This course has been very challenging for me, in that I arrived with just the most basic knowledge, but also a definite fear of technology. I'm happy to say that, although this type of learning does not come naturally to me, I have become much more comfortable with the various technologies, most of which were completely new to me, and also it all makes sense once I have gotten the "hang of it." For example, the steps involved in uploading the various projects to my website were confusing to me at first; now I have no problem saving to the right file, connecting the links, etc. Like following a recipe, it all makes sense, and with more and more practice, it becomes easier to master.
Besides the technical skills I have gained, I now have a good understanding of the fundamental technologies that are available to enhance the classroom learning experience. Digital storyboards, podcasts, concept maps, interactive powerpoints, and so forth are excellent tools for engaging students in self-directed learning. That is, the students can focus on areas of particular interest to them, and indeed, they can take advantage of technology to help them learn in the ways that best suit them; for example, auditory learning works best for some, visual for others. And everyone benefits from the interactive nature of technology, which allows for students to not just receive information, but to create it as well. A huge advantage of technology in the classroom is that it easily accomodates reflection: students can reflect on their learning through blogs, wiki posts and such, and from saving drafts of their work along the way; but also can receive input from teachers and fellow students which allows for further thought by the student.
In sum, I have gained a greater knowledge of the available technology and how to use it, and a better understanding of the ways it can be used as a tool to enhance education. I was pleased that the class also included a good amount of outside material to help us reflect on current issues, such as copyright infringement, gender and socioeconomic equity issues, and such. The combination of technical skills, fluency in the application of these skills, and more abstract thinking about the pros and cons of technology in the classroom has been most helpful in preparing me to teach in the secondary school setting.
Wednesday, July 27, 2011
Blog Post # 11--Response to Todd Oppenheimer's "The Computer Delusion"
Todd Oppenheimer's article in The Atlantic really resonated with me. For years I have been a bit of a skeptic about the value of computer use in the classroom; I've always wondered whether my 3 daughters are receiving as "in-depth" an education as I received, back in the 60's and 70's, in excellent schools that were, of course, not yet computer-equipped. I've worried that, while they are developing technological proficiency, the content of their work has suffered. But then I entered the GSEAP program, and came to understand that there are many learning styles, and that learning which is self-directed creates lasting learning. So I have come to embrace the use of computers from the standpoint of educational psychology and philosophy. Then learning in this class about the actual technology that is available to enhance education, I came to understand just how useful digital technology can be in the classroom.
That said, this article raises so many valid questions about the effectiveness of technology in the classroom. I agree absolutely that computer use won't be effective unless teachers are properly trained in the "hows" and "whens" and "whys" to use technology. Sometimes it may be a great resource; but at other times it may not be the best way to teach a topic. In addition, I am absolutely opposed to spending on technology at the expense of music, art and physical education classes. I believe strongly that the arts are central to the intellectual development of children, and that students need some physical activity in their days. And of course as a future English teacher, I could never say that computers are "more important than Shakespeare and Plato." But I believe that notion fails to appreciate the true role of computers, as tools: tools that can be used to study Shakespeare and Plato!
Other reservations the author cites include the passivity of sitting in front of computers; he too assails "Sesame Street" for teaching a generation of children to sit in front of the television. This notion runs counter to my own view that "educational" tv is far better than "junk" tv, yet it is indeed true that "Sesame Street" ushered in the age of television viewing for kids. Unfortunately, now these kids don't watch that show, which was and is actually educational and witty. In any case, the notion that motion pictures would become the next educational tool, and then portable radio receivers, is mocked by some of the interviewees; however, podcasts and youtube videos are indeed current sources of learning! So the early prognosticators were not too far off.
However, I do believe there is merit to the idea that the human and physical world holds greater learning potential than the cyber-world. Yes, computers can expand children's imaginations. And yes, "high-tech" children do think differently from the rest of us, and that should be recognized. But at the same time, I agree with the comment that the 3-D concept is better taught with Tinker Toys than with a computer simulation, or that there is great learning value in carving a figure out of balsa wood. I found it interesting that Hewlett-Packard (!) looks to hire people not with the best computer skills but those who are collaborators and innovative thinkers.
