Web 2.0 Tool - Podcasting
Podcasting is nothing new; however, using it as an interactive tool in the classroom is something relatively new. Teachers are jumping on the bandwagon because kids LOVE it, and because school principals and superintendents are using as a novel way to communicate with the school community. Based on my reading on web 2.0, the teachers were using it in a variety of ways: to post events, assignments, study guides for students before tests, to share student work, to announce extra-credit assignments or other school information, and lastly as a way to communicate with other teachers. Some of the most common projects being devised for the podcasting tool were: book reviews or research projects. Teachers commented that students love it, and work "ten times harder" on researching, writing and editing their scripts. Kids loved being "on the air" for their audience of peers. Many teachers were using it for a variety of grade levels, especially in a research project assigning different tasks to different grades or levels of students. Some teachers were creating a book review podcast project or a book discussion podcast project. Most of the teachers recommed audacity as the best editing software. For hosting, one teacher used www.postcastpeople.com as his site of choice. Jodix, Moviemker, and itunes were also favorably mentioned. Finally, most of the teachers commented that the students were not intimidated by these programs, but embraced learning them as well as the excitement of going "live on the podcast."
Friday, November 23, 2007
Saturday, November 10, 2007
Journal # 9
"Developing Global Citizens: The Global Run Project" by Jody H. Kennedy & Jan Zanetis
Learning & Leading with Technology, Nov. 07, Vol. 35, No. 3
This article in the November issue of Learning & Leading with Technology talks about a social studies project being carried out by the students in the New York town of White Plains. School district officials and educators were inspired and challenged by the events of 9-11 to teach global awareness and tolerance for diversity. They felt an obligation to make the students aware of how they could contribute positively to world programs. Part of what makes this program so successful is the real-world connection and impact that the students see their efforts make for other people around the world. The global run project first started out as rehearsed video-conferencing lesson plans with other schools in places like Argentina, Costa Rica, and England. However, the teachers noticed that while the video-conferences were enriching, these same video-conferences went nowhere beyond an informative discussion about diversity. The Eastview Middle School teachers decided to create a program which would expand the potential reach and impact of the video-conference tool. They realized that they could tackle world problems by connecting to the experts; in some cases, these were the villagers who were living without clean drinking water. The students were amazed at their conversations with survivors of the 2004 Sri Lankan tsunami, HIV children in South Africa, and Afgani war refugees. Students became empathetic and interested to help others around the world. From that positive desire, the global run project was born to help students realize how they could solve the world's problems - one village at a time. Specifically, the global run project has decided to raise money and awareness regarding the diminishing supply of clean water for the world. Students walk miles to raise money. With the help and coordination of Rotary International, students from around the world who partnered with the Eastview Middle School helped a village in Kenya build a water collection roof & tank system to collect rainwater. Teachers at Eastview each used a lesson plan unit designed around the global run mission. P.E. teachers tracked the miles. Math teachers used a lesson plan to make graphs for measurement, currency exchanges, mileage walked. Social studies used it a springboard for diversity discussion. Foreign language teachers used in their classes as a part of a cultural unit. Science and health classes studied the effects clean and not so clean water have on the body and environment. Colloboration, commitment and enthusiasm has made this program a model success.
How can our schools use technology to build bridges to other countries as a way to address world issues?
Students and teachers could work together to put into place podcasts, blogs, and contests to see who can raise the most money for global warming and the effect it's having on the ecosystems around the world. They pick another issue year after year or continue on their first issue. They could communicate their research by using google docs or collaborative wikis as a way to inform each other of progress.
What can students do to further their commitment to positive change?
They could get their friends and families in on the act. Students can use peer pressure effectively to motivate their friends to get involved. Also since many youngsters know and understand technology better than their parents or guardians, they could teach their parents about technology and social action. Many parents would be amazed and proud to see their child so passionate about change, and so knowledgeable about using technology to effect this change in such an immediate way.
