"Fitting the Pieces Together: Successful Technology Intergration with Laptops"
by Patricia A. Yost
Learning and Leading with Technology, November 2007, Vol. 35, No.3.
Yost chronicles the integration of technology into the middle schools in her area of State College, Pennsylvania. She helped spearhead an effort to pilot a laptop program, with the objectives of using technology as a tool for "higher-order thinking and learning" for both students and teachers. She splits up the integration process into Year One and Year Two.
In Year One, each teacher was provided with a laptop, and every two teachers shared a video projector. This gave teachers enough time to become familiar with the laptop technology. They were given the option of using desktop computers, but most chose laptops, which required a three-year commitment contract. They were also required to attend a professional development program to learn ad share strategies and technical skills.
In Year Two, every two classrooms shared a cart of laptops, and the video projectors were replaced with ceiling-mounted projectors which could be hooked up to computers. The schools found much success with the technology integration. Among the developments were teachers using more interactive, "hyperlink infused" presentations, use of video segments as opposed to entire films, greater use of online materials and high-quality websites, and students improving their writing through word processors. Students also gave more sophisticated audio-visual presentations and participated in email and chatroom discussions.
I thought this was a great example of a gradual, well-planned way of integrating and modernizing schools. Instead of just throwing a bunch of new tools into classrooms and letting the teachers figure out how to use them, the school started with laptops just the teachers, gave them training and time to adapt to them, and THEN let the students use them. Teachers are often very wary of technology because they may not have the time to learn to use it effectively, let alone teach students to use it.
I also liked how the teachers kept meeting not only to learn the technical skills, but to participate in "share sessions" where they disseminate ideas, projects, and documents so other teachers can try them out in the classroom. Some teachers are stingy with their resources, but I think it's in the best interest of the schools to encourage sharing of resources because it benefits the students.
1. How are laptops more beneficial than the traditional trip to the computer lab?
I suppose they save time and make computers more available. Computer labs are great, but they can only accomodate one class at a time, whereas having laptops in all classrooms (or shared in this case) makes it easier for students to have access to them. Some students learn best in interactive, audio-visual settings, so this is especially beneficial to them.
2. Would you use a laptop in your classroom?
Heck yes! It is extremely inconvenient for the teacher to have to go bend over the huge monitor on his or her desk to get a presentation started, whereas with a laptop, he or she can put it neatly on a podium or table at the front of the class. I have seen teachers lead class with their laptop right in front of them, sometimes hooked up to small speakers. I think kids respond well to a teacher who is tech-savvy and up-to-date.
Friday, November 23, 2007
Saturday, November 17, 2007
Journal 9 - Social Networking
On the Classroom 2.0 website, I chose Social Networking because I have used such websites before, and I wanted to see how they were used by educators.
The teachers were discussing how to attract staff and faculty to a social networking page for their school. One tech-savvy teacher said that you must have content on there that teachers can only get if they join the website. He also said it's hard to keep them interested once they've joined.
Another teacher was interested in what people were saying once they joined - were they social, were they teasing each other, were they doing anything constructive - and they answer was yes, all of the above. One guy said he tried posting a question-of-the-week, to get discussion fired up among teachers.
It seemed to me that it is usually one person who bears the responsibility for generating interest, keeping teachers involved, and supplying a constant flow of discussion topics. As the dicussion board mentioned, the number of people involved in the network must reach a "critical mass" to be able to sustain itself. Otherwise, teachers' interest wanes and these websites die as quickly as they were born. There must be a good reason for contructing a network for teachers, because they already have plenty of venues for discussion - conferences, staff meetings, email, flyers, and the break room. A social networking website is one more thing to add to their plate of things to do, so it might not be a priority.
The teachers also must be fairly comfortable with technology and have the right attitude. They may consider blogs and social networking to be wastes of time, or think it's too impersonal or a trend of younger generations. Plus, many teachers also use other educational websites such as EdLine and don't see a need for yet another network.
In short, there are certain factors that determine the success of eduational social networking. With the right leadership and the right participants, I think they could be very beneficial. They have the potential to be great resources for the exchange of ideas and projects, and they will probably continue to gain popularity.
NOTE:
I commented on the following blogs:
Mary - http://mkrescanko.blogspot.com/2007/11/journal-article-9-virtual-worlds.html
Grant - http://gtay422.blogspot.com/2007/11/journal-9-classroom-20.html
The teachers were discussing how to attract staff and faculty to a social networking page for their school. One tech-savvy teacher said that you must have content on there that teachers can only get if they join the website. He also said it's hard to keep them interested once they've joined.