Another issue is the notion that most of the content on the Internet is "total garbage" and that the computer is merely an "amplifier" dumbing down the next generation. This concerns me greatly, as of course, do the actual dangers of the Internet (inappropriate material, predators, etc.). How do we teach students to discern what is a quality resource and what is not? Much depends on the quality of software programs, of course. And moreso, on proper guidance from teachers on how to best use resources. Just as the retrieval of information can be problematic, so too can the posting of students' work. The article notes the view that the Web can be just a "worldwide vanity press" with so much published regardless of literary merit. But conversely, the Web gives young writers an audience, and that in itself can be quite affirming.
Still, on the whole I find much to commend with the use of technology in the classroom. The global reach of the Internet should not be dismissed; my high school daughter is in an after-school club that communicates with an all-girls school in Kenya; how wonderful for the students from each of these vastly different cultures! Similarly, the notion of learning "24/7" is not to be dismissed (I'm agreeing with Newt Gingrich for the first time ever!). Students have access to information and knowledge at all times of the day, and anywhere they may be. How great is that?
Of course, in an ideal world there would be smaller class size, higher teacher salaries, better school facilities, longer hours of instruction, more after-school programs, and so forth. But the key is to understand computer technology as a tool for better learning, for helping students create their own meaning though self-directed projects, collaboration, and so forth. The thoughtful use of digital technology is surely an asset in the present-day classroom.
That said, this article raises so many valid questions about the effectiveness of technology in the classroom. I agree absolutely that computer use won't be effective unless teachers are properly trained in the "hows" and "whens" and "whys" to use technology. Sometimes it may be a great resource; but at other times it may not be the best way to teach a topic. In addition, I am absolutely opposed to spending on technology at the expense of music, art and physical education classes. I believe strongly that the arts are central to the intellectual development of children, and that students need some physical activity in their days. And of course as a future English teacher, I could never say that computers are "more important than Shakespeare and Plato." But I believe that notion fails to appreciate the true role of computers, as tools: tools that can be used to study Shakespeare and Plato!
Other reservations the author cites include the passivity of sitting in front of computers; he too assails "Sesame Street" for teaching a generation of children to sit in front of the television. This notion runs counter to my own view that "educational" tv is far better than "junk" tv, yet it is indeed true that "Sesame Street" ushered in the age of television viewing for kids. Unfortunately, now these kids don't watch that show, which was and is actually educational and witty. In any case, the notion that motion pictures would become the next educational tool, and then portable radio receivers, is mocked by some of the interviewees; however, podcasts and youtube videos are indeed current sources of learning! So the early prognosticators were not too far off.
However, I do believe there is merit to the idea that the human and physical world holds greater learning potential than the cyber-world. Yes, computers can expand children's imaginations. And yes, "high-tech" children do think differently from the rest of us, and that should be recognized. But at the same time, I agree with the comment that the 3-D concept is better taught with Tinker Toys than with a computer simulation, or that there is great learning value in carving a figure out of balsa wood. I found it interesting that Hewlett-Packard (!) looks to hire people not with the best computer skills but those who are collaborators and innovative thinkers.
Another issue is the notion that most of the content on the Internet is "total garbage" and that the computer is merely an "amplifier" dumbing down the next generation. This concerns me greatly, as of course, do the actual dangers of the Internet (inappropriate material, predators, etc.). How do we teach students to discern what is a quality resource and what is not? Much depends on the quality of software programs, of course. And moreso, on proper guidance from teachers on how to best use resources. Just as the retrieval of information can be problematic, so too can the posting of students' work. The article notes the view that the Web can be just a "worldwide vanity press" with so much published regardless of literary merit. But conversely, the Web gives young writers an audience, and that in itself can be quite affirming.
Still, on the whole I find much to commend with the use of technology in the classroom. The global reach of the Internet should not be dismissed; my high school daughter is in an after-school club that communicates with an all-girls school in Kenya; how wonderful for the students from each of these vastly different cultures! Similarly, the notion of learning "24/7" is not to be dismissed (I'm agreeing with Newt Gingrich for the first time ever!). Students have access to information and knowledge at all times of the day, and anywhere they may be. How great is that?
Of course, in an ideal world there would be smaller class size, higher teacher salaries, better school facilities, longer hours of instruction, more after-school programs, and so forth. But the key is to understand computer technology as a tool for better learning, for helping students create their own meaning though self-directed projects, collaboration, and so forth. The thoughtful use of digital technology is surely an asset in the present-day classroom.
