So this week’s readings were interesting, but yet they seem to resonate with the same thoughts from the previous chapters. These chapters however do go more into depth with the issues of implementing technology into the schools, which is basically my largest concern. I guess that is my largest concern because I am witnessing it in my own district. So I get frustrated when I begin reading articles and books on how we need to push technology into the classrooms, yet fail to mention how to go about doing it so that it becomes a useful tool. It’s funny, as I read the Johnston/Cooley chapters, I could easily identify and connect the mistakes that districts make with technology with my own district. For instance, when they state, “When computers are placed in classrooms, there generally are too few computers---in many cases only one---which makes it difficult to plan and schedule meaningful computer activities based on new models of teaching and learning” (p 56). This is precisely the problem with our schools’ classrooms. One solution that the authors make is that the district can spend money on a laptop cart to help give greater access to the students as well as the faculty, which our district did. However, there are so many connectivity problems that I spend more time getting all the students logged on than on actual teaching. With forty-two minute classes the laptop cart definitely takes time away from instruction time!
I also appreciated what Johnston/Cooley had to say in regards to how computer labs “are not integral components of the teachers’ instructional strategies and tend to be curricular ‘add-ons’ disconnected from regular classroom activities” (63). Prior to our laptop arriving in the school, our only use of computers was the pc lab, which felt more like a room that we should use as opposed to technology that could help students investigate, analyze and learn through a different medium.
Lastly, Johnston/Cooley’s point on assessment truly hit home. We are no longer teaching in a world where rote memorization is the only way to learn and that multiple choice tests is the only form of assessment, instead “to evaluate what has actually been learned, it is necessary to assess actual, authentic tasks produced through student interaction and collaboration” (p 92). With the integration of technology, educators now have different avenues to assess their students, which ultimately allow the students to truly show what they have learned. Also, with more and different forms of assessment, it will be easier to judge a students knowledge, especially knowing that not all students learn of reveal what they have learned in the same fashion.
I did enjoy the Hendron article on podcasting, particularly since I was one of the teachers that helped convince my school to purchase an IPod cart. It is a fabulous piece of technology; it contains one laptop and 30 IPod classics. The unfortunate part about the cart is that we have had so many issues attempting to download to the IPods that no one uses it anymore. It is now over a year old, no one can seem to fix the software problem, and it has now simply become a large rolling paper holder.
Thursday, September 24, 2009
Saturday, September 19, 2009
The Digital Divide
I was much happier reading the Johnston/Cooley text this week. I felt last week’s reading truly left out the notion that not every student has access to technology. It merely stated that technology should be used in the classroom and that students, for the most part, know more about technology than we do. Which may be true to some extent; however it seems that many students only know the game or fun aspect of technology, and rarely know how to use it to complete tasks for school or how to use it to aid them in learning. I feel that the main difference between students and teachers is that students are able to learn how to use technology more quickly than teachers. Obviously that is not a statement that is completely factual, but it seems that last week’s readings failed to mention the students lack awareness on how to use technology for school.
As for this week’s readings, I felt that the text truly focused in on problems with technology as opposed to being the savior of education. This is evident when Johnston/Cooley quote Boreen (2000), “that greater access to technology does not automatically mean improved achievement (44). A large issue among districts is that many administrators feel that all there needs to be done to facilitate learning for students is to purchase technology, unfortunately though they fail to realize the importance of teacher education in how to implement this new technology in the classroom. I have a perfect example that occurred in my school. My administrator, after a few years of purchasing document cameras and smart boards for the classrooms, decided to ask me whether I even wanted a Smart Board in my classroom. Reason being, she has begun to realize that not all the teachers are using the Smart boards or that they are only using them as whiteboards. I told her that I would only like one if I can first be trained on how to incorporate the Smart Board into my English classes. I understand the practicality in a science or social studies class, but English I do not see the need to have one. If my administrator had not approached me and merely just purchased it and placed it in my room, it could have been another piece of technology that went to waste. Schools need to do away with the idea of updating and upgrading simply for the purpose of updating. By stating that each classroom has a Smart Board does not mean that the district is better than another.
Johnston/Cooley make another poignant statement in regards to the affluence of the students or their families. Even though computers are prevalent in our society, we cannot make the assumption that everyone has one. Johnston/Cooley state that, “Instructional leaders must be sensitive to the fact that all students do not have equitable access to the most promising applications of information technology…the ‘digital divide,’ is associated with community demographics, age, race/ethnicity, and gender” (44). This is important to acknowledge because if teachers make it a requirement that certain assignments must be done at home using technology, what will happen to those students who are too embarrassed to speak up and admit that they do not have a computer? The use of technology is great, but it also creates a greater difficulty for those who do not have the means, to learn.