Another teacher was interested in what people were saying once they joined - were they social, were they teasing each other, were they doing anything constructive - and they answer was yes, all of the above. One guy said he tried posting a question-of-the-week, to get discussion fired up among teachers.
It seemed to me that it is usually one person who bears the responsibility for generating interest, keeping teachers involved, and supplying a constant flow of discussion topics. As the dicussion board mentioned, the number of people involved in the network must reach a "critical mass" to be able to sustain itself. Otherwise, teachers' interest wanes and these websites die as quickly as they were born. There must be a good reason for contructing a network for teachers, because they already have plenty of venues for discussion - conferences, staff meetings, email, flyers, and the break room. A social networking website is one more thing to add to their plate of things to do, so it might not be a priority.
The teachers also must be fairly comfortable with technology and have the right attitude. They may consider blogs and social networking to be wastes of time, or think it's too impersonal or a trend of younger generations. Plus, many teachers also use other educational websites such as EdLine and don't see a need for yet another network.
In short, there are certain factors that determine the success of eduational social networking. With the right leadership and the right participants, I think they could be very beneficial. They have the potential to be great resources for the exchange of ideas and projects, and they will probably continue to gain popularity.
NOTE:
I commented on the following blogs:
Mary - http://mkrescanko.blogspot.com/2007/11/journal-article-9-virtual-worlds.html
Grant - http://gtay422.blogspot.com/2007/11/journal-9-classroom-20.html
Journal 8 - Educational Crowdsourcing
"Educational Crowdsourcing" by Glen Bull
Learning and Leading with Technology, November 2007, Vol. 35, No. 3.
Bull describes an innovative method of problem-solving called "crowdsourcing," and discusses how it might relate to education. Crowdsourcing refers to the use of a diverse group of people to accomplish a task or goal. The internet is the main forum for finding such people, and major corporations give substantial monetary rewards, anywhere from $10,000 to $100,000, to the first group to solve a given problem.
Websites such as InnoCentive.com and Mechanical Turk have been working on problems using crowdsourcing, and while it is a relatively new concept, it is already being studied. A professor at Harvard Business School, Karim Lakhani published the following findings in the Harvard Business Review - 1) Rewards are necessary, but the enjoyment of solving the problem plays an important role in the success of the group. 2) Knowledgeable experts are still important, meaning that engineers must analyze the "solutions" to verify which are the best. 3) The more diverse the population of the group (ie. fields and disciplines in which they have expertise), the more likely the problem is to be solved.
In regards to education, Bull says, crowdsourcing has great potential but has not been explored yet. Obviously, eduacation has a great need for problem-solvers, as we have children with diverse needs that can not always be met with traditional teaching methods. Bull sees the need for experimentation, which may fail at first, but can ultimately benefit education in the future.
I found this article quite interesting - I had never heard of such a concept, but it is a perfect example of "two heads are better than one," or in this case, it could be a million heads. I love to hear about people collaborating on such a global level to solve problems that can better our lives. The internet has the power to bring great minds together, but it takes a few smart people to figure out how to attract these great minds - and the answer: money. But it's not a greedy venture, it seems, because, as Lakhani's findings show, the people working on the problem do it for the enjoyment of solving the problem, and not just for the money involved. But it is necessary to offer a reward because 1) it is likely to attract the best minds and 2) the service that the winners provide is worth the money in the end.
I hope they are able to channel this innovation into education, because our schools certainly need some good minds working on how to solve America's educational crises. It would make sense to do it on a more local basis, because each city and school has such particular problems that they would need to be looked at on an individual basis. The school I work at, for example, has so many unique issues that it would be good to have a group of experts offer advice that could help our school in the specific areas where it needs the most help.
1. How are the teams organized?
I went on Innocentive.com to see what a person had to do to be a Solver, and it appears that you register and they pool you together with other people who want to work on a certain problem. It wasn't clear to me if people who already knew each other could request to be on the same team, but I imagine you can. Corporations and non-profits can sign up as Seekers to post their problems.
2. What kinds of problems are they working on?
On Innocentive.com, the most common kinds of problems solved have to do with chemistry. Companies are looking for people who can figure out how to make certain chemical compounds (a very common one), or make foods healthier. One guy invented a touch-sensitive material that changes color. Another guy figured out how to prevent snack chips from breaking so easily. Fascinating stuff!
