Is Distance Learning Effective? By Jean Kiekel and Dianne Stelacio
The article looks at distance learning and points out its importance and needs that it meets. Many schools are set in rural settings and getting teachers to all the students is impossible. Distant learning enables students to learn from highly qualified teachers as well as take classes that might not be offered in their home school setting. Distance learning also lets students learn at their own pace and style. Students with special needs can access other resources to help them with their own learning styles and better understand the concepts being presented. For distance learning to be effective it should promote independence not isolation. The key for this to happen is interaction with the content, instructor, classmates and self. Writing is a key component in distance learning and the students naturally improves this skill by editing and receiving feedback. Technology skills also improve as well as learning how to budget time and deadlines. Distance learning; as is pointed out in this article teaches skills far beyond the content area.
Questions.
1. How would I advise students who were considering distance learning?
I would advise students first to set a time and schedule for their learning. Deadlines may be out in the future and with no one forcing you to “go to class” it could be easy to fall behind. Self discipline is a must.
2. What are the negative factors with distance learning?
Distance learning certainly meets certain needs; however it does not replace what goes on in the classroom. Community building, social interaction, emotional attachments as a result of the classroom experience can not be experienced the same with an online class. My feeling is that both have their place; and one should not be the substitute for the other.
Monday, October 29, 2007
Thursday, October 25, 2007
Journal # 6
“The Threat of Security” by LeAnn Robinson, Abbie Brown and Tim Green
This article points out the ongoing issues of the use of technology to improve teaching and learning; and the roadblocks fueled by lawsuits that hamper the process. The examples given in this article are extreme consequences put on teachers because of the fear of inappropriate use of the internet. One teacher was being monitored for inappropriate internet use because he ordered some bulbs for his garden. The bulbs were ordered on a Saturday while he was preparing for his class. Copyright law is another issue fueling restriction and fear. Teachers can’t download power point presentations in some cases because of the fear copy right infringement. E mail is another area where more answers are needed. In some school districts e mail is monitored closely and the appropriate use versus personnel use is a very grey area.
Technology and its uses in schools and its application to improve learning are invaluable. The barriers to technology which are fueled by fear of lawsuits, loss of grants etc. tie the hands of educators. Everyone agrees that students should be kept safe from the dark side of internet. If keeping students safe means the lack of technological tools in helping them learn, then what’s the point? Both sides in this ongoing battle need to identify problem areas and simplify solutions to reach a win/win situation.
Questions
1. As a teacher how would I deal with roadblocks to technology?
If technology was being restricted in my classroom I would ask very specific questions as to why and the motivation behind the lack of access. Once I was satisfied with the answers I would point out the restrictions don’t limit but negate the use of technology and continue to ask more questions as to what can be done.
2. Will restrictions to technology stop or slow down digital learning?
Technology is the future. Schools and learning with technology is also the future. The restrictions and barriers are tools of fear. Technology will advance at its own pace and it will be up to administrators to face the fears and collectively come up with solutions that keep pace with new developments.
This article points out the ongoing issues of the use of technology to improve teaching and learning; and the roadblocks fueled by lawsuits that hamper the process. The examples given in this article are extreme consequences put on teachers because of the fear of inappropriate use of the internet. One teacher was being monitored for inappropriate internet use because he ordered some bulbs for his garden. The bulbs were ordered on a Saturday while he was preparing for his class. Copyright law is another issue fueling restriction and fear. Teachers can’t download power point presentations in some cases because of the fear copy right infringement. E mail is another area where more answers are needed. In some school districts e mail is monitored closely and the appropriate use versus personnel use is a very grey area.
Technology and its uses in schools and its application to improve learning are invaluable. The barriers to technology which are fueled by fear of lawsuits, loss of grants etc. tie the hands of educators. Everyone agrees that students should be kept safe from the dark side of internet. If keeping students safe means the lack of technological tools in helping them learn, then what’s the point? Both sides in this ongoing battle need to identify problem areas and simplify solutions to reach a win/win situation.
Questions
1. As a teacher how would I deal with roadblocks to technology?
If technology was being restricted in my classroom I would ask very specific questions as to why and the motivation behind the lack of access. Once I was satisfied with the answers I would point out the restrictions don’t limit but negate the use of technology and continue to ask more questions as to what can be done.
