"Infusion or Integration" by Kimberley Ketterer
Ketterer, as an instructional technology coordinator, has gone to a lot of conferences and interacted with a lot of educators over the years. She heard the words "infusion" and "integration" thrown around in various contexts, and she decided to nail down the definitions of these terms, in terms of technology in the classroom. To her, "infusion" is the insertion of something totally new (in this case, hardware/software) into the learning process, such as copy machines, tape recorders, MP3 players, subscriptions to magazines. Her definition of "integration" is taking previously segregated resources, and using them in concert as a tool for learning. For example, you could integrate video into science class by showing a film about mitosis, or integrate MP3 players by playing a recording of a story.
I saw a perfect example of integration at one of my observations for EDUC 350. A young male was teaching AP Language to 12th graders, and using his Mac laptop, he played an MP3 of a man reading aloud an excerpt from "Sinners in the Hands of an Angry God" by Jonathan Edwards. They had already read the excerpt, studied it, and discussed it, but something about listening to it recorded and played through iTunes hooked their attention.
1. How does the example of the "Sinners in the Hands of an Angry God" this demonstrate infusion or integration?
Infusion in the classroom would be if the teacher just used the MP3 player for his own purposes or listened to it during a break. Integration occurred because he used it to bring in material that would enhance the lesson. A few years ago, teachers didn't use MP3 players for instruction at all (it was "segregated" from instruction), but now that they are finding new uses for them, MP3 players have been integrated into learning in many classrooms.
2. How would you integrate new technologies into your classroom?
I would definitely use MP3 players to bring in recordings. There is a great video recording of Jack Kerouac reading Alan Ginsberg's "Howl" that high school students would probably enjoy. I would probably use PowerPoint to teach lessons - perhaps if we were studying animals, I could project a PowerPoint that contained pictures of different animals, perhaps an animated diagram of the animal kingdom, and an embedded video of animal behavior. I would also have students learn to publish documents on Word, such as creating a class newsletter, writing poems and illustrating them in Paint, etc. There are a lot of ways I could have fun integrating technology into my classroom.
Friday, October 19, 2007
Journal 3
"Is Distance Learning Effective?" by Jean Kiekel and Diane Stelacio
This article highlights two different perspectives on distance learning. Jean Kiekel authored the "Yes" perspective, and Diane Stelacio penned the "Maybe" perspective. Kiekel argues that distance learning has been shown to be very effective in cases such as Alaska, which has 100 schools that employ 3 or fewer teachers because they utilize the internet to give students access to learning. These students are able to learn from high quality teachers and curriculum to which they wouldn't otherwise have access. Students are also more able to use their own learning styles. Stelacio argues that not all distance learning is equal, and that it doesn't always include the four types of interactions necessary to support learning: interaction with 1) content, 2) the instructor, 3) classmates, and 4) with the self. When it is well executed, however, it can have the benefits of improving writing skills as students develop, post, and revise their work, and students who need it can have extra time to complete assignments.
I have done distance learning, and I have seen its benefits and drawbacks first-hand. It is great to work at your own pace, but this often leads to procrastination. It cuts down on costs and is much less time-consuming than traveling to and from school. But I also missed the experience of having an instructor that I could put a face to, talk to, ask questions and have them answered right away, and get the community feel of being in a classroom and discussing with the other students. I agree with both authors, but I am more of a "Maybe" because I like being in a classroom. But at the same time, I realize it's not possible for everyone and great benefits can be gained from long-distance learning.
1. How do you think the average person conducts themselves during distance learning?
I think the average person probably procrastinates because there is not the constant reminder of seeing the teacher and students. A person has to readjust their mind to remember that just because they don't have "class," they don't have to study. The average elementary school student is likely to forget to study altogether if not kept on track by an involved parent. A great deal of responsibility is put on classroom teachers to remind kids to do homework and tote folders back and forth, and without that teacher present, the child must develop their own motivation. But I think that the average person probably enjoys going online and clicking around to find out what they need to do, and they can work at their own pace.
