Porter, B. (2006). Beyond Words. The craftsmanship of digital products. Learning & Leading with Technology, 33 (8), 28-31.
This article is all about how in this the digital age, our ideas are increasingly becoming conveyed using multimedia, and less and less in the traditional print form. In communicating our ideas and thoughts to others, the digital approach allows us to combine not only text, but sounds, and animation. People are able to process visual information 60,000 times more quickly than narrative information - the potential for learning using multimedia through technology is huge. But there is an important need to stay focused in preparing work - that careful planning and production are required to ensure that content is meaningful, accurate and that media choices support the message. Hence the idea of craftsmanship of digital products. It is not sufficient to be just technologically-savvy, there has to be creativity in crafting the message. In this respect, it is like writing - knowing how to form letters and spell words is not enough to write a gripping or informative story, there has to be creativity too.
Questions
1. Will quality of writing in the print media suffer as a result of the digital age?
I don't think it will. In fact, I think it is improving, because it can be more easily challenged by online participation. I read a lot of opinion pieces in several major newspapers online, and comments that people write on the discussion boards. The internet gives voice to a much wider spectrum of views and allows direct debate with journalists (who often participate in discussion on their articles). The use of multimedia and the relatively easy ways to make short films and presentations and upload them to the internet gives voice to many more people that the print media of the past. People have a way to show their talents to the whole world.
2. How are students learning about presentation skills?
By themselves, with friends, by learning from what's already out there, from popular culture, by interest in art, and from their school teachers - if they are crafting a history or literature essay using a multimedia approach they will cultivate ideas on argument and structure with their teacher's input and critique.
Wednesday, July 1, 2009
Tuesday, June 30, 2009
Journal 7
Young, J., Birtolo, P., and McELman, R. (2009). Virtual Success. Transforming education through online learning. Learning & Leading with Technology, 36 (5), 12-17.
These authors advocate that "Virtual Education", i.e education is provided solely through the internet, is superior to traditional education in "brick-and-mortar" schools, and is the way of the future. Their arguments are perhaps a little slanted to support their view, given that one is the CEO, and another the 'chief learning officer' (very corporate titles!) of Florida Virtual School (FLVS). FLVS has no school buildings, no schedules, no bells, just content delivered over the internet. Learning takes place to suit the students' own schedule and preferred style. It serves 64,000 middle and high schools students from FL, other states and worldwide. It has 530 subject-certified teachers, available to students 24/7/365, and there are 90 courses in core subjects, with honors classes and AP courses. The authors claim that the students in the FLVS outperform students in traditional schools.
Is online education really the wave of the future? I'm not so sure. The authors say 'the days of teaching all students to follow along the same page in the textbook are over', that 'one-size-fits-all education is no longer acceptable'. I couldn't agree more with this - in fact, these outdated approaches are already being replaced in schools with student-centered learning. So purely online education is not the only answer to replace these methods. And schools recognize that technology and online learning are important and are incorporating these more and more into their practices. Whilst the article is careful to point out that social interaction between students need not be lacking in a virtual environment (e.g. FLVS has clubs and societies), I don't think online socializing is a replacement for real-life interactions.
Questions
1. Are students scores really likely to be better if they are in a virtual school? I suspect that if comparing like-with-like then maybe not. Clearly, to be in a virtual school you need good computer equipment at home, and so you are probably middle to upper-middle class. Scores should be compared with this demographic in a real-world school, not just the school as a whole.
2. What about lab classes in science? A virtual environment for learning practical biology or chemistry in no substitute for the real thing. No matter how good a simulation, it is just a simulation. In lab classes you learn to develop 'a feel' for the procedures, handling reagents and tools, using equipment, etc.
These authors advocate that "Virtual Education", i.e education is provided solely through the internet, is superior to traditional education in "brick-and-mortar" schools, and is the way of the future. Their arguments are perhaps a little slanted to support their view, given that one is the CEO, and another the 'chief learning officer' (very corporate titles!) of Florida Virtual School (FLVS). FLVS has no school buildings, no schedules, no bells, just content delivered over the internet. Learning takes place to suit the students' own schedule and preferred style. It serves 64,000 middle and high schools students from FL, other states and worldwide. It has 530 subject-certified teachers, available to students 24/7/365, and there are 90 courses in core subjects, with honors classes and AP courses. The authors claim that the students in the FLVS outperform students in traditional schools.