2. Will restrictions to technology stop or slow down digital learning?
Technology is the future. Schools and learning with technology is also the future. The restrictions and barriers are tools of fear. Technology will advance at its own pace and it will be up to administrators to face the fears and collectively come up with solutions that keep pace with new developments.
Thursday, October 18, 2007
Journal # 5
This Land is Your Land, By Rama Ramaswami
October 2007 “The Journal”
www.thejournal.com
The article talks about the transformation of learning that took place in Crosbyton Elementary School in Crosbyton, Texas. The interest and excitement in learning was due to the fact that the teacher, Sandy Harrell received four flattop wireless Dell computers as a result of a federal technology grant. Prior to obtaining the new computers the class relied on old hand me down computers that were slow and were often down due to storms in the area; knocking out phone lines. For about half the class the school computers were the only access they had to technology, for the other half who had computers at home very few had internet access. Sandy Harrell goal was to open the student’s eyes to the world and their own culture and history. Sandy Harrell put together a lesson on cowboys and more specifically rodeo cowboys. The students learned about local history by visiting websites about rodeos. The students picked different rodeo cowboys and read about their life on the cowboy’s blogs. They would follow the rodeo circuit from Texas to New Mexico, Wyoming and California. The lesson covered many different subjects like math, geography, social studies and problem solving. Harrell reported that it is hard to describe how exciting this has been for the class. The students are motivated to work together, have longer attention spans and have improved their reading abilities.
1. Question. How would I use technology to bring the outside world to my students?
The internet is full of wonderful resources like PBS and NASA to name a few. The goal as a teacher would be to find a subject area that is exciting and new to the students and have them learn and experience new material interactively with the right web based learning.
2. How would I deal with parents who don’t have the same access to technology as their children do at school. As a teacher I would communicate to the parents through the students. I would have the students take home work and projects that they have generated at school. I would also keep the students and parents informed of outside resources (libraries, chamber of commerce etc.) to learn about the benefits of technology and learning.
October 2007 “The Journal”
www.thejournal.com
The article talks about the transformation of learning that took place in Crosbyton Elementary School in Crosbyton, Texas. The interest and excitement in learning was due to the fact that the teacher, Sandy Harrell received four flattop wireless Dell computers as a result of a federal technology grant. Prior to obtaining the new computers the class relied on old hand me down computers that were slow and were often down due to storms in the area; knocking out phone lines. For about half the class the school computers were the only access they had to technology, for the other half who had computers at home very few had internet access. Sandy Harrell goal was to open the student’s eyes to the world and their own culture and history. Sandy Harrell put together a lesson on cowboys and more specifically rodeo cowboys. The students learned about local history by visiting websites about rodeos. The students picked different rodeo cowboys and read about their life on the cowboy’s blogs. They would follow the rodeo circuit from Texas to New Mexico, Wyoming and California. The lesson covered many different subjects like math, geography, social studies and problem solving. Harrell reported that it is hard to describe how exciting this has been for the class. The students are motivated to work together, have longer attention spans and have improved their reading abilities.
1. Question. How would I use technology to bring the outside world to my students?
The internet is full of wonderful resources like PBS and NASA to name a few. The goal as a teacher would be to find a subject area that is exciting and new to the students and have them learn and experience new material interactively with the right web based learning.
2. How would I deal with parents who don’t have the same access to technology as their children do at school. As a teacher I would communicate to the parents through the students. I would have the students take home work and projects that they have generated at school. I would also keep the students and parents informed of outside resources (libraries, chamber of commerce etc.) to learn about the benefits of technology and learning.
Wednesday, October 17, 2007
Journal # 4
Journal # 4
High Tech in Hawaii: The Real World Relevance of Technology
This article from Edutopia gives a handful of wonderful examples of how technology is being used in a Hawaiian school. In Linda Mithcell’s third grade language arts class the students are using HyperStudio and KidPix to heighten their imagination and therefore improve their descriptive writing. From the work they did on their storyboard they produced animation using these two programs. Seeing the storey helped them write with more emotion and clarity.