Monday, July 18, 2011
Blog Post # 8: Reflections on my Experience in Ed Tech
My experience in MD 400 thus far has been very good overall. First, I cannot believe how much material we have covered in just 4 classes! It is hard to believe we are already halfway through the course. I entered the class not knowing much more than how to use email, create word documents, and search the web. That's it. Now I have already learned how to create and use a blog, access and manipulate digital imagery (I didn't even know how to upload a photo before), and how to create a concept map. I am beginning to grasp all the steps to create a website and a digital storyboard. These concepts were absolutely unimaginable to me just two weeks ago!
I find that the class time is extremely useful and that Ms. Cirino is very clear in her presentation and makes everything seem manageable for someone like me who is intimidated by technology. And Dan is fantastic at helping me figure out what doesn't come to me the first time around. I am amazed at the quality of the class website, with every link imaginable to the resources we need right at our fingertips. And the tutorials are very useful. In fact, I left class on Thursday not having completed the task of uploading my website to my Fairfield webspace, and putting a link to my website in my Stagweb profile. I just managed to complete both jobs (all by myself!) thanks to the excellent instruction in the tutorials.
My main reservation is that for me the pace of the class is too fast; I think I might have benefitted from taking the course in the regular term so that I would have 12 weeks or so to absorb everything, rather than 4. The instruction is great, as I said, but it is hard for me to keep straight all the intracacies of web design versus digital storyboards versus powerpoints in such a tight time frame. And during class if I get caught up in a problem with one thing we are working on, then it's hard to catch up to the next point as by necessity we are moving so fast. But I also feel that I do eventually figure out each concept, and of course with more practice I will continue to master the skills and gain confidence. It is exciting when an actual creation is complete!
I also am glad that we are covering not just design content but also application in the classroom. Having to identify a standard in our area of concentration is very useful to help us think about how to use what we are learning as a teaching tool. Learning about e-TIPS and understanding the ethics and general rules of copyright have been very useful. And again, being exposed to so many valuable resources such as Creative Commons is fantastic. Indeed, I have learned about so many sites such as Picnik, NVU, Photostory 3 that I never knew of, and I know I'm just scratching the surface of what's out there.
My only hope for the rest of the semester is to continue to keep pace! I am enjoying everything I've learned so far and there is a great feeling of accomplishment when a particular new task has been mastered. And I am so glad to have my eyes opened to so many great technologies for helping students create learning in the classroom.
I find that the class time is extremely useful and that Ms. Cirino is very clear in her presentation and makes everything seem manageable for someone like me who is intimidated by technology. And Dan is fantastic at helping me figure out what doesn't come to me the first time around. I am amazed at the quality of the class website, with every link imaginable to the resources we need right at our fingertips. And the tutorials are very useful. In fact, I left class on Thursday not having completed the task of uploading my website to my Fairfield webspace, and putting a link to my website in my Stagweb profile. I just managed to complete both jobs (all by myself!) thanks to the excellent instruction in the tutorials.
My main reservation is that for me the pace of the class is too fast; I think I might have benefitted from taking the course in the regular term so that I would have 12 weeks or so to absorb everything, rather than 4. The instruction is great, as I said, but it is hard for me to keep straight all the intracacies of web design versus digital storyboards versus powerpoints in such a tight time frame. And during class if I get caught up in a problem with one thing we are working on, then it's hard to catch up to the next point as by necessity we are moving so fast. But I also feel that I do eventually figure out each concept, and of course with more practice I will continue to master the skills and gain confidence. It is exciting when an actual creation is complete!
I also am glad that we are covering not just design content but also application in the classroom. Having to identify a standard in our area of concentration is very useful to help us think about how to use what we are learning as a teaching tool. Learning about e-TIPS and understanding the ethics and general rules of copyright have been very useful. And again, being exposed to so many valuable resources such as Creative Commons is fantastic. Indeed, I have learned about so many sites such as Picnik, NVU, Photostory 3 that I never knew of, and I know I'm just scratching the surface of what's out there.
My only hope for the rest of the semester is to continue to keep pace! I am enjoying everything I've learned so far and there is a great feeling of accomplishment when a particular new task has been mastered. And I am so glad to have my eyes opened to so many great technologies for helping students create learning in the classroom.
