Building Global Learning Communities
Wow! I want to go to King Edward's School! Not only is it in England (where I have always wanted to go), but it is beautiful!
As far as making a school tour of my own school, it would be a good idea. We don't even have a web-site, aside from the page set aside on the district web-site. Having the students take pictures and get involved in the project would definitely add more meaning to it as well. I think our school would have to focus on the instruction and students, rather than the building itself because it is nothing to write home about. Nonetheless, there are a lot of awesome thing that go on that could be showcased in a school tour online.
Seymour Papert: Project-Based Learning had a lot of interesting ideas. I agree that project-based learning is much more engaging and rich for the students. His idea that kids should not be segregated by age, but by interest in a certain project would certainly be different. Age is usually how kids are grouped because of developmental factors, but as we all know, even kids of the same age do not develop at the same rate. Papert also says that learning for future use (if ever) is not the way to learn, but kids (or anyone) should learn and use the knowledge right then. I suppose that is sort of like on-the-job training for adults. Employers expect you to know certain things coming in, but will train for the specific job and all that is learned is put to use immediately. He also talked about vision, and how necessary it is for change. I would agree that vision is important (after all, if you don't know where you want to go, how will you ever get there?), but everyone within a school or district (state, nation?) would need to share that same vision, and that is rare...
School Web-Sites
The second article, Planning Your School's Web-Site, was very helpful. It was easy to read and broke down the steps almost as a checklist. The thing that I fould especially interesting is that designing a school web-site should take 12-18 hours, according to this article. How did they determine this, I wonder? The item I found the best was item #1, which is that simplicity = elegance. I totally agree. Even as I design my own class webpage, I am wondering if I have added too much "stuff." The whole point of a webpage is for the viewers to find the information they are looking for easily. The less fluff, the better.
Wednesday, June 11, 2008
Tuesday, June 10, 2008
Day Eight Readings
Equity Issues
"The Digital Divide" is the division between those who have access to computers and those who do not. There are a number of possible reasons for it, including lack of interest, socioeconomic status, and race. In general, white households tend to have more access than black, hispanic, and Native American households. Many adult learners do not have computers, and females tend to be less interested than males, according to the article.
In my opinion, the main factor in whether or not a household has a computer and internet access is financial. I student taught in a higher socioeconomic area and all of the students had computers at home. Now, I teach in a lower-middle socioeconomic area and maybe half of the students have access. As I am making my website, I am wondering what percentage of my kids are actually going to be able to use it from home. I am wishing it was all of them, but I know it won't be.
The divide between people who do and don't have computers is similar to the divide between people who do and don't have a personal vehicle. People who can afford vehicles, insurance, and gas purchase them so that they can get around at their leisure. People who can't ride the bus, walk, or find other ways to get themselves where they need to go. The only problem is that people without computers have less options than those without cars. They can go to the library and use the internet there, but I can't think of any others at the moment.
Community Technology Centers: A National Movement to Close the Digital Divide
What a nice segway into this article! The entire thing discusses bringing technology into community centers so that those people without access at home have somewhere to go to get it. There are stand-alone technology centers, but also incorporation of technology labs into existing centers, such as the Boys & Girls Club, YMCA, and others. There are more options now than just libraries, as communities in lower income neighborhoods especially are opening up these centers. Programs that incorporate technology and other fields, such as art and science, are giving children and adults alike a place to go and learn.
I have always thought community/recreation centers are great ideas and there should be more of them. Of course, they probably take a lot of money to run and maintain (with little to no profit), but it is so nice for kids especially to have a safe place to go and learn and interact with others after school and on weekends than spend time often alone at home. The addition of technology makes them that much better. If I ever strike it rich one day (ha!), I think opening up a community center would be awesome.
"The Digital Divide" is the division between those who have access to computers and those who do not. There are a number of possible reasons for it, including lack of interest, socioeconomic status, and race. In general, white households tend to have more access than black, hispanic, and Native American households. Many adult learners do not have computers, and females tend to be less interested than males, according to the article.
In my opinion, the main factor in whether or not a household has a computer and internet access is financial. I student taught in a higher socioeconomic area and all of the students had computers at home. Now, I teach in a lower-middle socioeconomic area and maybe half of the students have access. As I am making my website, I am wondering what percentage of my kids are actually going to be able to use it from home. I am wishing it was all of them, but I know it won't be.