Learning & Leading with Technology, Nov. 07, Vol. 35, No. 3
This article in the November issue of Learning & Leading with Technology talks about a social studies project being carried out by the students in the New York town of White Plains. School district officials and educators were inspired and challenged by the events of 9-11 to teach global awareness and tolerance for diversity. They felt an obligation to make the students aware of how they could contribute positively to world programs. Part of what makes this program so successful is the real-world connection and impact that the students see their efforts make for other people around the world. The global run project first started out as rehearsed video-conferencing lesson plans with other schools in places like Argentina, Costa Rica, and England. However, the teachers noticed that while the video-conferences were enriching, these same video-conferences went nowhere beyond an informative discussion about diversity. The Eastview Middle School teachers decided to create a program which would expand the potential reach and impact of the video-conference tool. They realized that they could tackle world problems by connecting to the experts; in some cases, these were the villagers who were living without clean drinking water. The students were amazed at their conversations with survivors of the 2004 Sri Lankan tsunami, HIV children in South Africa, and Afgani war refugees. Students became empathetic and interested to help others around the world. From that positive desire, the global run project was born to help students realize how they could solve the world's problems - one village at a time. Specifically, the global run project has decided to raise money and awareness regarding the diminishing supply of clean water for the world. Students walk miles to raise money. With the help and coordination of Rotary International, students from around the world who partnered with the Eastview Middle School helped a village in Kenya build a water collection roof & tank system to collect rainwater. Teachers at Eastview each used a lesson plan unit designed around the global run mission. P.E. teachers tracked the miles. Math teachers used a lesson plan to make graphs for measurement, currency exchanges, mileage walked. Social studies used it a springboard for diversity discussion. Foreign language teachers used in their classes as a part of a cultural unit. Science and health classes studied the effects clean and not so clean water have on the body and environment. Colloboration, commitment and enthusiasm has made this program a model success.
How can our schools use technology to build bridges to other countries as a way to address world issues?
Students and teachers could work together to put into place podcasts, blogs, and contests to see who can raise the most money for global warming and the effect it's having on the ecosystems around the world. They pick another issue year after year or continue on their first issue. They could communicate their research by using google docs or collaborative wikis as a way to inform each other of progress.
What can students do to further their commitment to positive change?
They could get their friends and families in on the act. Students can use peer pressure effectively to motivate their friends to get involved. Also since many youngsters know and understand technology better than their parents or guardians, they could teach their parents about technology and social action. Many parents would be amazed and proud to see their child so passionate about change, and so knowledgeable about using technology to effect this change in such an immediate way.
Journal # 8
"More Than Money Matters" by Nancy Flynn
Learning & Leading with Technology, Nov. 07, Vol. 35, NO. 3
Specifically written for educators and school administrators, Nancy Flynn discusses the pros and cons of establishing a partnership with Corporate America and its schools in this article. It seems that while getting free technology and equipment would be a boon to any school district, Flynn cautions that there are many pitfalls that administrators and teachers need to be aware before they start accepting corporate quid-pro-quo gifts. Flynn lists ten guidelines for effective partnerships. They are: 1) vision 2) tech support 3) curriculum 4) colloboration and communication 5) capacity 6) commitment 7) obligations 8) product promotion 9) assessment and 10) longevity. Many of the principals, educators and tech support at the schools have shared their "wish I knew this before I signed the contract" stories resulting in Flynn ten guidelines. Sadly in many of the examples, school officials told Flynn that they had technology which they were not going to use. Sometimes, they had agreed to a partnership and the school year had started without getting the necessary software or hardware from the corporate partner. However, the school officials biggest complaint was that the corporation expected the principals, teachers and other tech-school administrators to be salespeople for the free corporate gifts. Principals often promoted these products to other school districts; unfortunately in many cases, the products didn't work with the school's infrastructure or the company would not provide the technology assistance needed once the software or hardware was installed or set up. So, the principals and teachers felt "set up." Teachers leaned that, in some cases, they needed to alter their teaching approach to match the style of the computer software program they were using as a part of a lesson plan. There were other problems as well. One principal cited an example that the corporation he partnered with did a "hit and run job." They installed the software, and just left. He had to develop teachers and other administrators as the unofficial tech support just to maintain the program since the company would not provide the necessary training and assistance. This principal cautioned to other administrators that it vital "to build capacity within your building; you're going to have to have some internal leaders. You have to learn it and use it in order to carry it out yourself." To prevent this kind of scenario, Flynn suggests to the educational community to ask questions about short and long-range plans, and to know before you buy.