Is online education really the wave of the future? I'm not so sure. The authors say 'the days of teaching all students to follow along the same page in the textbook are over', that 'one-size-fits-all education is no longer acceptable'. I couldn't agree more with this - in fact, these outdated approaches are already being replaced in schools with student-centered learning. So purely online education is not the only answer to replace these methods. And schools recognize that technology and online learning are important and are incorporating these more and more into their practices. Whilst the article is careful to point out that social interaction between students need not be lacking in a virtual environment (e.g. FLVS has clubs and societies), I don't think online socializing is a replacement for real-life interactions.
Questions
1. Are students scores really likely to be better if they are in a virtual school? I suspect that if comparing like-with-like then maybe not. Clearly, to be in a virtual school you need good computer equipment at home, and so you are probably middle to upper-middle class. Scores should be compared with this demographic in a real-world school, not just the school as a whole.
2. What about lab classes in science? A virtual environment for learning practical biology or chemistry in no substitute for the real thing. No matter how good a simulation, it is just a simulation. In lab classes you learn to develop 'a feel' for the procedures, handling reagents and tools, using equipment, etc.
Friday, June 26, 2009
Journal 6
Owen, A. (2002). Mapping student minds. Learning & Leading with Technology, 29(7), 6-9 & 26.
This article presents an excellent example of getting all kids in a class engaged in a topic through the use of technology. It's about how using web-based "causal mapping" and database software in a middle school science project enhances learning and understanding. A causal map is a diagram representing causal (cause-and-effect) relationships in a system. The students used the Web-based Inquiry Science Environment (WISE), a free online science learning environment hosted at UC Berkeley and supported by the National Science Foundation, to input data and define causal relationships. The project topic was the ecosystem in a creek near the school Pine Creek. The students collected various data to assess water quality (pH, dissolved oxygen, phosphate, etc) from various sites along the creek's length, and observed the flora and fauna in and around the creek. In the field, data were inputted into a Palm Pilot, and then uploaded into the WISE system in the classroom. This system replaced an earlier less 'technological' system where data was collected using pencil and paper then inputted into Excel manually. Causal maps were created by the students, and the validity of the maps tested by examining the data to check for consistency with the maps. Maps were redrawn to be consistent with the collected data. Using the maps enabled students to see relationships clearly, having the data available to test these relationships led the students into reasoning and debates in explaining causes and effects.
The author notes that the gifted kids had a really great time using this tool, but it is also of great benefit to all the students. The approach can be used to tackle any topic where there is measurable data and cause/effect relationships.
1. Why is this data collection method (Palm Pilot in the field, later upload to database) better than the old method (pencil and paper/manual entry)? Obviously, fewer mistakes are made. Also, the data is less likely to get lost or misinterpreted. The kids would like the idea of having a technology tool with them to collect the data.
2. What NETS-S does this approach satisfy? 2 - communication and collaboration, 3 - research and information fluency, and 4 - critical thinking, problem solving and decision making.
This article presents an excellent example of getting all kids in a class engaged in a topic through the use of technology. It's about how using web-based "causal mapping" and database software in a middle school science project enhances learning and understanding. A causal map is a diagram representing causal (cause-and-effect) relationships in a system. The students used the Web-based Inquiry Science Environment (WISE), a free online science learning environment hosted at UC Berkeley and supported by the National Science Foundation, to input data and define causal relationships. The project topic was the ecosystem in a creek near the school Pine Creek. The students collected various data to assess water quality (pH, dissolved oxygen, phosphate, etc) from various sites along the creek's length, and observed the flora and fauna in and around the creek. In the field, data were inputted into a Palm Pilot, and then uploaded into the WISE system in the classroom. This system replaced an earlier less 'technological' system where data was collected using pencil and paper then inputted into Excel manually. Causal maps were created by the students, and the validity of the maps tested by examining the data to check for consistency with the maps. Maps were redrawn to be consistent with the collected data. Using the maps enabled students to see relationships clearly, having the data available to test these relationships led the students into reasoning and debates in explaining causes and effects.
The author notes that the gifted kids had a really great time using this tool, but it is also of great benefit to all the students. The approach can be used to tackle any topic where there is measurable data and cause/effect relationships.