The divide between people who do and don't have computers is similar to the divide between people who do and don't have a personal vehicle. People who can afford vehicles, insurance, and gas purchase them so that they can get around at their leisure. People who can't ride the bus, walk, or find other ways to get themselves where they need to go. The only problem is that people without computers have less options than those without cars. They can go to the library and use the internet there, but I can't think of any others at the moment.
Community Technology Centers: A National Movement to Close the Digital Divide
What a nice segway into this article! The entire thing discusses bringing technology into community centers so that those people without access at home have somewhere to go to get it. There are stand-alone technology centers, but also incorporation of technology labs into existing centers, such as the Boys & Girls Club, YMCA, and others. There are more options now than just libraries, as communities in lower income neighborhoods especially are opening up these centers. Programs that incorporate technology and other fields, such as art and science, are giving children and adults alike a place to go and learn.
I have always thought community/recreation centers are great ideas and there should be more of them. Of course, they probably take a lot of money to run and maintain (with little to no profit), but it is so nice for kids especially to have a safe place to go and learn and interact with others after school and on weekends than spend time often alone at home. The addition of technology makes them that much better. If I ever strike it rich one day (ha!), I think opening up a community center would be awesome.
Friday, June 6, 2008
Day Six Readings
Internet 101/Safety
"Studies show that young people tend to believe that “if it’s on a computer it must be true,” so it’s important to teach students to question what they read online."
This quote is so true! I am not as worried about innappropriate content as I am about misleading or incorrect information. Our district filters the internet pretty heavily, so it is rare to come across something the kids shouldn't view (although let's face it, they are probably viewing all sorts of things at home, both online and on TV/movies). However, it is more difficult to monitor the actual content for accuracy. It all goes back to previewing and preparing the students to go to specific sites that we know are good for children.
Overall, I liked this article. It was easy enough to read, that it would be a good one to share with parents and even students.
Child Safety on the Information Highway
Both the benefits and the risks of children using the internet are discussed in this article. Benefits include easy communication, quick information, educational tools, and entertainment. Risks include exploitation, viewing of innapropriate material, harassment and bullying, viruses and hackers, and finally situations that might involve legal or financial problems. Kids tend to assume that everyone online is trustworthy and legit, when even in real life, it just simply isn't the case. This seems like common sense, but apparently it is not. The tips for parents also seem pretty obvious (um, supervise your children?!), but it is best to be knowledgable and prepared for all situations.
"Studies show that young people tend to believe that “if it’s on a computer it must be true,” so it’s important to teach students to question what they read online."
This quote is so true! I am not as worried about innappropriate content as I am about misleading or incorrect information. Our district filters the internet pretty heavily, so it is rare to come across something the kids shouldn't view (although let's face it, they are probably viewing all sorts of things at home, both online and on TV/movies). However, it is more difficult to monitor the actual content for accuracy. It all goes back to previewing and preparing the students to go to specific sites that we know are good for children.
Overall, I liked this article. It was easy enough to read, that it would be a good one to share with parents and even students.
Child Safety on the Information Highway
Both the benefits and the risks of children using the internet are discussed in this article. Benefits include easy communication, quick information, educational tools, and entertainment. Risks include exploitation, viewing of innapropriate material, harassment and bullying, viruses and hackers, and finally situations that might involve legal or financial problems. Kids tend to assume that everyone online is trustworthy and legit, when even in real life, it just simply isn't the case. This seems like common sense, but apparently it is not. The tips for parents also seem pretty obvious (um, supervise your children?!), but it is best to be knowledgable and prepared for all situations.
Day Five Readings
Technology Transforming Education:
Big Ideas for Better Schools/Rearrange the Desks...
The Next Step touched on the fact that despite our technology additions in the schools, not much has changed. Teachers still teach the same way that they always have, there just happens to be some computers in the room (sometimes!). I agree with this in some ways. Technology has definitely changed the way we gain our information, but the difference in instruction isn't super apparent. In order for technology to really make an impact, certain things need to take place, including: vision, planning, faculty development, support, and assessment. We can't just throw technology into the mix without coming up with an effective (as opposed to ineffective, I guess) plan of action.
