!).

Learning & Leading with Technology, Retrieved 8 10, 2009, from http://www.iste.org/AM/Template.cfmSection=August_No_1_2&

Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=

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Smith and Mader describe a process that will help students become comfortable using technology in the classroom and that will also likely encourage creativity in their use of technology. The first step in the process that they describe is to give the students the tools that they need and provide them with specific experiences with these tools. For example, give them an assignment dealing with videotaping, uploading, and recording data into a spreadsheet. While they are reaching the objective of the lesson, they are also becoming comfortable with the technology. Once the students are given the tools, they should then be given time. With time, students can more adequately explore the technological tools that they have been given and use them creatively to complete their assignments. Lastly, Smith and Mader suggest that teachers remain vague when it comes to the end-results of assignments, such as the format in which the students are to present their findings. This will foster students' creativity and innovativeness.

Can this idea be as easily applied to elementary aged students as high school aged students?

This process can probably be applied a bit more easily to high school students as they are more likely to use various forms of technology, such as video and tape recording equipment and so on. However, if younger students have the opportunity to be exposed to these forms of technology and are given the choice to work with them, they could learn how to independently use them and apply them to their work as well. Younger students could also use more simple versions of technology such as cameras rather than video cameras.

If schools or school districts cannot afford the technology to put a plan or process like this into action, especially for the whole school, how could a teacher continue to try and implement it?

If the school failed to provide the necessary technological tools, I believe that an individual teacher would still have several options available to him or her in attaining the equipment. The least desirable option would be for the teacher to buy all of the equipment themselves. If the teacher could not do that they could apply for a grant that would allow them the funds to purchase the equipment. Additionally, the teacher could go out and look for donations or see if any of the students' parents would be willing or able to bring tools in for the class to use, either with or without their supervision.

Journal #8: Choosing the Perfect Tools for One-to-One

Bouterse, B., Corn, J., & Halstead, E. (2009). Choosing the perfect tools for

one-to-one. Learning & Leading with Technology, Retrieved 8 9, 2009,

from http://www.iste.org/Content/NavigationMenu/Publications/LL/

LLIssues/Volume3720092010/AugustNo1/37115t.pdf.

As technology has become more accessible and more important to implement in the classroom, it is now necessary to look at how we can provide the most accessible, useful, and cost effective tools available. According to the authors, six things should be considered when thinking about implementing a technology plan that includes portable learning devices. The first thing that should be considered is what purpose the devices will serve. Will the device be used for a single purpose such as word processing or for multiple purposes? You also need to consider which operating system to use considering your resources and what the teachers and students are familiar with. Especially if the device will be used for multiple purposes, one needs to consider what and how many applications will be installed on the device. From Ultraportables to general laptops, there is a great range in how much disk space is available to load and store applications on the hard drive. If web-based applications are to be used this will greatly reduce the need for space to store applications. The fourth item to consider is content. One has to consider, like the application criteria above, whether other files such as documents will be stored on the devices themselves or on the internet, as this will vary the need for space. In addition to the device itself, one has to consider what the device will be used with, such as cameras, printers, and projectors. Lastly, the robustness of the device should be considered. That is, how durable is the device, what is necessary in order to store it, and how long will it last? Although these are the six main criteria, there are also other things to consider such as professional development for teachers, school retrofitting, and networking and connectivity at school sites.

In general is it a better idea to have these devices available for students to take home or to have them for school use only?

Although it would be good for students to have extra access to technology, by sending the devices home it would most likely shorten the life of the devices and great a much greater expense for the school. I feel that students can probably get the use that they need from them while at school while also prolonging the life of the device and saving the school and district money over time.

Which portable devices tend to be the most popular among schools?

My guess would be that most schools use devices for some word processing, but are also used for applications and are moving more and more towards needed internet capabilities. I think in the future, the most useful devices will have some applications stored on them but will also allow students to store their work online so that they can then access it from anywhere.

Journal #7: Beyond Social Networking: Building Toward Learning Communities

Reynard, R. (2009). Beyond social networking: Building toward learning

communities. The Journal: Transforming Education through

Technology, Retrieved 7 29, 2009, from http://thejournal.com/Articles

/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-

Communities.aspx?Page=1

In her article, Ruth Reynard discusses how Web 2.0 tools have increased in popularity, for both the young and old, and how these tools can act as educational tools. Social networking, for example is a tool that has become very popular and can facilitate interaction among students. Instead of organizing groups and time for interaction, students are put in an environment where everything is already set up for interaction among their peers. Oftentimes, students enjoy these virtual environments and I feel they might be more comfortable sharing their ideas when they don't have to do it face-to-face. Although internet and social networking tools provide the environment, teachers still must facilitate and monitor the group and interactions in order to engage all of the students and make it a worthwhile task. According to the article, teachers should maintain their presence in the virtual environment, use various tools to help the students process and apply what they are learning, help students in managing information and focusing in on certain topics, and making sure that all students are engaged in the process.