1. Why is this data collection method (Palm Pilot in the field, later upload to database) better than the old method (pencil and paper/manual entry)? Obviously, fewer mistakes are made. Also, the data is less likely to get lost or misinterpreted. The kids would like the idea of having a technology tool with them to collect the data.
2. What NETS-S does this approach satisfy? 2 - communication and collaboration, 3 - research and information fluency, and 4 - critical thinking, problem solving and decision making.
Journal 5
Turkle, S. (2007). Forbes Magazine, May 2007. Can you hear me now?
The theme of this article is how we are losing the ability to focus on their real world activities, that they are drifting in and out of engagement with people they are presently with, because they are constantly interacting with the virtual world. We are constantly checking email on their Blackberries or iPhones, talking on their cell phones, listening to voicemail, sending and checking for text messages, using laptops in the cafe to surf the internet, all at the expense of dealing with the here and now, the present reality they are in. We may spend more time living a virtual life - Second Life, or MySpace or Facebook, online video games - than in our real lives - living in , or playing video games online that these virtual lives take over. We become so dependent on the virtual dimension to our lives that when something goes wrong with the technology - i.e. the connection is lost - we panic, start feeling isolated, no longer connected.
As a result, we split our attention to such an extent that we are losing the time to think and reflect on the real world events. We no longer just sit down to relax and think about things, without interruption from a new email or text message alert. As adults who grew up before the digital-age, we often may think and worry about these things. For children today growing up, these interactions with the virtual world are more natural and normal, and as Turkle points out, they may never know any other way.
1. Is all this a bad thing for us? In many ways it is. I think it causes stress and anxiety that shouldn't really be there. There are plenty of causes of stress and anxiety in our lives, we don't need to add to them. Why do some people feel it necessary to check their email every 5 minutes, and act on it immediately, for example?
2. Have these communication technologies improved our lives? They have, because communication is easier and we can plans things more efficiently. But the overuse and obsession we have with them has deteriorated the quality of our life.
The theme of this article is how we are losing the ability to focus on their real world activities, that they are drifting in and out of engagement with people they are presently with, because they are constantly interacting with the virtual world. We are constantly checking email on their Blackberries or iPhones, talking on their cell phones, listening to voicemail, sending and checking for text messages, using laptops in the cafe to surf the internet, all at the expense of dealing with the here and now, the present reality they are in. We may spend more time living a virtual life - Second Life, or MySpace or Facebook, online video games - than in our real lives - living in , or playing video games online that these virtual lives take over. We become so dependent on the virtual dimension to our lives that when something goes wrong with the technology - i.e. the connection is lost - we panic, start feeling isolated, no longer connected.
As a result, we split our attention to such an extent that we are losing the time to think and reflect on the real world events. We no longer just sit down to relax and think about things, without interruption from a new email or text message alert. As adults who grew up before the digital-age, we often may think and worry about these things. For children today growing up, these interactions with the virtual world are more natural and normal, and as Turkle points out, they may never know any other way.
1. Is all this a bad thing for us? In many ways it is. I think it causes stress and anxiety that shouldn't really be there. There are plenty of causes of stress and anxiety in our lives, we don't need to add to them. Why do some people feel it necessary to check their email every 5 minutes, and act on it immediately, for example?
2. Have these communication technologies improved our lives? They have, because communication is easier and we can plans things more efficiently. But the overuse and obsession we have with them has deteriorated the quality of our life.
Friday, June 19, 2009
Journal 4
Deubel, P. (2007). THE Journal, February 21. Moderating and ethics for the classroom instructional blog.
This is a very good article focusing on how blogs might be used in the education setting. The author no longer teaches K-12, and in the article she is speculating how she might use blogs if she were. As she points out, the purposes of a classroom blog are very different from public-setting blogs, and so some defined "rules of engagement" are necessary to ensure students get the most of of using them. There are a whole bunch of benefits to using blogs in education - using them can foster the collaborative spirit in peer-to-peer learning, they can enhance classroom discussion (allowing the quieter students to participate for example). The author has some very good recommendations for making sure there is focus on the blogged topics and ensuring that all students participate and engage. But of course, the main requirement is that all the students have access to a computer. Many students may not have a computer at home and so will have to find time for assignments in school time or use those in their local library. The teacher has to make sure that these students are not disadvantaged.