Big Ideas for Better Schools/Rearrange the Desks...
Big Ideas for Better Schools was very inspiring. The video showed examples of many key aspects to teaching that are rarely focused upon, at least in my school. Part of me wanted to pack my bags and seek out the schools that are so integrative and engaging. I feel my school is lacking in comparison. I would say that the main reason for this is that the teachers are so focused on their own teaching/classroom, that we don't work together as we could to create a better environment for our students.
Here are the 10 components for better schools:
Students
Engage: Project-Based Learning
Connect: Integrated Studies
Share: Cooperative Learning
Expand: Comprehensive Assessment
Teachers
Coach: Intellectual and Emotional Guide
Learn: Teaching as Apprenticeship
Schools
Adopt: Technology
Reorganize: Resources
Community
Involve: Parents
Include: Community Partners
Rearrange the Desks... focused on the arrangement of the classroom so that there isn't a bad seat in the house. I agree with the concept, but it is easier said than done. The less students, the easier it is to make your classroom meet everyone's needs. But the more students that are crammed in one classroom, the less space everyone has to maneuver around, let alone arrange the desks in amazing configurations. Personally, I do try out different seating arrangements and mix the kids up fairly often. The kids know that just because they have a certain seat one day, doesn't mean it will be that way forever. If you have a decent management system and you teach from a variety of areas around the room, it shouldn't matter where the kids are sitting.
This article discussed the technology reform adistrict in Chicago went through. They started off by creating a new department called Learning Technologies, hired a director, and then hired 26 Technology Resource Network employees. They then went to adding computers with internet access into the schools. In adding technology, many of the buildings had to be rennovated to accomodate for the power surge that would be taking place. As the buildings and Learning Technologies department developed, technology began to increase student achievement. It has been a slow process (and a frustrating one), but things are starting to change. The reform isn't complete yet (it probably won't ever be, with the ever-changing technology), but the point is, change is possible.
The Next Step touched on the fact that despite our technology additions in the schools, not much has changed. Teachers still teach the same way that they always have, there just happens to be some computers in the room (sometimes!). I agree with this in some ways. Technology has definitely changed the way we gain our information, but the difference in instruction isn't super apparent. In order for technology to really make an impact, certain things need to take place, including: vision, planning, faculty development, support, and assessment. We can't just throw technology into the mix without coming up with an effective (as opposed to ineffective, I guess) plan of action.
Wednesday, June 4, 2008
Day Four Readings
WebQuests (by Dr. Christie)
Webquests have specific components that allow the students to engage in a guided learning experience. Students will use higher level thinking skills during their journey, such as problem-solving, making connections, interpreting information, drawing conclusions, and reflecting on their progress. The best part is that they will have a high level of motivation and will have fun while doing it!
I learned about WebQuests in EDT 530. We had an assignment in which we browsed through many examples, and then reviewed six of them. It is great that there are so many out there already, but the problem that I found was that in almost all of them, there was something that I would have wanted to change - either removed, added, or altered completely. The best thing about creating our own will be that we have full control of the content and goals we want our students to achieve. I know it will be a lot of work, but I look forward to the challenge.
Kathy Schrock's WebQuest Page
This article led me to several other pages that discussed WebQuests. Something that sticks out among them is the idea that WebQuests are authentic tasks. The students are discovering their own learning in a meaningful way by DOING, rather than simply listening or reading. Many WebQuests focus on real-life applications, which we all know is much better than stand alone "school only" topics that will quickly be forgotten. Another main focus of WebQuests is that many use cooperative learning. The students are assigned roles and know that they are required to provide certain information for the entire group. They are also able to learn from one another throughout the process.
Of course, as with anything, there are some hurdles to jump through in regards to the use of the internet, the number of computers available, and of course, TIME. If you are able to work these things out, then using WebQuests looks to be a wonderful teaching strategy. I definitely plan on using the one I will create, as well as finding others that can be used in my classroom next year.
Webquests have specific components that allow the students to engage in a guided learning experience. Students will use higher level thinking skills during their journey, such as problem-solving, making connections, interpreting information, drawing conclusions, and reflecting on their progress. The best part is that they will have a high level of motivation and will have fun while doing it!