Learning and Leading with Technology, November 2007, Vol. 35, No. 3.
Bull describes an innovative method of problem-solving called "crowdsourcing," and discusses how it might relate to education. Crowdsourcing refers to the use of a diverse group of people to accomplish a task or goal. The internet is the main forum for finding such people, and major corporations give substantial monetary rewards, anywhere from $10,000 to $100,000, to the first group to solve a given problem.
Websites such as InnoCentive.com and Mechanical Turk have been working on problems using crowdsourcing, and while it is a relatively new concept, it is already being studied. A professor at Harvard Business School, Karim Lakhani published the following findings in the Harvard Business Review - 1) Rewards are necessary, but the enjoyment of solving the problem plays an important role in the success of the group. 2) Knowledgeable experts are still important, meaning that engineers must analyze the "solutions" to verify which are the best. 3) The more diverse the population of the group (ie. fields and disciplines in which they have expertise), the more likely the problem is to be solved.
In regards to education, Bull says, crowdsourcing has great potential but has not been explored yet. Obviously, eduacation has a great need for problem-solvers, as we have children with diverse needs that can not always be met with traditional teaching methods. Bull sees the need for experimentation, which may fail at first, but can ultimately benefit education in the future.
I found this article quite interesting - I had never heard of such a concept, but it is a perfect example of "two heads are better than one," or in this case, it could be a million heads. I love to hear about people collaborating on such a global level to solve problems that can better our lives. The internet has the power to bring great minds together, but it takes a few smart people to figure out how to attract these great minds - and the answer: money. But it's not a greedy venture, it seems, because, as Lakhani's findings show, the people working on the problem do it for the enjoyment of solving the problem, and not just for the money involved. But it is necessary to offer a reward because 1) it is likely to attract the best minds and 2) the service that the winners provide is worth the money in the end.
I hope they are able to channel this innovation into education, because our schools certainly need some good minds working on how to solve America's educational crises. It would make sense to do it on a more local basis, because each city and school has such particular problems that they would need to be looked at on an individual basis. The school I work at, for example, has so many unique issues that it would be good to have a group of experts offer advice that could help our school in the specific areas where it needs the most help.
1. How are the teams organized?
I went on Innocentive.com to see what a person had to do to be a Solver, and it appears that you register and they pool you together with other people who want to work on a certain problem. It wasn't clear to me if people who already knew each other could request to be on the same team, but I imagine you can. Corporations and non-profits can sign up as Seekers to post their problems.
2. What kinds of problems are they working on?
On Innocentive.com, the most common kinds of problems solved have to do with chemistry. Companies are looking for people who can figure out how to make certain chemical compounds (a very common one), or make foods healthier. One guy invented a touch-sensitive material that changes color. Another guy figured out how to prevent snack chips from breaking so easily. Fascinating stuff!
Journal 7 - "Is Chatspeak Destroying English?"
"Is Chatspeak Destroying English?" by Linda Howard and Greg Monfils
Source: Learning and Leading with Technology. Vol. 35 No. 3
Howard and Monfils presented differing viewpoints on the effects that "chatspeak," or the abbreviated language that kids use to communicate electronically, is having on English skills. Howard believes that this informal version of English is not good for the development of writing skills, and that kids are picking up bad habits by using chatspeak. She points out that this language has no place in "academic, business, and other formal writing settings," and that it may harm their chances of doing well in college or getting good jobs.
Monfils, an English teacher, was more optimistic, stating his belief that kids know how to "codeswitch," and are able to go from chatspeak back to formal English when they need to. He has seen perfectly elegant writing from students who email him in chatspeak. He doesn't think that using chatspeak is much different from learning Spanish or any other language. He also keenly pointed out that kids use it precisely because adults frown upon it - it is partly an act of rebellion, and they know it's incorrect - that's why they like it. He thinks it's foolish to believe that kids are losing their English skills as a result of chatspeak.
I first agreed with Howard, because I do think that English skills aren't what they used to be. But then I read Monfils, and I agreed that perhaps we are exaggerating the effect that chatspeak has on kids' language skills. Chatspeak probably won't improve formal writing skills, but I don't think there's evidence that it destroys them. Howard didn't cite any evidence for her opinion, whereas Monfils gave an example of a student who wrote beautifully but also used chatspeak. Perhaps there is proof out there that chatspeak is harmful to certain populations, but we have yet to see any studies on that subject. Her opinion makes sense - after all, people used to write letters in formal English, instead of email and text messaging. Our kids probably don't get as much practice as they used to, but to say that they are replacing English with the shorthand of chatspeak is a little extreme.