How else can school administrators avoid costly partnership mistakes?
Instead of just letting the corporation pitch the product to the school district, school officials could rely on word of mouth or check the references, so to speak. They can visit other schools where the technology is being used successfully, and then go to their IT departments and ask those people to see whether or not the software or hardware would complement or be compatible with the other programs that the school district is already using. Let the IT people at the school brainstorm possible uses since they are more likely to understand the cabalities of the software and hardware programs. Too many principals acted like businessmen striking deals with corporations without fully understanding the technology they were accepting.
What are some of the benefits to accepting and giving free tech goodies?
Schools will be in a position to test-drive new software and hardware. If all goes well, they will continue to get even more goodies from their corporate partner. The schools may then be able to market themselves as a "innovation-embracing technology school" which would be a good selling point to parents and other influential people in the district. Additionally, the corporate partner could say that they're invested in the community and its younger generation. This is good p.r. for the corporation, and they have a built-in word of mouth referral program by its new generation of end-users.
Learning & Leading with Technology, Nov. 07, Vol. 35, NO. 3
Specifically written for educators and school administrators, Nancy Flynn discusses the pros and cons of establishing a partnership with Corporate America and its schools in this article. It seems that while getting free technology and equipment would be a boon to any school district, Flynn cautions that there are many pitfalls that administrators and teachers need to be aware before they start accepting corporate quid-pro-quo gifts. Flynn lists ten guidelines for effective partnerships. They are: 1) vision 2) tech support 3) curriculum 4) colloboration and communication 5) capacity 6) commitment 7) obligations 8) product promotion 9) assessment and 10) longevity. Many of the principals, educators and tech support at the schools have shared their "wish I knew this before I signed the contract" stories resulting in Flynn ten guidelines. Sadly in many of the examples, school officials told Flynn that they had technology which they were not going to use. Sometimes, they had agreed to a partnership and the school year had started without getting the necessary software or hardware from the corporate partner. However, the school officials biggest complaint was that the corporation expected the principals, teachers and other tech-school administrators to be salespeople for the free corporate gifts. Principals often promoted these products to other school districts; unfortunately in many cases, the products didn't work with the school's infrastructure or the company would not provide the technology assistance needed once the software or hardware was installed or set up. So, the principals and teachers felt "set up." Teachers leaned that, in some cases, they needed to alter their teaching approach to match the style of the computer software program they were using as a part of a lesson plan. There were other problems as well. One principal cited an example that the corporation he partnered with did a "hit and run job." They installed the software, and just left. He had to develop teachers and other administrators as the unofficial tech support just to maintain the program since the company would not provide the necessary training and assistance. This principal cautioned to other administrators that it vital "to build capacity within your building; you're going to have to have some internal leaders. You have to learn it and use it in order to carry it out yourself." To prevent this kind of scenario, Flynn suggests to the educational community to ask questions about short and long-range plans, and to know before you buy.
How else can school administrators avoid costly partnership mistakes?
Instead of just letting the corporation pitch the product to the school district, school officials could rely on word of mouth or check the references, so to speak. They can visit other schools where the technology is being used successfully, and then go to their IT departments and ask those people to see whether or not the software or hardware would complement or be compatible with the other programs that the school district is already using. Let the IT people at the school brainstorm possible uses since they are more likely to understand the cabalities of the software and hardware programs. Too many principals acted like businessmen striking deals with corporations without fully understanding the technology they were accepting.
What are some of the benefits to accepting and giving free tech goodies?