I learned about WebQuests in EDT 530. We had an assignment in which we browsed through many examples, and then reviewed six of them. It is great that there are so many out there already, but the problem that I found was that in almost all of them, there was something that I would have wanted to change - either removed, added, or altered completely. The best thing about creating our own will be that we have full control of the content and goals we want our students to achieve. I know it will be a lot of work, but I look forward to the challenge.
Kathy Schrock's WebQuest Page
This article led me to several other pages that discussed WebQuests. Something that sticks out among them is the idea that WebQuests are authentic tasks. The students are discovering their own learning in a meaningful way by DOING, rather than simply listening or reading. Many WebQuests focus on real-life applications, which we all know is much better than stand alone "school only" topics that will quickly be forgotten. Another main focus of WebQuests is that many use cooperative learning. The students are assigned roles and know that they are required to provide certain information for the entire group. They are also able to learn from one another throughout the process.
Of course, as with anything, there are some hurdles to jump through in regards to the use of the internet, the number of computers available, and of course, TIME. If you are able to work these things out, then using WebQuests looks to be a wonderful teaching strategy. I definitely plan on using the one I will create, as well as finding others that can be used in my classroom next year.
Tuesday, June 3, 2008
Day Three Readings
Searching the Internet
"Most people use a search engine by simply typing a few words into the query box and then scrolling through whatever comes up."
That is totally me! I am not sure I even knew there was an advanced search feature on Google! Now that I do, hopefully my searching will be a little more successful.
The main idea with both articles was that you actually need to take some time before searching to think about what information you really want to find. Just simply typing in a few key words is okay, but not the best method to searching. You end up wasting time scrolling through pages that aren't right for what you need. Using the MMM or NETS methods may take a little preparation, but it will be worth it in the long run.
Information Search Strategies on the Internet: A Critical Component of New Literacies
According to the article, students will need to be proficient in the following:
1. Identifying important question;
2. Locating information;
3. Critically evaluating the usefulness of information;
4. Synthesizing information to answer questions;
5. Communicating answers to others.
The article focused on middle school students, but it definitely applies to all students searching for information on the internet. Most students may know how to use many features/applications of/for a computer, but many do not understand how to search properly. I can attest to that, for several of my students always seemed to need help figuring out what to type into the search box (and don't get me started on spelling!). As a teacher, it is important to assist the kids in searching, in the same way we might teach them how to make a PowerPoint presentation. Along with simply searching, kids have a hard time quickly scanning information and deciding whether or not it will work for them. They seem to need to read each bit of information, or simply just assume that the first page they land on will have the information needed. I think modeling searches prior to going into the computer lab is very necessary and something I will make sure to do next year.
"Most people use a search engine by simply typing a few words into the query box and then scrolling through whatever comes up."
That is totally me! I am not sure I even knew there was an advanced search feature on Google! Now that I do, hopefully my searching will be a little more successful.
The main idea with both articles was that you actually need to take some time before searching to think about what information you really want to find. Just simply typing in a few key words is okay, but not the best method to searching. You end up wasting time scrolling through pages that aren't right for what you need. Using the MMM or NETS methods may take a little preparation, but it will be worth it in the long run.
Information Search Strategies on the Internet: A Critical Component of New Literacies
According to the article, students will need to be proficient in the following:
1. Identifying important question;
2. Locating information;
3. Critically evaluating the usefulness of information;
4. Synthesizing information to answer questions;
5. Communicating answers to others.
The article focused on middle school students, but it definitely applies to all students searching for information on the internet. Most students may know how to use many features/applications of/for a computer, but many do not understand how to search properly. I can attest to that, for several of my students always seemed to need help figuring out what to type into the search box (and don't get me started on spelling!). As a teacher, it is important to assist the kids in searching, in the same way we might teach them how to make a PowerPoint presentation. Along with simply searching, kids have a hard time quickly scanning information and deciding whether or not it will work for them. They seem to need to read each bit of information, or simply just assume that the first page they land on will have the information needed. I think modeling searches prior to going into the computer lab is very necessary and something I will make sure to do next year.
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