Questions:
1. Would I delete comments that didn't meet the expected standards? This is one of the questions posed by the author. No I wouldn't, because they are there as examples of posts that didn't meet the standard. As the student progresses in learning, it would be useful to reflect on improvements in his or her postings. As the moderator on the blog, I would remove comments that appear to hurt others, but I would try to ensure in the "rules of blogging" that this situation wouldn't arise.
2. What might be the additional time demands placed on the teacher in reviewing the students postings and replies to each other's postings? I think this would be substantial As the author points out, in a class of 25 students, if each is required to post once and make two replies to other postings, that's 75 comments to get through. If there's 35 students (a typical class size from what I've seen), then that number is 115! It's therefore difficult to see it becoming a frequent activity.
This is a very good article focusing on how blogs might be used in the education setting. The author no longer teaches K-12, and in the article she is speculating how she might use blogs if she were. As she points out, the purposes of a classroom blog are very different from public-setting blogs, and so some defined "rules of engagement" are necessary to ensure students get the most of of using them. There are a whole bunch of benefits to using blogs in education - using them can foster the collaborative spirit in peer-to-peer learning, they can enhance classroom discussion (allowing the quieter students to participate for example). The author has some very good recommendations for making sure there is focus on the blogged topics and ensuring that all students participate and engage. But of course, the main requirement is that all the students have access to a computer. Many students may not have a computer at home and so will have to find time for assignments in school time or use those in their local library. The teacher has to make sure that these students are not disadvantaged.
Questions:
1. Would I delete comments that didn't meet the expected standards? This is one of the questions posed by the author. No I wouldn't, because they are there as examples of posts that didn't meet the standard. As the student progresses in learning, it would be useful to reflect on improvements in his or her postings. As the moderator on the blog, I would remove comments that appear to hurt others, but I would try to ensure in the "rules of blogging" that this situation wouldn't arise.
2. What might be the additional time demands placed on the teacher in reviewing the students postings and replies to each other's postings? I think this would be substantial As the author points out, in a class of 25 students, if each is required to post once and make two replies to other postings, that's 75 comments to get through. If there's 35 students (a typical class size from what I've seen), then that number is 115! It's therefore difficult to see it becoming a frequent activity.
Monday, June 15, 2009
Journal 3
Mishra, P., & Koehler, M. (2009). Too cool for school? No way! Learning & Leading with Technology, 36(7), 14-18.
New ways of helping children to learn through use of the latest technological gizmos - cool gadgets, web 2.0 applications - because they have the potential to get the students more engaged with a topic. We need to make sure that the technologies are not just used for the sake of using them (although in some cases there may be merit in this), but that the technologies are used to enhance the learning experience. This article touches on this issue, illustrating the use through three different examples where some web applications have been re-purposed to suit an educational setting. Unfortunately, there is no real inspiring information on the huge potential of these technologies in education. There is mention of a whole bunch of Web and electronic technologies, but no examples of their use in education.
If educators take some hi-tech gadgets or web apps and deploy them for uses in education in certain specific ways they are said to be using technological pedagogical and content knowledge (TPCK). Basically this is the area of overlap between their knowledge of subject, technology, and pedagogy. Competency is this area is based on the teacher going beyond simply having isolated knowledge of these areas but integrated them in creative ways that will stimulate the students.
The three areas explored are: use of "microblogging" (e.g Twitter) - here students are able to make comments via a class blog on topics they are learning about. It enables, for example, wider discussion beyond the time constraints imposed by the class time. Secondly, use of specialized search engines e.g. viewzi) for research and collecting information for projects. Third, use of a DJ software to learn about certain mathematical concepts via use of a virtual music studio.
Questions:
1. What is the benefit of using viewzi versus the regular google search engine? This depends on the grade level - having search results appear with pictorial context would be very useful for younger children.
2. How are teachers becoming familiar with these technologies? I suspect that for the most part the ones who are trying to gain some knowledge are doing it in their own time. There should be some initiatives at the district level, maybe during summer recess where teachers can go on courses to learn about technology.
New ways of helping children to learn through use of the latest technological gizmos - cool gadgets, web 2.0 applications - because they have the potential to get the students more engaged with a topic. We need to make sure that the technologies are not just used for the sake of using them (although in some cases there may be merit in this), but that the technologies are used to enhance the learning experience. This article touches on this issue, illustrating the use through three different examples where some web applications have been re-purposed to suit an educational setting. Unfortunately, there is no real inspiring information on the huge potential of these technologies in education. There is mention of a whole bunch of Web and electronic technologies, but no examples of their use in education.