What might a teacher be able to do to engage a student who either does not seem interested in participating in the online social network or who is not putting much effort into the process?

In order to get students more engaged in social networking and communicating with the group online teachers might have specific activities, whether their online or not, or assignments for the students to respond to as a part of their grade. Students might also be assigned specific times to start a discussion. For example each student has to start a discussion or thread of their interest on their assigned day and then the other students respond. If the teacher can connect the work to the students and their interests I think they would be much more interested and likely to respond.

Would students who are affected by the technology gap benefit less from this than others?

I think that it's very important to make sure that students have access to technology while they are at school. If a classroom was taking part in online assignments and social networking groups and communication, this would make the necessity for computer use at school a must. Although it would be beneficial for students to have continued access to their online material while at home, I feel they could equally benefit as long as they were given the necessary access and support at school.

Journal #6: Don't Feed the Trolls: Using Blogs to Teach Civil Discourse

Richardson, K. W. (2008, 5). Don't feed the trolls: Using blogs to teach civil

discourse. Learning & Leading with Technology, Retrieved 7 30, 2009,

from http://www.iste.org/AM/Template.cfmSection=May_No_7_&

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In Don't Feed the Trolls, Karen Richardson expresses the need for education regarding civil discourse, especially since online communication and blogging have become a widely used tool in the classroom. Blogs and other online communication tools have advantages such as the fact that students can post and share their work with peers and receive feedback. In addition to the positive attributes of online communication and postings, certain problems have also presented themselves. For example, some students spread gossip and post inappropriate messages on others' pages. Mean comments are left on blogs and social networking sites, and negative messages are also posted regarding teachers and schools as well. Some suggestions for teaching civil discourse include reviewing the rules, putting the rules into practice, encouraging students to monitor their activity, and being a model of civil discourse.

How might teachers show students the connection between the rules they follow every day at home and at school and rules of civil discourse online?

I think that teachers could give students scenarios and concrete examples of things that happen in the real world and in virtual interactions that are similar and call for similar, responsible action. For example a teacher could act out a disagreement with his or her students and show them how disagreements are different and similar when carried out online and face-to-face and why both situations call for civil discourse and what that looks like.

What might be some challenges of teaching civil discourse?

Despite a teacher's attempt to help students see the connection between online communication and the real world, some students may fail to take their online action seriously. They may fail to see the consequences of their actions because they are not as tangible as face-to-face interactions in which they take part in. When group discussions regarding civil discourse are not enough to make the connection for a student, further discussions perhaps on a one on one basis may help. Other challenges might include students who, even though they see that their actions might be inappropriate, continue to abuse online communication tools because they like the attention, whether it is positive or negative, that they receive because of it.

Journal #4: Interactive Boards

Interactive boards, commonly referred to as "Smartboards" look somewhat like projector boards but are much more interactive and engaging. With interactive boards, the teacher can not only project what he or she sees on the computer up on the screen, but the teacher or students can also change the screen by touching the screen itself. Many times this feature is used so that instead of the teacher being the center of attention, the students can become more of the focus of the lesson. When reading posts from users of Classroom 2.0 who were discussing uses for their Smartboards several people mentioned educational games in which students jump out of their seats to touch the right answer. For example, a fifth grade math teacher wrote that his students "LOVE" to play math games on the board, instead of sitting at their computers and clicking through the games with a mouse. This same teacher also explains that it gives the teacher a great way to explain the searching process and how to navigate the Internet. Another user posted suggested going to interactive websites which are full of image galleries that help her students build vocabulary. Other teachers love the interactive flip charts that can be found on interactive boards called ACTIVboards. According to other users, this purpose, in and of itself can also be a problem for some teachers. When they start to use interactive boards, some teachers find that classroom management becomes more difficult. One teacher found that she had a problem controlling the noise level and activity in the room when using the board. In addition to playing educational and interactive games with the interactive boards, some teachers use the boards in order to develop graphic organizers with the class. The board is convenient and engaging in this aspect because the teacher and students can add to the organizer by writing or drawing right on the board. The teacher can also add computer graphics and content as well.