2. What do you think Stelacio means by "Interaction with the Self" being an important part of supportive learning?
I think she means that supportive learning provides the students with meaningful material that causes the student to reflect on their work. Online learning can be very isolating, and a supportive system can give the student a feeling that they are not just a number or a hyperlink, but a complex learner that is using the internet to enrich their life. I feel that being prompted to create a blog that tells about myself (our first assignment) was a fun, personal experience. I can see how this skill can be meaningful to me and allow me to express myself, and therefore I was able to "interact" with myself.
This article highlights two different perspectives on distance learning. Jean Kiekel authored the "Yes" perspective, and Diane Stelacio penned the "Maybe" perspective. Kiekel argues that distance learning has been shown to be very effective in cases such as Alaska, which has 100 schools that employ 3 or fewer teachers because they utilize the internet to give students access to learning. These students are able to learn from high quality teachers and curriculum to which they wouldn't otherwise have access. Students are also more able to use their own learning styles. Stelacio argues that not all distance learning is equal, and that it doesn't always include the four types of interactions necessary to support learning: interaction with 1) content, 2) the instructor, 3) classmates, and 4) with the self. When it is well executed, however, it can have the benefits of improving writing skills as students develop, post, and revise their work, and students who need it can have extra time to complete assignments.
I have done distance learning, and I have seen its benefits and drawbacks first-hand. It is great to work at your own pace, but this often leads to procrastination. It cuts down on costs and is much less time-consuming than traveling to and from school. But I also missed the experience of having an instructor that I could put a face to, talk to, ask questions and have them answered right away, and get the community feel of being in a classroom and discussing with the other students. I agree with both authors, but I am more of a "Maybe" because I like being in a classroom. But at the same time, I realize it's not possible for everyone and great benefits can be gained from long-distance learning.
1. How do you think the average person conducts themselves during distance learning?
I think the average person probably procrastinates because there is not the constant reminder of seeing the teacher and students. A person has to readjust their mind to remember that just because they don't have "class," they don't have to study. The average elementary school student is likely to forget to study altogether if not kept on track by an involved parent. A great deal of responsibility is put on classroom teachers to remind kids to do homework and tote folders back and forth, and without that teacher present, the child must develop their own motivation. But I think that the average person probably enjoys going online and clicking around to find out what they need to do, and they can work at their own pace.
2. What do you think Stelacio means by "Interaction with the Self" being an important part of supportive learning?
I think she means that supportive learning provides the students with meaningful material that causes the student to reflect on their work. Online learning can be very isolating, and a supportive system can give the student a feeling that they are not just a number or a hyperlink, but a complex learner that is using the internet to enrich their life. I feel that being prompted to create a blog that tells about myself (our first assignment) was a fun, personal experience. I can see how this skill can be meaningful to me and allow me to express myself, and therefore I was able to "interact" with myself.
Journal 2
"The Threat of Security: Hindering Technology Integration in the Classroom" by LeAnne K. Robinson, Abbie Brown, and Tim Green
This article discusses how security measures and monitoring can hinder the integration of technology in schools. There are stories of how teachers were put on surveillance for minor actions such as purchasing flower bulbs online (improper use of the internet!), and how one school forbade teachers from burning CDs for fear of copyright violations. The natural reaction of these teachers was to avoid using the technology their schools had purchased for them. It points out that it is understandable that schools wish to protect the privacy of their schools and ensure student safety, but some schools go overboard with monitoring to the point where teachers feel distrusted and fenced in by their supervisors.
I think if I had experiences like these teachers did, I would want to avoid technology too. Red tape and restrictions give people the feeling of Big Brother and being treated like a child who is not allowed to do anything without supervision. I don't think forbidding teachers from things like burning CDs is very constructive - they should have seminars and training to ensure that teachers know the appropriate copyright laws, and they should give them the responsibility of using it properly. If teachers abuse it, then monitoring may become necessary, and restriction may follow. But never allowing a teacher the freedom to utilize the full capabilities of their technology in the first place is just plain paranoid.