A nine year old student used technology to do an assignment on family heritage. Mathew, the student, interviewed his grandfather about his past, who was from Japan. Mathew used HyperStudio to illustrate the assignment with pictures and drawing and then had it displayed on a website.
First grade students use technology to track Miss Junie 2, an endangered sea turtle. The sea turtle can be followed by satellite and the students track her progress writing about it in their journals.
The school is Nuuanu Elementary school and it also has its own news cast. All the students are involved in the production or the talent parts of the broadcast. Some students do the weather, some read book reviews or public service announcements, while others work behind the scene to help with the production.
Technology at Nuuanu has helped students tie learning to real world applications but also has given every student a chance to excel. A student may struggle with traditional formats of learning but might flourish when given the chance to use technology in art or other formats not available without technology.
Question.
1. How would I bring in real world learning experiences for my students?
Real world learning experiences make learning come alive for students. As a teacher I would constantly be searching for groups in the community who could involve students with their work or projects. The Chamber of Commerce is a good resources as well as personal contacts and local colleges.
2. Kids love technology. As a teacher how would I help students with the proper use of computers as it relates to school and personnel time?
As a teacher I would have a lesson (ongoing) about the health of having a balanced life. I would identify the different aspects of a whole life and teach how to maintain these. In this type of instruction I would point out the benefit and downside of a life in and out of balance.
High Tech in Hawaii: The Real World Relevance of Technology
This article from Edutopia gives a handful of wonderful examples of how technology is being used in a Hawaiian school. In Linda Mithcell’s third grade language arts class the students are using HyperStudio and KidPix to heighten their imagination and therefore improve their descriptive writing. From the work they did on their storyboard they produced animation using these two programs. Seeing the storey helped them write with more emotion and clarity.
A nine year old student used technology to do an assignment on family heritage. Mathew, the student, interviewed his grandfather about his past, who was from Japan. Mathew used HyperStudio to illustrate the assignment with pictures and drawing and then had it displayed on a website.
First grade students use technology to track Miss Junie 2, an endangered sea turtle. The sea turtle can be followed by satellite and the students track her progress writing about it in their journals.
The school is Nuuanu Elementary school and it also has its own news cast. All the students are involved in the production or the talent parts of the broadcast. Some students do the weather, some read book reviews or public service announcements, while others work behind the scene to help with the production.
Technology at Nuuanu has helped students tie learning to real world applications but also has given every student a chance to excel. A student may struggle with traditional formats of learning but might flourish when given the chance to use technology in art or other formats not available without technology.
Question.
1. How would I bring in real world learning experiences for my students?
Real world learning experiences make learning come alive for students. As a teacher I would constantly be searching for groups in the community who could involve students with their work or projects. The Chamber of Commerce is a good resources as well as personal contacts and local colleges.
2. Kids love technology. As a teacher how would I help students with the proper use of computers as it relates to school and personnel time?
As a teacher I would have a lesson (ongoing) about the health of having a balanced life. I would identify the different aspects of a whole life and teach how to maintain these. In this type of instruction I would point out the benefit and downside of a life in and out of balance.
Journal # 3
A War of Words, By Jim Paterson
The article by Paterson pins two opposing sides on an important issue, plagiarism. The increased occurrence of plagiarism in education has produced a number of software programs that helps students with the proper ways to research a topic. Paper Tools Pro or P.T.P helps students research, site sources, paraphrase and organize the research on note cards. P.T.P also shows students the difference between paraphrasing and plagiarizing. The research notes then can be sorted and placed into a word processing document. Maribeth Mohan, a teacher in Glen Ellen, IL. Thinks this is a great learning tool to help students as well as fight the problem of plagiarism.
Mohan’s acceptance and approval of P.T.P. is not shared by everyone. Charlie Rowe, a professor and spokesperson for the Conference on College Composition and Communication is opposed to these programs. The CCCC feels these anti plagiarism programs create the wrong atmosphere for writing. The programs put the student in a position of being guilty until proven innocent, and it violates student’s rights. Rowe is in favor of teaching about plagiarism and the proper way of researching a topic with plagiarizing it. Rowe’s stance is that this technology reduces quality teaching and turns the technology into a babysitter or watchdog.