Journal #3: Assessment Made Easy

Zucker, A. A. (2009, June/July). Assessment Made Easy. Learning &

Leading with Technology, Retrieved July 21, 2009, from http://www.iste.org/AM/Template.cfmSection=June_July_No_

8_1&Template=/MembersOnly.cfm&NavMenuID=4333&Content

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Assessments Made Easy describes the Denver School of Science and Technology’s (DSST) use of a one-to-one student laptop system, the benefits that the teachers and students have because of the system, and the gains that the school has seen since the inception of the one-to-one program. The author of the article, Andrew Zucker (2009), asserts that it is likely not solely the use of one laptop per student that has led to the success at the school, but also the dedication and quality of the administration and teachers, the curriculum, and other factors that have made this school so successful (p. 21). The laptops, along with the administrators’ and teachers’ thoughtful use and innovation have proved to be a great success at DSST. The laptops are often used for computer-based assessment and immediate feedback. Teachers and students alike benefit from this method because the laptops are able to grade multiple choice and short answer questions, which saves the teacher time and allows him or her to focus on other tasks, and it also allows the student to have immediate feedback while the subject at hand is still fresh in his or her mind. In addition to testing, the students often use the computers for word processing. They are often able to edit their work in class with their teacher or receive editing much sooner than they would be able to if they had handwritten their work.

Do technology gaps such as income and access to technology at home affect student success with programs such as this one?

Technology gaps can often have a great affect on students, leaving those who have fewer resources less technologically savvy and with fewer resources for research and so on. By participating in so much work at school that deals with technology, however, that reduces the necessity to have these technological tools at home. Those who are less fortunate or who are at an economic disadvantage are able to somewhat make up for that lack of experience at home during their day at school.

Would it be realistic for all schools to try to implement this type of program or would the training and equipment be too high a cost?

I think that this type of program and technology implementation is realistic if schools do not expect to implement it over night. I feel that a good plan would be to phase in the computers and technological tools necessary over time and train the teachers in groups or have a group of teachers trained who would then be responsible for the professional development of the rest of the school. Although there would be considerable cost and work involved in getting a program like this going, it seems from DSST's results that it is well worth it.

Journal #2: How Teenagers Consume Media

Robson, M. (2009, July 13). How teenagers consume media:

the report that shook the city.Retrieved July 22, 2009,

from guardian.co.uk Web site: http://www.guardian.co.

uk/business/2009/jul/13/teenage-media-habits-morgan-

stanley

Although Michael Robson’s article may not be the most scholarly, as it does not seem to be based on any actual survey or monitoring of teenagers’ usage of media and technology, however it is interesting. It gives good insights into a firsthand teenage perspective on media and technology. After reading the article, I am under the impression that in general, teenagers in the UK would like to have the cheapest, most easily accessible technology, and they do not want to put up with advertisements. Additionally, most teenagers seem to be very willing to illegally obtain their media through such outlets as music and movie downloading sites. It also seems as though teenagers are very aware of what they need and what is worth their money. According to Robson (2009), they do not often have Internet capable cellular phones or excessive cable television subscriptions because it is simply not necessary. I was happy to see this opinion, as my impression of some teenagers has been that they want they biggest and the best, regardless of whether or not they need it.

Why might this article have “caused a stir” once it was published by Morgan Stanley?

I feel that people generally assume that material is written and published by people with some kind of credibility. For example, doctors write medical articles, financial analysts write finance articles, and journalists generally understand the conventions of writing and checking the facts of their writing. The fact that this article was written by a fifteen year old boy with little training and background in the field of technology could have caused some to have question Morgan Stanley's decision to publish his writing. In addition to being written by a fifteen year old, the article may also have been criticized for stating that certain brands, carriers, and devices are better or more popular than others without actually doing a survey or study.

Are there aspects of the article that might be inaccurate or representative only a certain group of teenagers?

A few aspects of Robson's article may accurately apply to teenagers, but may only apply to a certain group of teenagers, those that Robson is exposed to at school and in his social group. It is likely that he and the teenagers that he is interacting with all fall into the same social class and live in the same area. Because of this, the information that he presented might only pertain to this group. For example, wealthier children might take advantage of more advanced and expensive gaming systems and television cable networks because they feel that they offer more and they can afford them.