Schools will be in a position to test-drive new software and hardware. If all goes well, they will continue to get even more goodies from their corporate partner. The schools may then be able to market themselves as a "innovation-embracing technology school" which would be a good selling point to parents and other influential people in the district. Additionally, the corporate partner could say that they're invested in the community and its younger generation. This is good p.r. for the corporation, and they have a built-in word of mouth referral program by its new generation of end-users.
Thursday, October 25, 2007
Journal # 7
“Q&A: Smartening up the Classroom” by Bridget McCrea
October 2007 from www.thejournal.com
In this article for T.H.E. Journal, writer Bridget McCrea talks about the new “boards” being installed in a select number of classrooms around the country as test sites. In the Clarke County School District located in the Athens, GA area, teachers banded together to get funding and approval to install “smartboards” in the classrooms of new schools being built in that county. These smartboards are replacing the once-novel whiteboards which replaced the old blackboards of yester-year. Now with smartboards, teachers use the internet and other software programs to create lesson plans using current multimedia tools that corporate America uses everyday, like digital touch screens. The entire system to outfit 500 classrooms since 2006 in the Clarke County School District has taken several million dollars, with an average cost of $3,500.00 for each classroom. The project has been so successful in the district that three more schools are being equipped with the new smartboards for next year. The technology was paid for by a special local tax which is earmarked for new construction and other school infrastructure projects. Since this counted as an improvement to infrastructure, money was handed out for the smartboard project.
What are smartboards? How can they be used in the classroom?
Smartboards are a combination of multimedia projector and interactive touch screens which display video, digital slide shows, audio, websites, and various software programs. The touch screens are controlled by a teacher using their laptop at the classroom desk. For example, a teacher can use the touch screen to illustrate a math lesson to child showing how subtraction takes away the bushels of apples in a farmer’s wagon. The touch screens also navigate on the internet with the teacher in “real time” for use as part of a lesson activity.
How are much training do teachers need for the smartboards?
In the Clarke County School District, it was necessary to institute once a week training sessions in addition to the initial orientation training. Though it has been time consuming, the success of the smartboards program continues to spread within the Atlanta, GA area.
October 2007 from www.thejournal.com
In this article for T.H.E. Journal, writer Bridget McCrea talks about the new “boards” being installed in a select number of classrooms around the country as test sites. In the Clarke County School District located in the Athens, GA area, teachers banded together to get funding and approval to install “smartboards” in the classrooms of new schools being built in that county. These smartboards are replacing the once-novel whiteboards which replaced the old blackboards of yester-year. Now with smartboards, teachers use the internet and other software programs to create lesson plans using current multimedia tools that corporate America uses everyday, like digital touch screens. The entire system to outfit 500 classrooms since 2006 in the Clarke County School District has taken several million dollars, with an average cost of $3,500.00 for each classroom. The project has been so successful in the district that three more schools are being equipped with the new smartboards for next year. The technology was paid for by a special local tax which is earmarked for new construction and other school infrastructure projects. Since this counted as an improvement to infrastructure, money was handed out for the smartboard project.
What are smartboards? How can they be used in the classroom?
Smartboards are a combination of multimedia projector and interactive touch screens which display video, digital slide shows, audio, websites, and various software programs. The touch screens are controlled by a teacher using their laptop at the classroom desk. For example, a teacher can use the touch screen to illustrate a math lesson to child showing how subtraction takes away the bushels of apples in a farmer’s wagon. The touch screens also navigate on the internet with the teacher in “real time” for use as part of a lesson activity.
How are much training do teachers need for the smartboards?
In the Clarke County School District, it was necessary to institute once a week training sessions in addition to the initial orientation training. Though it has been time consuming, the success of the smartboards program continues to spread within the Atlanta, GA area.