Questions:
1. Are there any studies out there on the effect of chatspeak on English writing skills?
I would be interested to know, but I haven't heard any news stories on that particular subject. But I have, however, heard that today's kids have smaller vocabularies than they did 50 years ago. I wonder if the two could be connected...
2. Do you feel that chatspeak has affected your own English skills?
I D K. What do u thnk? Personally, for me, it's about saving keystrokes when I'm texting. But if I have anything longer than just a few sentences, I will type it out in correct English or just call the person. My English skills were strong before the advent of cell phones and email, but I can't speak for kids growing up in today's wired society.
Source: Learning and Leading with Technology. Vol. 35 No. 3
Howard and Monfils presented differing viewpoints on the effects that "chatspeak," or the abbreviated language that kids use to communicate electronically, is having on English skills. Howard believes that this informal version of English is not good for the development of writing skills, and that kids are picking up bad habits by using chatspeak. She points out that this language has no place in "academic, business, and other formal writing settings," and that it may harm their chances of doing well in college or getting good jobs.
Monfils, an English teacher, was more optimistic, stating his belief that kids know how to "codeswitch," and are able to go from chatspeak back to formal English when they need to. He has seen perfectly elegant writing from students who email him in chatspeak. He doesn't think that using chatspeak is much different from learning Spanish or any other language. He also keenly pointed out that kids use it precisely because adults frown upon it - it is partly an act of rebellion, and they know it's incorrect - that's why they like it. He thinks it's foolish to believe that kids are losing their English skills as a result of chatspeak.
I first agreed with Howard, because I do think that English skills aren't what they used to be. But then I read Monfils, and I agreed that perhaps we are exaggerating the effect that chatspeak has on kids' language skills. Chatspeak probably won't improve formal writing skills, but I don't think there's evidence that it destroys them. Howard didn't cite any evidence for her opinion, whereas Monfils gave an example of a student who wrote beautifully but also used chatspeak. Perhaps there is proof out there that chatspeak is harmful to certain populations, but we have yet to see any studies on that subject. Her opinion makes sense - after all, people used to write letters in formal English, instead of email and text messaging. Our kids probably don't get as much practice as they used to, but to say that they are replacing English with the shorthand of chatspeak is a little extreme.
Questions:
1. Are there any studies out there on the effect of chatspeak on English writing skills?
I would be interested to know, but I haven't heard any news stories on that particular subject. But I have, however, heard that today's kids have smaller vocabularies than they did 50 years ago. I wonder if the two could be connected...
2. Do you feel that chatspeak has affected your own English skills?
I D K. What do u thnk? Personally, for me, it's about saving keystrokes when I'm texting. But if I have anything longer than just a few sentences, I will type it out in correct English or just call the person. My English skills were strong before the advent of cell phones and email, but I can't speak for kids growing up in today's wired society.
Journal 6 - "Educators are Going Global"
I already did a Journal on the article "Threat of Security" (see Journal #2), so here is a different one to substitute for Journal #6.
Journal 6 – “Educators are Going Global” by Anita McAnear
Source: Learning and Leading with Technology. November 2007. Vol. 35 No. 3
Her point is that teachers and students alike are discovering ways they can “do good for the world” by using technology. For example, a person can contribute money to buy a goat for a poor herder in a foreign country, making a huge difference in that person’s life. Kiva.org helps people in
McAnear’s article is a good place to start if one is interested in becoming involved with the online community for global change. I think it is a great way to address global problems because there are so many people online. Get one dollar from a million web surfers and you have a million dollars that could mean the difference between starving and eating well for countless poor families. It is also an easy way to get kids started on community service and global thinking.
Questions:
- How can you be sure the online charity is legitimate?
Journal 5 - Extra Credit - A Bird's Eye View of the Middle East
"A Bird's Eye View of the Middle East" by Bill Edgington, Bobby R. Ezell, Daphne D. Johnson, and Marilyn P. Rice.
Learning and Leading with Technology, November 2007, Vol. 35, No. 3
The educators who wrote this article saw the importance of not only learning to use Google Earth as an educational tool, but also teaching kids about how geography affects the hostile situations in the Middle East.