Thursday, July 14, 2011
Blog Post # 7: Implications of Copyright Issues for Educators
The readings on copyright issues with respect to technology in the classroom, and the questions we had to consider, make it abundantly clear that this is a complex, confusing area to grasp in our modern digital world. Indeed, it seems that both teachers and students (the guidelines differ for both) routinely violate copyrights, either unintentionally due to lack of understanding or else knowingly but with the attitude that it doesn't really matter in the educational setting. In fact, it is a serious matter to violate the rights of the author/creator of a work.
Educators therefore need to, first, learn the rules. This is tricky as what constitutes the "fair use" of a poem or story or digital image is open to interpretation, depending in each case on a variety of factors that must be considered together: the purpose of the use (eg nonprofit educational?), the nature of the use (has it, say, been used simply as a springboard for further creative work?), the amount and substantiality (is it, say, just a 30 second film clip or an entire movie?) and the effect on the value of the work (has the teacher photocopied entire books to avoid purchase?).
However, lots of guidelines exist to help teachers understand what is okay to use and what is not. They need to be taught that all tangible creative works are protected by copyright the moment they are created. Merely adding quotation marks and crediting the author does not mean they are in compliance. The best course of action is to seek permission when an educator is not certain about whether it is appropriate to use a certain piece such as playing a DVD or posting videos as part of a multimedia presentation. Teachers also need to be aware that the purpose for which they use the work is important; there is more leeway in the classroom setting than say, for a teacher portfolio created for a conference. And they need to understand the limits on fair use, such as the guideline that a taped documentary should not be used in the classroom for more than two years without seeking copyright permission.
It must be stressed to educators that the Internet is not a public domain, and also that most software, including freeware, is not in the public domain. It is always best to seek permission. Having it explicitly granted benefits everyone. In addition, teachers should choose to work with established sites that seek a middle ground, recognizing the rights of creators while allowing certain uses for education. The Creative Commons is the best known. It features Magnatune, which offers downloadable music, and Open Photo, with photographs that can be used so long as there is proper attribution, as well as texts, etc. The Creative Commons search engine helps identify materials whose authors permit reuse for noncommercial purposes. All teachers should be trained to use this site.
Indeed, teacher training in copyright law is a key implication of the digital revolution in the classroom. Educators need to understand the rules, the importance of compliance, and the many, many resources available to help with copyright compliance. In turn, teachers need to relay these lessons to students and assist them in understanding the importance of student compliance, and how to accomplish it.
Educators therefore need to, first, learn the rules. This is tricky as what constitutes the "fair use" of a poem or story or digital image is open to interpretation, depending in each case on a variety of factors that must be considered together: the purpose of the use (eg nonprofit educational?), the nature of the use (has it, say, been used simply as a springboard for further creative work?), the amount and substantiality (is it, say, just a 30 second film clip or an entire movie?) and the effect on the value of the work (has the teacher photocopied entire books to avoid purchase?).
However, lots of guidelines exist to help teachers understand what is okay to use and what is not. They need to be taught that all tangible creative works are protected by copyright the moment they are created. Merely adding quotation marks and crediting the author does not mean they are in compliance. The best course of action is to seek permission when an educator is not certain about whether it is appropriate to use a certain piece such as playing a DVD or posting videos as part of a multimedia presentation. Teachers also need to be aware that the purpose for which they use the work is important; there is more leeway in the classroom setting than say, for a teacher portfolio created for a conference. And they need to understand the limits on fair use, such as the guideline that a taped documentary should not be used in the classroom for more than two years without seeking copyright permission.
It must be stressed to educators that the Internet is not a public domain, and also that most software, including freeware, is not in the public domain. It is always best to seek permission. Having it explicitly granted benefits everyone. In addition, teachers should choose to work with established sites that seek a middle ground, recognizing the rights of creators while allowing certain uses for education. The Creative Commons is the best known. It features Magnatune, which offers downloadable music, and Open Photo, with photographs that can be used so long as there is proper attribution, as well as texts, etc. The Creative Commons search engine helps identify materials whose authors permit reuse for noncommercial purposes. All teachers should be trained to use this site.
Indeed, teacher training in copyright law is a key implication of the digital revolution in the classroom. Educators need to understand the rules, the importance of compliance, and the many, many resources available to help with copyright compliance. In turn, teachers need to relay these lessons to students and assist them in understanding the importance of student compliance, and how to accomplish it.