Saturday, October 20, 2007
Journal # 6
"The Threat of Security" by LeAnne K. Robinson,Abbie Brown, and Tim Green
September/October 2007 in Learning & Leading with Technology
This article makes the point that security measures for computer use for educational purposes may be going too far. It seems that all around the nation, administrators and the software programs they buy for computer use are having a negative impact on the teachers. Many teachers are afraid to use the computers in their classroom for fear some kind of administrative reprimand. Many of these teachers are afraid for a good reason. This kind of administrative reprimand for inappropriate use of technology in the classroom has already happened to them or their colleagues. In many cases, the use violations were innocuous, and more than likely part of research for a lesson plan. The authors quote Monica, a special ed assistant, "We had a big district meeting and it was made clear that under no circumstances should we use our email for personal purposes, not even to make plans for the weekend with people we work with." It would be fine to use the class phone to communicate for this purpose, but on a class computer it is considered "innappropriate use." Teachers and students alike are being asked to sign "Acceptable Use Policies (AUPS)" which hold people accountable for every action they make using a computer. What if they teacher researches something for biology and an inappropriate site comes up? Well, likely now, the teacher will not be able to go there because of the filters and blocks that school administrators are paying to have installed on school computers, networks or servers. The ways in which school administrators are acting as Computer Big Brothers is increasing. Teachers are monitored for email use. Websites are being monitored, and filters are installed to ensure security. Or is it appropriate use of computers? Teachers' computers are being altered to account for logoff scripts which protect students who forget to logoff. However if the setup is interfering with classroom instruction, it may not be altered in face of security concerns. Teachers are losing the tech war to security threats. In turn, teachers have shied away from using computers in order to keep infractions from going into their permanent record. The authors state that integrating technology in the classroom is crucial to keep our students engaged as learners, but school administrators have actually in effect discouraged this integration by their own policing of teachers.
How can schools make integrating technology safe and appropriate without discouraging the use of computers for teachers?
I think that schools should have clear policies as to what's appropriate and what's not. Many do; however, I think that administrators have sent the message of distrust to their teachers. "We don't trust you, so we will monitor you." School administrators should do their own research and create lesson plans for teachers! Then, they will see what happens when you try to find a project for health class, or on a controversial book like Toni Morrison's Beloved. Administrators should pre-research lesson plans, buy them, and give them to teachers if they don't trust their own teachers to do what's expected of them - create new and fun lesson plans, day after day. Also, teachers should have training on the tech equipment, so they don't have figure out everything by themselves using trial and error which could lead to innappriate use of technology.
What is another way that teachers could get technology projects completed, other than doing it on their own laptops?
If schools are so concerned with inappropriate use of technlogy, then they could have "accountability partners" like they had when I was a bank teller. In the case of Tom, a high school science teacher mentioned by the authors, he could have walked his PowerPoint presentation to the library or "resource center," have the librarian view it for content purposes, and then the librarian could burn a copy of the presentation then and there for the teacher. Use the librarians as content monitors if need be. They already monitor a teacher's reserve list, a student's checkout list, and other administrative or assistance use at the library anyway. Why not this?
September/October 2007 in Learning & Leading with Technology
This article makes the point that security measures for computer use for educational purposes may be going too far. It seems that all around the nation, administrators and the software programs they buy for computer use are having a negative impact on the teachers. Many teachers are afraid to use the computers in their classroom for fear some kind of administrative reprimand. Many of these teachers are afraid for a good reason. This kind of administrative reprimand for inappropriate use of technology in the classroom has already happened to them or their colleagues. In many cases, the use violations were innocuous, and more than likely part of research for a lesson plan. The authors quote Monica, a special ed assistant, "We had a big district meeting and it was made clear that under no circumstances should we use our email for personal purposes, not even to make plans for the weekend with people we work with." It would be fine to use the class phone to communicate for this purpose, but on a class computer it is considered "innappropriate use." Teachers and students alike are being asked to sign "Acceptable Use Policies (AUPS)" which hold people accountable for every action they make using a computer. What if they teacher researches something for biology and an inappropriate site comes up? Well, likely now, the teacher will not be able to go there because of the filters and blocks that school administrators are paying to have installed on school computers, networks or servers. The ways in which school administrators are acting as Computer Big Brothers is increasing. Teachers are monitored for email use. Websites are being monitored, and filters are installed to ensure security. Or is it appropriate use of computers? Teachers' computers are being altered to account for logoff scripts which protect students who forget to logoff. However if the setup is interfering with classroom instruction, it may not be altered in face of security concerns. Teachers are losing the tech war to security threats. In turn, teachers have shied away from using computers in order to keep infractions from going into their permanent record. The authors state that integrating technology in the classroom is crucial to keep our students engaged as learners, but school administrators have actually in effect discouraged this integration by their own policing of teachers.