Questions.
1. How will I address the topic of plagiarism in my classroom?
As a teacher I would teach proper ways of research, edit and paraphrasing. I would make sure that my students understood that plagiarism is wrong. I would also combine the use of some of the tools used like Paper Tools Pro to give the students help when needed.
2. What would I do if I had a student who plagiarized a paper?
All problems or mistakes are an opportunity to learn. As a teacher I would find out the reasons for the plagiarism and proceed from there. Consequences would be given based on reasons for the mistake.
The article by Paterson pins two opposing sides on an important issue, plagiarism. The increased occurrence of plagiarism in education has produced a number of software programs that helps students with the proper ways to research a topic. Paper Tools Pro or P.T.P helps students research, site sources, paraphrase and organize the research on note cards. P.T.P also shows students the difference between paraphrasing and plagiarizing. The research notes then can be sorted and placed into a word processing document. Maribeth Mohan, a teacher in Glen Ellen, IL. Thinks this is a great learning tool to help students as well as fight the problem of plagiarism.
Mohan’s acceptance and approval of P.T.P. is not shared by everyone. Charlie Rowe, a professor and spokesperson for the Conference on College Composition and Communication is opposed to these programs. The CCCC feels these anti plagiarism programs create the wrong atmosphere for writing. The programs put the student in a position of being guilty until proven innocent, and it violates student’s rights. Rowe is in favor of teaching about plagiarism and the proper way of researching a topic with plagiarizing it. Rowe’s stance is that this technology reduces quality teaching and turns the technology into a babysitter or watchdog.
Questions.
1. How will I address the topic of plagiarism in my classroom?
As a teacher I would teach proper ways of research, edit and paraphrasing. I would make sure that my students understood that plagiarism is wrong. I would also combine the use of some of the tools used like Paper Tools Pro to give the students help when needed.
2. What would I do if I had a student who plagiarized a paper?
All problems or mistakes are an opportunity to learn. As a teacher I would find out the reasons for the plagiarism and proceed from there. Consequences would be given based on reasons for the mistake.
Journal # 2
“Infusion or Integration” by Kimberly Ketterer
The article by Kimberly Ketterer addresses the idea of infusion and integration. Educators, schools districts, students use these two words interchangeably without thinking about the different meanings. The question she asked is, are schools integrating technology or infusing technology? What is the difference and is this really something knew? Ketterer goes on to explain and define the difference between infusion and integration both historically and what the current use is. Infusion is the introduction of something new. Historical examples include pencils and pens, ditto machines and movie projectors. Current examples include copy machines, computers for writing and editing, and DVD player, just to name a few. Integration is the intermixing of people or items previously segregated. The Ed. Tech definition is important because it spells out the use of new items to enhance learning and teaching in the classroom. Historical examples include watching a film about a scientific method or listening to a storey on tape. Current uses are watching a downloaded video clip of a scientific method or listening to a storey downloaded to a MP3 player. Ketterer points out that infusion and integration of technology have been going on for a long time. She also points out that once infusion takes place it is vitally important for the integration of that technology to expand and improve learning. Technologies role in the classroom must be to help and support students in the learning process. This helping and supporting role is the difference between infusion and integration.
Questions.
1. How do we decide what technology should be used in schools with limited or very small budgets.
Students who can’t read or comprehend at grade level should be a prime target area. The money should be spent for technology to help students with the ability and hopefully an enjoyment of reading.
2. How will I better acquaint myself with the integration of technology in my classroom?
As a classroom teacher it is vitally important to stay current on what works and how to use new ideas in technology. To keep abreast of the new teaching that technology brings I will attend workshops, read ISTE and other sources as well as collaborate with other professionals in the field.