1. What is inappropriate use of technology to you?
I think that teachers ought to be able to access things like their personal email or look up something they wish to purchase - as long as they a) are trained on safe downloading practices and web security and b) don't spend excessive amounts of time online. Obviously going on obscene websites or wasting time on social networking sites such as MySpace is cause for concern, but if a person takes a break and wishes to look at a harmless, amusing, relaxing, or informative website for pleasure, it should not be considered inappropriate. Teachers shouldn't post information about their students online, but with proper guidance, I think that students can be shown how to safely use class blogs and other education-related websites. We take classes like ED422 for a reason - so that we can be trusted to properly use our technology. It seems like a waste of money for schools to provide tools that people are afraid to use for fear of being accused of inappropriate use.
2. How have you experienced frustration with access to technology?
At my place of work, I don't encounter too many restrictions. I can actually listen to music on a streaming radio website if I choose too, but I have worked at places that blocked such devices. I avoid checking my personal email when possible, but I do take an occasional break to check out cuteoverload.com . I have gone to MySpace before just to check messages at past jobs, but never for more than a few minutes. The only restriction that irks me a little is that I don't have access to editing my school's database. Only one person has access, and this person occasionally makes spelling mistakes, which makes me wish I did have the authority to correct mistakes if I see them. I think if I wanted to, I could discuss the access issue, and I hope that teachers out there stick up for themselves and discuss how to reduce their frustrations with technology.
This article discusses how security measures and monitoring can hinder the integration of technology in schools. There are stories of how teachers were put on surveillance for minor actions such as purchasing flower bulbs online (improper use of the internet!), and how one school forbade teachers from burning CDs for fear of copyright violations. The natural reaction of these teachers was to avoid using the technology their schools had purchased for them. It points out that it is understandable that schools wish to protect the privacy of their schools and ensure student safety, but some schools go overboard with monitoring to the point where teachers feel distrusted and fenced in by their supervisors.
I think if I had experiences like these teachers did, I would want to avoid technology too. Red tape and restrictions give people the feeling of Big Brother and being treated like a child who is not allowed to do anything without supervision. I don't think forbidding teachers from things like burning CDs is very constructive - they should have seminars and training to ensure that teachers know the appropriate copyright laws, and they should give them the responsibility of using it properly. If teachers abuse it, then monitoring may become necessary, and restriction may follow. But never allowing a teacher the freedom to utilize the full capabilities of their technology in the first place is just plain paranoid.
1. What is inappropriate use of technology to you?
I think that teachers ought to be able to access things like their personal email or look up something they wish to purchase - as long as they a) are trained on safe downloading practices and web security and b) don't spend excessive amounts of time online. Obviously going on obscene websites or wasting time on social networking sites such as MySpace is cause for concern, but if a person takes a break and wishes to look at a harmless, amusing, relaxing, or informative website for pleasure, it should not be considered inappropriate. Teachers shouldn't post information about their students online, but with proper guidance, I think that students can be shown how to safely use class blogs and other education-related websites. We take classes like ED422 for a reason - so that we can be trusted to properly use our technology. It seems like a waste of money for schools to provide tools that people are afraid to use for fear of being accused of inappropriate use.
2. How have you experienced frustration with access to technology?
At my place of work, I don't encounter too many restrictions. I can actually listen to music on a streaming radio website if I choose too, but I have worked at places that blocked such devices. I avoid checking my personal email when possible, but I do take an occasional break to check out cuteoverload.com . I have gone to MySpace before just to check messages at past jobs, but never for more than a few minutes. The only restriction that irks me a little is that I don't have access to editing my school's database. Only one person has access, and this person occasionally makes spelling mistakes, which makes me wish I did have the authority to correct mistakes if I see them. I think if I wanted to, I could discuss the access issue, and I hope that teachers out there stick up for themselves and discuss how to reduce their frustrations with technology.