How can schools make integrating technology safe and appropriate without discouraging the use of computers for teachers?
I think that schools should have clear policies as to what's appropriate and what's not. Many do; however, I think that administrators have sent the message of distrust to their teachers. "We don't trust you, so we will monitor you." School administrators should do their own research and create lesson plans for teachers! Then, they will see what happens when you try to find a project for health class, or on a controversial book like Toni Morrison's Beloved. Administrators should pre-research lesson plans, buy them, and give them to teachers if they don't trust their own teachers to do what's expected of them - create new and fun lesson plans, day after day. Also, teachers should have training on the tech equipment, so they don't have figure out everything by themselves using trial and error which could lead to innappriate use of technology.
What is another way that teachers could get technology projects completed, other than doing it on their own laptops?
If schools are so concerned with inappropriate use of technlogy, then they could have "accountability partners" like they had when I was a bank teller. In the case of Tom, a high school science teacher mentioned by the authors, he could have walked his PowerPoint presentation to the library or "resource center," have the librarian view it for content purposes, and then the librarian could burn a copy of the presentation then and there for the teacher. Use the librarians as content monitors if need be. They already monitor a teacher's reserve list, a student's checkout list, and other administrative or assistance use at the library anyway. Why not this?
Friday, October 19, 2007
Journal # 5
"Finding New Ways to connect: Professors adjust their methods to reach technology-savvy generation" by Eleanor Yang Su
January 28, 2007 in The San Diego Union Tribune
Eleanor Yang Su discusses the many changes new technologies have brought the classroom, and will continue to bring. The possibilities, it seems, are endless. The author cites many examples of how professors are trying to keep up with the newest group of incoming college co-eds dubbed, “Echo Boomers,” “Generation Y,” or the “Millennials.” Echo Boomers are more comfortable with technology, relish the opportunity to explore new technologies, and often use their knowledge to multi-task during the day. On the other hand, their teachers and professors are often slow to adopt these new technologies in the classroom. However, there are some professors who are getting very innovative during lectures and outside of the classroom to check on their students’ progress. The author contends that those teachers unable or unwilling to learn the new technologies will be left behind as new schools, like public high schools, seek to keep up with the demand to prepare their students for advance work and real-world scenarios. Like it or not, Yang Su states, “technology-teaching” is slowly but steadily making inroads in nearly all educational settings. As a response to their students' technology abilities, teachers are scrambling to be just as tech-savvy and innovative as their students. Some teachers will keep their lectures short, ask more questions, and give students a remote-controlled device called a “clicker.” Just like on a game show, the teacher asks a question, the students push a button which sends a radio-frequency signal to a server which then calculates the percentage of correct answer. Immediately, the teacher use technology to gauge how well their teaching is working. How many students got it? In another experiment, students are using the software programs created by their teachers to dialogue with students around the world. More and more teachers are required to have online forums, blogs or websites so their students can reach them day or night regarding a question. Educators will have to be more accessible to student and their parents, if appropriate.
What are some of the criticisms of using new technology in the classroom?
Some professors and teachers believe that technology teaching is really lowering course content standards by focusing on entertainment instead of the challenging “question and answer” discussion format so respected in the educational community. Gordon Clanton, a SDSU professor since the early 1970’s, says, “I don’t believe replacing readings and lectures with entertaining videos is engaging students … I teach about the founders of sociology. I can’t make that as entertaining as a TV show.”
What do students do with all the new tech toys during lectures? Are they actually taking notes on their laptops?
