Today's student--a New Way of Thinking
It is quite easy to get anecdotal in this course--specially, as we are all educators working with students/children who periodically supersede us in the technological field. As we sweat through the most basic elements in modern technology, they—the students—breeze through like an advanced breed of animals that seem entirely foreign to us.
We are indeed in a different world. Thus, we do see students struggle in the silence of the class; their minds wonder everywhere. And the only thing that brings them back to “learning” is noise. As paradoxical as that statement sounds, it is indeed a general modern rule—the more quite the room is the tougher it is to learn. It is analogous to growing up twenty years ago and then having to deal with a classroom full of noisy kids. Nothing would have been learned, and here lies the conundrum: how is a class made interesting and thus a positive learning environment, when there is such a drastic change in the culture of learning from one generation to the other? Kids want to bring their IPods, cell phones, and then play with them as we teach class. We tend to find this as an attack on us. But in reality, we should be more progressive. After all, when they go home and study, they do so precisely in the manner they feel most comfortable—i.e. with their head phones, IPods, IM, etc… So, who are we to tell them how to best incorporate new information? The readings hint on this idea positively. Perhaps, it’s time for us to change.
My advice for educators is to relax and allow the students some level of autonomy in their learning. Experience has shown me that students want to learn, and we just have to allow them to do so.
Wednesday, October 10, 2007
Wednesday, October 3, 2007
Assignment 6
Define database management software and describe how you might use it to help you in teaching responsibilities. How might you construct a learning assignment for your students that used this productivity tool?
Educational databases are powerful tools for students, making academic research exceedingly approachable by even the novice. In fact, until recently the technology only applied to the business world—where a concise methodology for retrieving information was indispensible. The world of academic research was simply too esoteric and erudite for the common high school student to even dare approach. Even undergraduate students found the process daunting and mainly did research as preparation for graduate work—where the bulk of their time would eventually be taken up in learning the process of discovering research and peer reviews by digging through the dark sea of scholarly jargon.
Around the late 90’s, the technology started to pair up with the need to properly categorize and find information, a process that was previously almost an art of luck. The first academic journal that held a credible academic reputation and served the needs of more savvy graduate students and researchers was JSTOR. This database began cataloging academic articles dealing with literary theory that covered a wide range of ideas and time, as back as 200 years and into the present. So, it became possible to even compare how society varied its interpretation through time of major literature or even the canon with a simple query.
In my literature class, we’re currently covering The Crucible. One of my aim has been to familiarize them with the formal writing process—i.e. thesis statement, outline, drafting… Of course a major component of this process involves research. With the advent and generally easy access to reputable research through electronic databases (JSTOR), it has proven a successful experience—one where students feel accomplished and where their learning increases by gaining a deeper knowledge of the material discussed in class.
Educational databases are powerful tools for students, making academic research exceedingly approachable by even the novice. In fact, until recently the technology only applied to the business world—where a concise methodology for retrieving information was indispensible. The world of academic research was simply too esoteric and erudite for the common high school student to even dare approach. Even undergraduate students found the process daunting and mainly did research as preparation for graduate work—where the bulk of their time would eventually be taken up in learning the process of discovering research and peer reviews by digging through the dark sea of scholarly jargon.
Around the late 90’s, the technology started to pair up with the need to properly categorize and find information, a process that was previously almost an art of luck. The first academic journal that held a credible academic reputation and served the needs of more savvy graduate students and researchers was JSTOR. This database began cataloging academic articles dealing with literary theory that covered a wide range of ideas and time, as back as 200 years and into the present. So, it became possible to even compare how society varied its interpretation through time of major literature or even the canon with a simple query.
In my literature class, we’re currently covering The Crucible. One of my aim has been to familiarize them with the formal writing process—i.e. thesis statement, outline, drafting… Of course a major component of this process involves research. With the advent and generally easy access to reputable research through electronic databases (JSTOR), it has proven a successful experience—one where students feel accomplished and where their learning increases by gaining a deeper knowledge of the material discussed in class.
Monday, October 1, 2007
Assignment 3
What is the difference between formative and summative feedback?