The article by Kimberly Ketterer addresses the idea of infusion and integration. Educators, schools districts, students use these two words interchangeably without thinking about the different meanings. The question she asked is, are schools integrating technology or infusing technology? What is the difference and is this really something knew? Ketterer goes on to explain and define the difference between infusion and integration both historically and what the current use is. Infusion is the introduction of something new. Historical examples include pencils and pens, ditto machines and movie projectors. Current examples include copy machines, computers for writing and editing, and DVD player, just to name a few. Integration is the intermixing of people or items previously segregated. The Ed. Tech definition is important because it spells out the use of new items to enhance learning and teaching in the classroom. Historical examples include watching a film about a scientific method or listening to a storey on tape. Current uses are watching a downloaded video clip of a scientific method or listening to a storey downloaded to a MP3 player. Ketterer points out that infusion and integration of technology have been going on for a long time. She also points out that once infusion takes place it is vitally important for the integration of that technology to expand and improve learning. Technologies role in the classroom must be to help and support students in the learning process. This helping and supporting role is the difference between infusion and integration.
Questions.
1. How do we decide what technology should be used in schools with limited or very small budgets.
Students who can’t read or comprehend at grade level should be a prime target area. The money should be spent for technology to help students with the ability and hopefully an enjoyment of reading.
2. How will I better acquaint myself with the integration of technology in my classroom?
As a classroom teacher it is vitally important to stay current on what works and how to use new ideas in technology. To keep abreast of the new teaching that technology brings I will attend workshops, read ISTE and other sources as well as collaborate with other professionals in the field.
Monday, October 15, 2007
Journal # 1
Journal #1
Power of the Mashup, by Suzie Boss and Jane Krauss
This article talks about the success two teachers are having using an idea called the “mashup”. The mashup is combining new technologies with traditional teaching approaches to come up with something totally new. Jerome Burg combined his teaching of Candide with Google Earth, coming up with what he calls “lit tripping around the globe”. The students in Burgs class can visit the same locations the characters in the story do by using an interactive application of Google Earth. Using the visual aids that technology offers helps the storey come alive and lead to more involved discussions.
David Fagg, a history teacher in Australia used technology and traditional teaching to come up with his own “mashup” success storey. Fagg combined the students knowledge of MP3 players and digital cameras and had them do field work about a historical in their area. Fagg coordinated the student’s skills in podcasting with primary historical research. The students being competent in the technology found the experience fun and said “This is a better way of learning”.
Questions..
1. Can the use of technology and the idea of Mashup be counterproductive to learning?
Technology can be very interesting and become the primary focus in a learning situation. The teacher involved with combining technology and traditional learning methods must always focus on how the technology will improve student learning of the material being presented.
2. With technology changing everyday and more techno toys available for educators, how does a teacher decide what to use in a lesson that includes technology?
New technology surfaces every day, promising more and faster ways of doing things. Educators must focus on the essential learning functions, which remain fairly constant. If the use of technology supports and improves essential learning then it should be considered. On the other hand if technology does not help with essential learning then other options or traditional teaching methods should be used.
Power of the Mashup, by Suzie Boss and Jane Krauss
This article talks about the success two teachers are having using an idea called the “mashup”. The mashup is combining new technologies with traditional teaching approaches to come up with something totally new. Jerome Burg combined his teaching of Candide with Google Earth, coming up with what he calls “lit tripping around the globe”. The students in Burgs class can visit the same locations the characters in the story do by using an interactive application of Google Earth. Using the visual aids that technology offers helps the storey come alive and lead to more involved discussions.
David Fagg, a history teacher in Australia used technology and traditional teaching to come up with his own “mashup” success storey. Fagg combined the students knowledge of MP3 players and digital cameras and had them do field work about a historical in their area. Fagg coordinated the student’s skills in podcasting with primary historical research. The students being competent in the technology found the experience fun and said “This is a better way of learning”.
Questions..
1. Can the use of technology and the idea of Mashup be counterproductive to learning?
Technology can be very interesting and become the primary focus in a learning situation. The teacher involved with combining technology and traditional learning methods must always focus on how the technology will improve student learning of the material being presented.
2. With technology changing everyday and more techno toys available for educators, how does a teacher decide what to use in a lesson that includes technology?
New technology surfaces every day, promising more and faster ways of doing things. Educators must focus on the essential learning functions, which remain fairly constant. If the use of technology supports and improves essential learning then it should be considered. On the other hand if technology does not help with essential learning then other options or traditional teaching methods should be used.
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