During lectures, these tech-savvy students will: text-message each other, post a message on a friend’s blog, send a few emails to another professor regarding class matters, check the hottest “You-Tube” videos online, log onto search engines, Wikipedia and other popular websites, shop, play video games, download music to their laptops, take notes, scan “Facebook” or “Myspace” for new friends, or experiment with all the features on their cell phones. These students are compulsive about multi-tasking.
January 28, 2007 in The San Diego Union Tribune
Eleanor Yang Su discusses the many changes new technologies have brought the classroom, and will continue to bring. The possibilities, it seems, are endless. The author cites many examples of how professors are trying to keep up with the newest group of incoming college co-eds dubbed, “Echo Boomers,” “Generation Y,” or the “Millennials.” Echo Boomers are more comfortable with technology, relish the opportunity to explore new technologies, and often use their knowledge to multi-task during the day. On the other hand, their teachers and professors are often slow to adopt these new technologies in the classroom. However, there are some professors who are getting very innovative during lectures and outside of the classroom to check on their students’ progress. The author contends that those teachers unable or unwilling to learn the new technologies will be left behind as new schools, like public high schools, seek to keep up with the demand to prepare their students for advance work and real-world scenarios. Like it or not, Yang Su states, “technology-teaching” is slowly but steadily making inroads in nearly all educational settings. As a response to their students' technology abilities, teachers are scrambling to be just as tech-savvy and innovative as their students. Some teachers will keep their lectures short, ask more questions, and give students a remote-controlled device called a “clicker.” Just like on a game show, the teacher asks a question, the students push a button which sends a radio-frequency signal to a server which then calculates the percentage of correct answer. Immediately, the teacher use technology to gauge how well their teaching is working. How many students got it? In another experiment, students are using the software programs created by their teachers to dialogue with students around the world. More and more teachers are required to have online forums, blogs or websites so their students can reach them day or night regarding a question. Educators will have to be more accessible to student and their parents, if appropriate.
What are some of the criticisms of using new technology in the classroom?
Some professors and teachers believe that technology teaching is really lowering course content standards by focusing on entertainment instead of the challenging “question and answer” discussion format so respected in the educational community. Gordon Clanton, a SDSU professor since the early 1970’s, says, “I don’t believe replacing readings and lectures with entertaining videos is engaging students … I teach about the founders of sociology. I can’t make that as entertaining as a TV show.”
What do students do with all the new tech toys during lectures? Are they actually taking notes on their laptops?
During lectures, these tech-savvy students will: text-message each other, post a message on a friend’s blog, send a few emails to another professor regarding class matters, check the hottest “You-Tube” videos online, log onto search engines, Wikipedia and other popular websites, shop, play video games, download music to their laptops, take notes, scan “Facebook” or “Myspace” for new friends, or experiment with all the features on their cell phones. These students are compulsive about multi-tasking.
Journal # 4
"Technology Incentives: Motivating Teachers to Attend Professional Development Training" by Virginia Richard
September/October 2007 for Learning & Leading with Technology
Virginia Richard makes the point that technology must be available in the classroom, but everyone involved at school must work together to make it happen. She first addresses the issue of how to get teachers interested in learning the new technologies that are available. She mentions that in the Polk County School District in Florida, teachers are rewarded technology gifts like flash drives, LCD projectors, scanners, micro testers and the like for each technology proficieny they obtain. The Polk County schools are working with the State Bureau of Instruction and Innovation which has guidelines like those posted on ISTE's website for teachers. If a teacher passes the first level testing called ITTS (Inventory of Teacher Technology Skills), then Polk County teachers get a free flash drive with 1GB of memory. Teachers can move up the technology proficiency ladder winning more tech prizes as they read about and tech test-drive websites and software programs developed for educators, like sites regarding copyright issues and plagiarism. The program is a success not only because the teachers are behind it but also the administrators. The administrators at Polk County have taken in active interest in making this a priority. They have applied for grants which provide funds for the new technology. Also, administrators have employed technology mentors which show the teachers how to use the new technology. In addition, Polk County has broken its classes into levels, so everyone can feel comfortable picking at class at their level. That is why the ITTS was created in Florida. Polk County has gone even further by creating "Five Star Groups" which travel from school to school within the district to help set up the training programs at the schools. The five key technology members coordinate the setting up a mini-tech program at each school passing their knowledge to others at the school who will run the tech departments after the Five Star group leaves. However, Richard makes a sage point that "word of mouth" among peer teachers is often the best seller of new tech tools in the classroom.