I do not what this posting to seem that I am against technology, but that is simply not the case. I love technology, I use it constantly and I cannot imagine my life without it. We just need to be sensitive to all aspects of technology in the classroom as well as at home. One last point, Johnston/Cooley as make a valid point in using technology, and it is something that I do with my students. They state, in regards to an exercise, “the students learned to critique information and authors by comparing accounts, looking at sources, and checking authenticity” (46). We as educators must teach our students how to anaylize a website for authenticity as well as for factual information. Too many times students Google something only to take the first hit as the word of God. We need to teach them how to read with purpose and how to read with a critical eye. I feel that this skill is more important now with the advent of the internet than it was fifty years ago.
As for this week’s readings, I felt that the text truly focused in on problems with technology as opposed to being the savior of education. This is evident when Johnston/Cooley quote Boreen (2000), “that greater access to technology does not automatically mean improved achievement (44). A large issue among districts is that many administrators feel that all there needs to be done to facilitate learning for students is to purchase technology, unfortunately though they fail to realize the importance of teacher education in how to implement this new technology in the classroom. I have a perfect example that occurred in my school. My administrator, after a few years of purchasing document cameras and smart boards for the classrooms, decided to ask me whether I even wanted a Smart Board in my classroom. Reason being, she has begun to realize that not all the teachers are using the Smart boards or that they are only using them as whiteboards. I told her that I would only like one if I can first be trained on how to incorporate the Smart Board into my English classes. I understand the practicality in a science or social studies class, but English I do not see the need to have one. If my administrator had not approached me and merely just purchased it and placed it in my room, it could have been another piece of technology that went to waste. Schools need to do away with the idea of updating and upgrading simply for the purpose of updating. By stating that each classroom has a Smart Board does not mean that the district is better than another.
Johnston/Cooley make another poignant statement in regards to the affluence of the students or their families. Even though computers are prevalent in our society, we cannot make the assumption that everyone has one. Johnston/Cooley state that, “Instructional leaders must be sensitive to the fact that all students do not have equitable access to the most promising applications of information technology…the ‘digital divide,’ is associated with community demographics, age, race/ethnicity, and gender” (44). This is important to acknowledge because if teachers make it a requirement that certain assignments must be done at home using technology, what will happen to those students who are too embarrassed to speak up and admit that they do not have a computer? The use of technology is great, but it also creates a greater difficulty for those who do not have the means, to learn.
I do not what this posting to seem that I am against technology, but that is simply not the case. I love technology, I use it constantly and I cannot imagine my life without it. We just need to be sensitive to all aspects of technology in the classroom as well as at home. One last point, Johnston/Cooley as make a valid point in using technology, and it is something that I do with my students. They state, in regards to an exercise, “the students learned to critique information and authors by comparing accounts, looking at sources, and checking authenticity” (46). We as educators must teach our students how to anaylize a website for authenticity as well as for factual information. Too many times students Google something only to take the first hit as the word of God. We need to teach them how to read with purpose and how to read with a critical eye. I feel that this skill is more important now with the advent of the internet than it was fifty years ago.
Sunday, September 13, 2009
We Need More Than Just Technology!
In the Johnston/Cooley text, chapter 1, there was strong mention that teachers as well as administrators need to bring in more technology in order to reach the students. The idea is that students have grown up around technology, use technology at home on a daily basis, and can be engaged further if technology is used in the classroom. Although the theory behind this is accurate, the logistics seem to be lacking. Although it is absolutely necessary to use technology in the classroom, it becomes extremely difficult when the majority of educators are teaching in buildings that were constructed from the 1950’s or earlier. If the technology in the building has to updated, then so does the building itself. For example, I am a huge proponent of technology in the classroom, but I have come to the point where I almost don’t want it anymore. I have wires hanging from the ceiling and wires across the floor, which truly limits the amount of teaching space. And now with the limited teaching space, it becomes even more difficult to create small group learning, not to mention the safety hazard that all these wires pose. Johnston/Cooley (2001) state, in regards to technology knowledge and skills, that “today’s students are often far ahead of the adults who work with them (p. 11). But at what price should we force technology into our classrooms, especially when it stifle the movement of the classroom and possible group arrangements. We need more than just technology, there should be a push to build new schools, not simply add technology to outdated buildings.
The Johnston/Cooley text as well as the Hendron text made great points, but both readings failed to mention on a very important aspect of technology and students. Technology is great, and even though computers and such are prevalent throughout our society, there are still many students who do not have any technology at home because their families cannot afford it. This creates problems for those students who must use technology for homework, but do not have access to it. These students are at a huge disadvantage. So even though technology is a great tool, we cannot forget about those students who have limited technology at their disposal.
The Johnston/Cooley text as well as the Hendron text made great points, but both readings failed to mention on a very important aspect of technology and students. Technology is great, and even though computers and such are prevalent throughout our society, there are still many students who do not have any technology at home because their families cannot afford it. This creates problems for those students who must use technology for homework, but do not have access to it. These students are at a huge disadvantage. So even though technology is a great tool, we cannot forget about those students who have limited technology at their disposal.
Tuesday, September 8, 2009
WELCOME
Hello everyone,
This blog is intended to cover an array of topics that will vary from newly learned technology to personal thoughts on readings from graduate class LS 589: New Technologies for Educators.
Subscribe to:
Posts (Atom)