Journal 1
"The Power of the Mashup: Combining Essential Learning with New Technology Tools" by Suzie Boss and Jane Krauss
This article talks about how teachers utilize technology in new ways to get their tech-savvy students interested in learning. English teacher Jerome Burg created Google Lit Trips to allow students to visit websites and get visuals of the settings they were reading about in novels such as The Grapes of Wrath. History teacher David Fagg used MP3 player technology to have his students create videos about history topics such as the history of convicts in Australia. He named his creation iHistory Project, and students around the world view the website, collaborate with, and give feedback to his students.
I thought these were very creative ideas that connect students to learning by using their favorite gadgets . I think a lot of teachers are realizing that "if you can't beat 'em, join 'em," and instead of crusading against all the toys teachers bring into class, they have the students use them to enhance their learning. I would be interested to see these projects online to see how they are set up and how they function.
1. How are projects like Google Lit Trips better than/inferior to real field trips?
The great thing about this project is that it is virtually free (minus the cost of internet and other technology. A picture says a thousand words, and anything to get kids closer to the real world they are studying is a great asset. You can also visit dozens of different "places" in mere minutes, all related to your topic. Real field trips, however, take a person into the subject in a much deeper way. Instead of being a spectator, you are a participant when you actually visit a place. Kids rarely forget their trip to Washington D.C. with their 6th grade class, but they may easily forget that website about the Library of Congress because they were getting only a superficial view of the place. But not everyone can afford a real field trip, so virtual ones are better than nothing at all.
2. How could teachers use other technology that kids love, such as cell phones?
Teachers could use just about any such technology if they're creative. Cell phones are probably the biggest problem for teachers as far as electronics go, but they could use them to test skills or create challenges. For example, they could see how well students can spell using text messaging, time them on the fastest spelling of large words, study the effects that talking on a cell phone has on concentration on a quiz, or have students put on plays where cell phones are used. MP3 players could also be used to do presentations about different musical styles, such as a project I did on Musicals of the 1930s and 40s in high school.
This article talks about how teachers utilize technology in new ways to get their tech-savvy students interested in learning. English teacher Jerome Burg created Google Lit Trips to allow students to visit websites and get visuals of the settings they were reading about in novels such as The Grapes of Wrath. History teacher David Fagg used MP3 player technology to have his students create videos about history topics such as the history of convicts in Australia. He named his creation iHistory Project, and students around the world view the website, collaborate with, and give feedback to his students.
I thought these were very creative ideas that connect students to learning by using their favorite gadgets . I think a lot of teachers are realizing that "if you can't beat 'em, join 'em," and instead of crusading against all the toys teachers bring into class, they have the students use them to enhance their learning. I would be interested to see these projects online to see how they are set up and how they function.
1. How are projects like Google Lit Trips better than/inferior to real field trips?
The great thing about this project is that it is virtually free (minus the cost of internet and other technology. A picture says a thousand words, and anything to get kids closer to the real world they are studying is a great asset. You can also visit dozens of different "places" in mere minutes, all related to your topic. Real field trips, however, take a person into the subject in a much deeper way. Instead of being a spectator, you are a participant when you actually visit a place. Kids rarely forget their trip to Washington D.C. with their 6th grade class, but they may easily forget that website about the Library of Congress because they were getting only a superficial view of the place. But not everyone can afford a real field trip, so virtual ones are better than nothing at all.
2. How could teachers use other technology that kids love, such as cell phones?
Teachers could use just about any such technology if they're creative. Cell phones are probably the biggest problem for teachers as far as electronics go, but they could use them to test skills or create challenges. For example, they could see how well students can spell using text messaging, time them on the fastest spelling of large words, study the effects that talking on a cell phone has on concentration on a quiz, or have students put on plays where cell phones are used. MP3 players could also be used to do presentations about different musical styles, such as a project I did on Musicals of the 1930s and 40s in high school.
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