How else can a school sell the idea of incorporating technology in the classroom?
Teachers would feel more comfortable about test-driving the new technology if there was someone or a team always available on campus. I wouldn't be happy with the traveling technology team, but my own stay-on-campus team. As a teacher, I had very limited time, and would appreciate appointments with my "teach advisor" during my free period. It would a planned class time for me. Also, I think that having lesson plan ideas which use technology for would a great sell to any teacher, especially if it makes a teacher's life easier.
How could teachers "sell" administrators to write the grants which get the money to buy the equipment?
At any school, there are competitions between rival schools within the same district, statewide, or in the U.S. Administrators needed a push to do more work to research the grants available, and how to get them. Teachers could remind administrators to take a field trip to their local university and ask officials there, "What kind of programs do you have for high schoolers or other gifted youth?" Most likely, technology will be part of the curriculum. The high school principal could then create a "joint college-hs elective class" which would be a great selling point to hyper-achievement-oriented-parents. This would create the reason to write the grant.
September/October 2007 for Learning & Leading with Technology
Virginia Richard makes the point that technology must be available in the classroom, but everyone involved at school must work together to make it happen. She first addresses the issue of how to get teachers interested in learning the new technologies that are available. She mentions that in the Polk County School District in Florida, teachers are rewarded technology gifts like flash drives, LCD projectors, scanners, micro testers and the like for each technology proficieny they obtain. The Polk County schools are working with the State Bureau of Instruction and Innovation which has guidelines like those posted on ISTE's website for teachers. If a teacher passes the first level testing called ITTS (Inventory of Teacher Technology Skills), then Polk County teachers get a free flash drive with 1GB of memory. Teachers can move up the technology proficiency ladder winning more tech prizes as they read about and tech test-drive websites and software programs developed for educators, like sites regarding copyright issues and plagiarism. The program is a success not only because the teachers are behind it but also the administrators. The administrators at Polk County have taken in active interest in making this a priority. They have applied for grants which provide funds for the new technology. Also, administrators have employed technology mentors which show the teachers how to use the new technology. In addition, Polk County has broken its classes into levels, so everyone can feel comfortable picking at class at their level. That is why the ITTS was created in Florida. Polk County has gone even further by creating "Five Star Groups" which travel from school to school within the district to help set up the training programs at the schools. The five key technology members coordinate the setting up a mini-tech program at each school passing their knowledge to others at the school who will run the tech departments after the Five Star group leaves. However, Richard makes a sage point that "word of mouth" among peer teachers is often the best seller of new tech tools in the classroom.
How else can a school sell the idea of incorporating technology in the classroom?
Teachers would feel more comfortable about test-driving the new technology if there was someone or a team always available on campus. I wouldn't be happy with the traveling technology team, but my own stay-on-campus team. As a teacher, I had very limited time, and would appreciate appointments with my "teach advisor" during my free period. It would a planned class time for me. Also, I think that having lesson plan ideas which use technology for would a great sell to any teacher, especially if it makes a teacher's life easier.
How could teachers "sell" administrators to write the grants which get the money to buy the equipment?
At any school, there are competitions between rival schools within the same district, statewide, or in the U.S. Administrators needed a push to do more work to research the grants available, and how to get them. Teachers could remind administrators to take a field trip to their local university and ask officials there, "What kind of programs do you have for high schoolers or other gifted youth?" Most likely, technology will be part of the curriculum. The high school principal could then create a "joint college-hs elective class" which would be a great selling point to hyper-achievement-oriented-parents. This would create the reason to write the grant.
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