I think of the formative assessment as an ongoing process of improvement, whereby the teacher is allowed immediate improvement opportunities—i.e. feedback. Usually, this means addressing a student’s learning process in reference to a particular situation as it is happening. The main purpose, of course, remains to improve learning strategies –particularly as it applies to an evaluative process detached of student grading. Curriculum alignment or tools that shape professional direction often take place in this process and is usually connected to multiple learning objectives, whereby instructional quality is critically attached to the goals at hand. That is to say, objectives, the course main goals, and the impact realized by the whole are, again, immediately stressed.
On the other hand, summative assessment focuses on a retrospective evaluation of an educator’s teaching strategy. Examples involve the teaching, comprehension, and retaining of knowledge of accreditation tests. To reiterate or clarify the idea, the concept can be summed up by saying the summative program tests what was learned and how it was taught.
I think of the formative assessment as an ongoing process of improvement, whereby the teacher is allowed immediate improvement opportunities—i.e. feedback. Usually, this means addressing a student’s learning process in reference to a particular situation as it is happening. The main purpose, of course, remains to improve learning strategies –particularly as it applies to an evaluative process detached of student grading. Curriculum alignment or tools that shape professional direction often take place in this process and is usually connected to multiple learning objectives, whereby instructional quality is critically attached to the goals at hand. That is to say, objectives, the course main goals, and the impact realized by the whole are, again, immediately stressed.
On the other hand, summative assessment focuses on a retrospective evaluation of an educator’s teaching strategy. Examples involve the teaching, comprehension, and retaining of knowledge of accreditation tests. To reiterate or clarify the idea, the concept can be summed up by saying the summative program tests what was learned and how it was taught.
Assignment 4
Why is it advantageous for educators to share resources and programs on a network? What concerns are associated with program sharing?
The benefits of networking are obvious to anyone in education or any other field. In fact, it is quite difficult to comprehend a world where share folders, common printers, and even interconnected IP phones were not the norm. And yet, it still remains an elusive reality in a lot of school districts where clear advantages go beyond the understanding of some of those who are in control.
The expense associated with an organization without a good networking capability is just ridiculous and almost not worth mentioning. But often and as I hinted before, some administrators remain stubborn to the most basic necessities in technological advances; hence, a sufficient explanation is always useful to have at hand. At the same time, it is also worth recalling that dangers do exist in networking. Therefore, a good system is necessarily followed by a solid security and maintenance support, as attacks, failures, and accidents are too predictable and almost always sure to occur. It is not uncommon to hear of a whole system crippled by some twelve year old boy.
Coupled with a solid computer support system, computer networks are bound to evolve and continue to be part of education. In fact, the technology is growing so fast that it will ultimately go beyond the stationary and, as it is already seen in many places, be replaced by wireless systems.
The benefits of networking are obvious to anyone in education or any other field. In fact, it is quite difficult to comprehend a world where share folders, common printers, and even interconnected IP phones were not the norm. And yet, it still remains an elusive reality in a lot of school districts where clear advantages go beyond the understanding of some of those who are in control.
The expense associated with an organization without a good networking capability is just ridiculous and almost not worth mentioning. But often and as I hinted before, some administrators remain stubborn to the most basic necessities in technological advances; hence, a sufficient explanation is always useful to have at hand. At the same time, it is also worth recalling that dangers do exist in networking. Therefore, a good system is necessarily followed by a solid security and maintenance support, as attacks, failures, and accidents are too predictable and almost always sure to occur. It is not uncommon to hear of a whole system crippled by some twelve year old boy.
Coupled with a solid computer support system, computer networks are bound to evolve and continue to be part of education. In fact, the technology is growing so fast that it will ultimately go beyond the stationary and, as it is already seen in many places, be replaced by wireless systems.
Sunday, September 30, 2007
Second Assignment
Educational Technology
I have often thought of Educational technology as akin to a Mount Everest—an impossible challenge better left alone. Part of my angst towards it is the fact that it is such a wide encompassing field. Clearly we have, those of us in education, been exposed to it by attending “the super exciting instructional meetings” where platitudes are discussed through catchy words like technological synergy, globalization, or curriculum alignment. These unending meetings have done nothing but proven to be compulsory wasted time. And it is here that the problem lies; as general rule, the terms presented in education are simply too vast and in that vastness become nauseatingly unfocused, hence, inefficient.