Tuesday, July 12, 2011
Blog Post # 6: Linking Visual Learning to English Content Standards
CT Content Standard # 2 for English grades 9-12 states:
Producing Texts
Producing Texts
Content Standard 2: Students will produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
a. select from the complete variety of text structures (essay, short story, poetry, academic essay, report, research paper, response to literature, documentary, etc.) the appropriate organizational pattern for addressing audience, purpose and point of view
b. identify and use effectively the salient features of all appropriate oral, visual and written discourse
c. determine which primary and secondary sources are appropriate to the task (research paper, fiction, school newspaper, video) and integrate and elaborate upon information effectively in the final product
d. identify and use the most effective process for them to create and present a written, oral or visual piece
e. maintain a multimedia portfolio which, along with providing a means for collecting their work, provides opportunities for student reflection and teacher/student dialogue regarding the students’ creative processes
Students can determine which primary and secondary sources are appropriate using digital media in a number of ways. (2c) In terms of technological support, electronic keyboards can allow those with handicaps such as a broken hand to access information, while a blind or deaf student can choose to have an ebook read to them or translated from oral to written. Students who need scaffolding for help with content can choose a highlight key that allows for one sentence at a time to be chosen for easier comprehension. Organizing an essay can be achieved through the use of concept maps such as Inspiration.
Identifying the salient features of the appropriate product chosen (text, oral or visual) can be accomplished by comparing various forms and samples of each, e.g. podcast, youtube video, etc. (2b).
And choosing the most effective process (2d) can mean something such as creating a blog for the class to comment on a particular piece of poetry. By being able to visualize all prior posts, the students can effectively add to the discourse.
This leads to the concept of the permanence of the digital media: by having students create multimedia portfolios (2e), teachers can allow students to collect their work, in stages if desired, provide opportunities for students to reflect on the work, and enable ongoing assessments of the work.
In sum, the use of visual learning through digital imagery allows for versatility through choice of media, transformability from one content form to another such as outline to content map, marking for saving versions of work and networking for easy sharing of the works produced pursuant to Content Standard #2.
Blog Post # 5b: UDL Concept Map
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| Universal Design for Learning Universal Design for Learning (UDL) has many advantages over traditional methods of teaching curricula. The idea is to make the particular learning goal accessible to all students; hence the term "universal" not uniform. Indeed the key feature is its flexibility; lessons can be planned in such a way that instruction is differentiated for each student. First the teacher must determine the goals to be achieved by a particular lesson, and then this guides the choice of different materials or methods. For example, if the class is reading The Great Gatsby and the purpose of the lesson is to decode the text, then assistive technology , embedded in the curriculum, can aid motor enhancement, such as alternative keyboards for the student with a physical limitation impeding dexterity; similarly, single ability switches can help the student who struggles to decode text, as can other sensory enhancements. Having a clear goal in mind helps the teacher choose these methods. If the goal is instead to appreciate the imagery in the novel, the teacher can have students use various digital media to create visual imagery that the novel evokes, or compose poems or such, all with an eye to engaging the student to make meaning of the text. By incorporating what is known of the neuroscience of learning, UDL helps teachers support recognition of concepts (through flexible methods of presentation), support strategies for learning (as, for example, through expression), and support affect (through flexible options to engage students). Such flexibility allows for individualized instruction, and, importantly, allows for effective ongoing assessment, so that each student in the classroom learns to the best of his or her ability, leaving no one behind as so often happens when traditional "one size fits all" methods are employed. The advantages to UDL are enormous, and teachers everywhere should be encouraged to embrace this concept in the classroom |
Thursday, July 7, 2011
Blog Post # 5a: eTIPS Concept Map
The concept map, or mind map, is an effective tool for outlining the concepts under discussion in the classroom. Rather than using chalk on a blackboard, the teacher and students can create these maps electronically, which allows for easier editing, visuals that are both vivid and easier to comprehend, and best of all, a permanent record that can be saved, unlike the chalk on the blackboard. Students can go back to their work later to refine it. And the different steps in the process can be saved along the way if a record of the process is desired. Also, by creating the concept map themselves, students are making their own meaning in a way that doesn't exist if they are simply presented with a handout. That is, they must think through the elements they wish to create, and in so doing they are able to better grasp the concepts that they are learning about. So the concept map is an excellent way to engage students, and indeed the process of creating one is fun, with so many choices for shapes, colors, fonts, etc., far moreso than creating a plain old outline would be. And another advantage is that the product can be easily shared with other students/the teacher via email.
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