Their idea is as such: As junior high and high school students are studying units on the Middle East in school, teachers can give the subject more relevance and meaning by showing the students the relationship between the countries. One way of doing this is by using Google Earth. The first step is to identify the key players in the Middle East, which the authors have decided are Turkey, Iran, Iraq, Syria, Israel, Egypt, Jordan, Saudi Arabia, and Lebanon. Students are then divided into 9 groups and must collect the following information on these countries: Capital city, Population, Religion (breakdown), Ethnic makeup, Language(s), Oil reserves, Recipients of Oil Exports, and Number of troops in active military.
Then the students use Google Earth to map the countries, determine how many miles of border they share with their neighbors, and the distance between major cities. Finally, they use all of this data to answer questions about the impact of a Sunni majority in Iraq on relations with Sunni-dominated Iran, or how long-range missiles in Iran can threaten Israel. Google Earth has enormous potential as a learning tool about the world and current events.
Although this would take some inspection and practice on the part of the teacher to pull this one off, it is a very cool idea for teaching geography, international relations, and current events. Kids love Google Earth because they can look up their house from space, but this channels their knowledge of this tool into deeper learning about an important part of the world. It may also develop their curiosity about the relationships between other countries and how geopgraphy can play a part, such as North and South Korea, or China and Japan, or the U.S. and Mexico.
Now if only they can find a way of making myspace more educational...
1. Have you ever used Google Earth for any other reason than to look up your house?
I have to say, I did do that, but I also like to look up major landmarks in San Diego, such as Balboa Park, and quiz myself on which canyon this is or which interstate highway that is. I do use it primarily for fun, but I think it could definitely be educational - such as showing kids where the Colosseum is in Rome, or the Champs Elysee in Paris. Kids need to see that the world is accessible, and they can learn about it anytime they want.
2. Do you think this assignment is do-able for a junior high or high school classroom?
I think it is very do-able, and kids would probably have a lot of fun pretending to be satellite geography scientists and researchers. In fact, it might help if the teacher doesn't have all the information - the students might be more motivated to know that they are the first ones collecting the facts, and that they'll be collaborating with each other to dicuss their findings.
Learning and Leading with Technology, November 2007, Vol. 35, No. 3
The educators who wrote this article saw the importance of not only learning to use Google Earth as an educational tool, but also teaching kids about how geography affects the hostile situations in the Middle East.
Their idea is as such: As junior high and high school students are studying units on the Middle East in school, teachers can give the subject more relevance and meaning by showing the students the relationship between the countries. One way of doing this is by using Google Earth. The first step is to identify the key players in the Middle East, which the authors have decided are Turkey, Iran, Iraq, Syria, Israel, Egypt, Jordan, Saudi Arabia, and Lebanon. Students are then divided into 9 groups and must collect the following information on these countries: Capital city, Population, Religion (breakdown), Ethnic makeup, Language(s), Oil reserves, Recipients of Oil Exports, and Number of troops in active military.
Then the students use Google Earth to map the countries, determine how many miles of border they share with their neighbors, and the distance between major cities. Finally, they use all of this data to answer questions about the impact of a Sunni majority in Iraq on relations with Sunni-dominated Iran, or how long-range missiles in Iran can threaten Israel. Google Earth has enormous potential as a learning tool about the world and current events.
Although this would take some inspection and practice on the part of the teacher to pull this one off, it is a very cool idea for teaching geography, international relations, and current events. Kids love Google Earth because they can look up their house from space, but this channels their knowledge of this tool into deeper learning about an important part of the world. It may also develop their curiosity about the relationships between other countries and how geopgraphy can play a part, such as North and South Korea, or China and Japan, or the U.S. and Mexico.
Now if only they can find a way of making myspace more educational...
1. Have you ever used Google Earth for any other reason than to look up your house?
I have to say, I did do that, but I also like to look up major landmarks in San Diego, such as Balboa Park, and quiz myself on which canyon this is or which interstate highway that is. I do use it primarily for fun, but I think it could definitely be educational - such as showing kids where the Colosseum is in Rome, or the Champs Elysee in Paris. Kids need to see that the world is accessible, and they can learn about it anytime they want.
2. Do you think this assignment is do-able for a junior high or high school classroom?
I think it is very do-able, and kids would probably have a lot of fun pretending to be satellite geography scientists and researchers. In fact, it might help if the teacher doesn't have all the information - the students might be more motivated to know that they are the first ones collecting the facts, and that they'll be collaborating with each other to dicuss their findings.
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