However, all is not lost in the nebulous sea of knowledge. There are definite advantages in implementing technology in the classroom, as long as it addresses real problems and not those in the abstract world. This book addresses real life scenarios, whereby an educator could enhance his/her instructional capacity. Moreover, the author takes the approach that the socio-economic barrier can be addressed by technology. That is to say, current problems in education—such as lack of space, over-crowded classrooms, and overwhelmed teachers—can be patched up through a well developed technological approach. In fact, a well prepare teacher, as the books notes, can overcome challenging barriers by using just a bit of technology. For example, a teacher may use laptops to dually teach students technology and their current lessons and, thus, perform an exemplary integration model. If I recall correctly, the example the author refers to deals with a teacher who has to go into the hallway of her school, as there were no available space to teach her students. With a stroke of imagination, she checks out the school laptops and then develops an impressive lesson plan that addresses the needs of the students. I believe her inadvertent struck of luck lies in that she is successfully able to keep the students attention in an otherwise less than perfect situation—a busy hallway. In turn, she feels fulfilled and receives the gratifying emotion that, perhaps, initially turned her to teaching. A win-win situation…
Again and as the book illustrates, educational technology can and does advance education forward—so as long as it is done with specificity and not with generalities.
I have often thought of Educational technology as akin to a Mount Everest—an impossible challenge better left alone. Part of my angst towards it is the fact that it is such a wide encompassing field. Clearly we have, those of us in education, been exposed to it by attending “the super exciting instructional meetings” where platitudes are discussed through catchy words like technological synergy, globalization, or curriculum alignment. These unending meetings have done nothing but proven to be compulsory wasted time. And it is here that the problem lies; as general rule, the terms presented in education are simply too vast and in that vastness become nauseatingly unfocused, hence, inefficient.
However, all is not lost in the nebulous sea of knowledge. There are definite advantages in implementing technology in the classroom, as long as it addresses real problems and not those in the abstract world. This book addresses real life scenarios, whereby an educator could enhance his/her instructional capacity. Moreover, the author takes the approach that the socio-economic barrier can be addressed by technology. That is to say, current problems in education—such as lack of space, over-crowded classrooms, and overwhelmed teachers—can be patched up through a well developed technological approach. In fact, a well prepare teacher, as the books notes, can overcome challenging barriers by using just a bit of technology. For example, a teacher may use laptops to dually teach students technology and their current lessons and, thus, perform an exemplary integration model. If I recall correctly, the example the author refers to deals with a teacher who has to go into the hallway of her school, as there were no available space to teach her students. With a stroke of imagination, she checks out the school laptops and then develops an impressive lesson plan that addresses the needs of the students. I believe her inadvertent struck of luck lies in that she is successfully able to keep the students attention in an otherwise less than perfect situation—a busy hallway. In turn, she feels fulfilled and receives the gratifying emotion that, perhaps, initially turned her to teaching. A win-win situation…
Again and as the book illustrates, educational technology can and does advance education forward—so as long as it is done with specificity and not with generalities.
Wednesday, September 26, 2007
Emerging Technologies
Name some emerging technologies. How might they affect teaching and learning?
Theory and reality often clash as emerging technologies are discussed within the auspices of the classroom. In fact, the rhetoric often falls short of the reality—where old habits die hard and students generally surpass teacher technological knowledge. But all is not lost in theory; there are a few “emerging technologies” which are quickly becoming ever-more ubiquitous and indispensible in real application to the classroom and education as a whole. I will mention a few here and briefly describe an example of their immediate usefulness:
Interactive whiteboards
Interactive whiteboards allow educators in all fields to more easily incorporate students in the lesson, as it applies to writing text directly on whiteboards, sketching symbols, and presenting a-hands-on approach to literacy and reading comprehension.
Wireless Networks
School districts have come to rely heavily on wireless networks, and it is really difficult to think back to a time when the situation was not as it is. Of all the advances (implementation of emerging technologies, and the interconnectivity that this technology brought forth) this has drastically changed the model of education. Students are now capable of bringing their laptop computers and to directly incorporate/apply information on the fly. Teaching how to do research on electronic databases, creating class blogs, and accessing educational links can now be demonstrated and immediately put to practice by the student. And even though there are clear are socio-economic limitations to the access of this technology, all is not lost to a polar model of haves-and-have-nots. Students from economically humble backgrounds may not have the ability to procure a laptop, or certain school districts may not be in a financial situation to invest on this technology. Fortunately, the technological model predicts a movement towards economic accessibility which will hopefully make it common place in every school.