If educators take some hi-tech gadgets or web apps and deploy them for uses in education in certain specific ways they are said to be using technological pedagogical and content knowledge (TPCK). Basically this is the area of overlap between their knowledge of subject, technology, and pedagogy. Competency is this area is based on the teacher going beyond simply having isolated knowledge of these areas but integrated them in creative ways that will stimulate the students.
The three areas explored are: use of "microblogging" (e.g Twitter) - here students are able to make comments via a class blog on topics they are learning about. It enables, for example, wider discussion beyond the time constraints imposed by the class time. Secondly, use of specialized search engines e.g. viewzi) for research and collecting information for projects. Third, use of a DJ software to learn about certain mathematical concepts via use of a virtual music studio.
Questions:
1. What is the benefit of using viewzi versus the regular google search engine? This depends on the grade level - having search results appear with pictorial context would be very useful for younger children.
2. How are teachers becoming familiar with these technologies? I suspect that for the most part the ones who are trying to gain some knowledge are doing it in their own time. There should be some initiatives at the district level, maybe during summer recess where teachers can go on courses to learn about technology.
Friday, June 12, 2009
Journal 2
Social networking for the K-12 set. Klein, J. (2008) Learning & leading with technology, 35 (5), 25-26
This article describes the implementation and uses of a set of social networking applications in the SUSD (Saugus Union School District) using freely available open-source software. The impetus to design an integrated system across the school district was two-fold:
1. To bring about a move to using up-to-date Web technology to enhance learning, foster better communication, promote collaboration.
2. To implement across the school district a centrally-provided, standardized, resource-rich, integrated network to allow free-flow of information. i.e. to prevent adoption of a disparate, ad-hoc, compartmentalized series of unconnected systems that would be of little benefit.
Such a Student-Teacher information network, or "community sites" are called "Learning Landscapes".
The website for this resource is here:
http://www.saugus.k12.ca.us/home/
The SUSD community websites were developed by IT staff members in the school district, by modifying open-source software for popular Web-based applications for their own specific needs. The community pages are viewable to the public, but only members of the community can create content. Access is controlled to teacher-specific areas and student-specific areas.
Some tools used are: User profiles (basic information on teachers, students, with different levels of access); blogging tools; file storage and sharing, RSS; podcasting.
Essentially, the school district has created an internal Web 2.0, specific for their own needs.
Questions/Answers:
1. Does this technology enhance learning for students? It should teach all students the benefits of the Web 2.0 technologies as well as enabling sharing of information and ideas on individual school subjects across school campuses.
2. How would the teachers benefit from these tools? Allows sharing of ideas on lesson planning, provides a repository for subject specific content. It saves re-inventing the wheel on lesson planning.
This article describes the implementation and uses of a set of social networking applications in the SUSD (Saugus Union School District) using freely available open-source software. The impetus to design an integrated system across the school district was two-fold:
1. To bring about a move to using up-to-date Web technology to enhance learning, foster better communication, promote collaboration.
2. To implement across the school district a centrally-provided, standardized, resource-rich, integrated network to allow free-flow of information. i.e. to prevent adoption of a disparate, ad-hoc, compartmentalized series of unconnected systems that would be of little benefit.
Such a Student-Teacher information network, or "community sites" are called "Learning Landscapes".
The website for this resource is here:
http://www.saugus.k12.ca.us/home/
The SUSD community websites were developed by IT staff members in the school district, by modifying open-source software for popular Web-based applications for their own specific needs. The community pages are viewable to the public, but only members of the community can create content. Access is controlled to teacher-specific areas and student-specific areas.
Some tools used are: User profiles (basic information on teachers, students, with different levels of access); blogging tools; file storage and sharing, RSS; podcasting.
Essentially, the school district has created an internal Web 2.0, specific for their own needs.
Questions/Answers:
1. Does this technology enhance learning for students? It should teach all students the benefits of the Web 2.0 technologies as well as enabling sharing of information and ideas on individual school subjects across school campuses.
2. How would the teachers benefit from these tools? Allows sharing of ideas on lesson planning, provides a repository for subject specific content. It saves re-inventing the wheel on lesson planning.
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