Tablet PCs
The presentation of emerging technologies in the classroom can continue with-out end. Yet, I’d like to mention one last device that has proven successful—tablet PCs. These devices are powerful tools in early literacy. Shape and handwriting recognition make it possible to sketch symbols and links as well as write text directly on the tablet with a stylus. They essentially bring a number of the benefits of the whiteboard and laptop to individual students that are younger and whereby the technology of such devices may across as intimidating or impractical for the age group.
Theory and reality often clash as emerging technologies are discussed within the auspices of the classroom. In fact, the rhetoric often falls short of the reality—where old habits die hard and students generally surpass teacher technological knowledge. But all is not lost in theory; there are a few “emerging technologies” which are quickly becoming ever-more ubiquitous and indispensible in real application to the classroom and education as a whole. I will mention a few here and briefly describe an example of their immediate usefulness:
Interactive whiteboards
Interactive whiteboards allow educators in all fields to more easily incorporate students in the lesson, as it applies to writing text directly on whiteboards, sketching symbols, and presenting a-hands-on approach to literacy and reading comprehension.
Wireless Networks
School districts have come to rely heavily on wireless networks, and it is really difficult to think back to a time when the situation was not as it is. Of all the advances (implementation of emerging technologies, and the interconnectivity that this technology brought forth) this has drastically changed the model of education. Students are now capable of bringing their laptop computers and to directly incorporate/apply information on the fly. Teaching how to do research on electronic databases, creating class blogs, and accessing educational links can now be demonstrated and immediately put to practice by the student. And even though there are clear are socio-economic limitations to the access of this technology, all is not lost to a polar model of haves-and-have-nots. Students from economically humble backgrounds may not have the ability to procure a laptop, or certain school districts may not be in a financial situation to invest on this technology. Fortunately, the technological model predicts a movement towards economic accessibility which will hopefully make it common place in every school.
Tablet PCs
The presentation of emerging technologies in the classroom can continue with-out end. Yet, I’d like to mention one last device that has proven successful—tablet PCs. These devices are powerful tools in early literacy. Shape and handwriting recognition make it possible to sketch symbols and links as well as write text directly on the tablet with a stylus. They essentially bring a number of the benefits of the whiteboard and laptop to individual students that are younger and whereby the technology of such devices may across as intimidating or impractical for the age group.
Tuesday, September 11, 2007
Self Introduction
Hi Guys,
My name is Juan Gonzalez. I apologize for just now starting the blog. As you can probably infer from my tardiness, I'm completely ignorant of technology. In fact, I had to get direct step by step help from Dr. Wang just to get started. This is in fact the first online class that I take. Hopefully, the class will alleviate my fear of technology and allow me to enhance my teaching abilities.
Currently, I'm working at Petal High School as an English Teacher. In the past, I've worked as a family engagement and education specialist in Athens, Georgia--where I lived for eleven years and from where I graduated with a Comparative Lit. degree.
I will, however, mention that I have used Microsoft office and am familiar with the basic elements behind it--such as powerpoint, word, Access, and excel. Of course, I'm also familiar with listservs and, as evidenced by this, with email. Unfortunately, I'm unfamiliar with blogs, podcast, discussion board, and video clips.
My name is Juan Gonzalez. I apologize for just now starting the blog. As you can probably infer from my tardiness, I'm completely ignorant of technology. In fact, I had to get direct step by step help from Dr. Wang just to get started. This is in fact the first online class that I take. Hopefully, the class will alleviate my fear of technology and allow me to enhance my teaching abilities.
Currently, I'm working at Petal High School as an English Teacher. In the past, I've worked as a family engagement and education specialist in Athens, Georgia--where I lived for eleven years and from where I graduated with a Comparative Lit. degree.
I will, however, mention that I have used Microsoft office and am familiar with the basic elements behind it--such as powerpoint, word, Access, and excel. Of course, I'm also familiar with listservs and, as evidenced by this, with email. Unfortunately, I'm unfamiliar with blogs, podcast, discussion board, and video clips.
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