Jervis, Charles K. (2000). Approaches to Technology in Biology and Chemistry Classes: An Alternative Perspective. Roanoke, VA: Teaching Inquiry with the Latest Technology Annual Conference. (ERIC Document Reproduction Service No. ED 439906)
Computers are not the only “technology” in science as Jervis (2000) points out, there are many things used in hands-on labs that are considered “technology”, such as probeware, CBL’s and cameras. Probeware is a common technology implemented into classrooms because it is user friendly and can be done after minimal training using the devices. Probeware is a type of hardware that connects to a microcomputer or calculator that allows for measurement of temperature, motion, etc. Many programs can analyze data with graphs and data tables (Price, 1987). Using probes allows the students to experiment rather than just measure and record. According to Price (1987), students are able to gather more data in a single class period. They are able to manipulate data and see results instantly. The example he uses is measuring period of a pendulum. Rather than watching the pendulum and timing it for 50 swings, the students use a probe with an LED sensor that can measure the period the moment the pendulum swings past the sensor. This data is collected and recorded in the handheld device. The students can then change the mass or another variable and measure again in a short amount of time. Using probes in a science class can be advantageous. Teachers can implement it fairly easily, as long as they receive proper training and have the support they need for continued training. Students receive hands-on experience and see results more quickly than if they took measures by hand without the use of a probe or handheld device. Some problems with implementing technology such as probeware include initial cost of the equipment, collaboration between teachers, and the requirement of proper training and time to implement it effectively in the classroom. Wetzle (2001) found that many schools could only afford a class set of equipment, so the sharing of equipment between classes was difficult to implement. Most teachers eventually found it to be too cumbersome therefore causing the decline in use after a couple of years. I know we have probeware in our school, but training and use has not been made readily available. I’m sure if I were to seek it out, I could use the equipment, but it would take my own time and effort to find it, find someone to show me how to use it, and then figure out on my own how it would fit into my lessons. I would like to use probes because they seem to be a great tool that would be easy to implement and would be a great learning tool for the students. Unfortunately in honesty, the extra effort on my part that it will take to actually use them deters me from implementing this type of technology.
Thursday, June 10, 2010
Podcasting in the Classroom
Flanagan, Brian, Brendan Calandra (2005). Podcasting in the Classroom. Learning and Leading with Technology, 33(3):20-23.
A podcast is a method of disseminating information through automated technology that allows a listener to subscribe and listen to digitally recorded shows (Flanagan, 2005). Students can subscribe to a podcast and listen to it on their computer or download it to their mp3 player. Research shows that there is little difference between receiving information in an audio file versus through in class lectures (Flanagan, 2005). The benefits have shown that students can rewind and listen again to difficult parts of the lecture. They can listen to the podcast at their own convenience when they are ready to be focused on the information. Students can create their own podcasts for a project instead of writing a paper or a lab report. I think podcasting would be limited to the amount of creativity and effort put in by the teacher and the students. I can see how podcasting could help in classes such as music and foreign language where it would be helpful to hear something over and over to help with memorization for example. I’m not sure podcasts would be a primary form of technology that I would use in my classroom. I think making podcasts would be a fun project for a particular lesson or project, but I don’t think that it would fit into the level of access I have to the computer lab to be used on a regular basis. Podcasting is gaining popularity at the university level and I think that if we continue offering online classes at the high school, then I could see them being used more in the future. In my current classes, I don’t see them being more than a novelty at the moment.
A podcast is a method of disseminating information through automated technology that allows a listener to subscribe and listen to digitally recorded shows (Flanagan, 2005). Students can subscribe to a podcast and listen to it on their computer or download it to their mp3 player. Research shows that there is little difference between receiving information in an audio file versus through in class lectures (Flanagan, 2005). The benefits have shown that students can rewind and listen again to difficult parts of the lecture. They can listen to the podcast at their own convenience when they are ready to be focused on the information. Students can create their own podcasts for a project instead of writing a paper or a lab report. I think podcasting would be limited to the amount of creativity and effort put in by the teacher and the students. I can see how podcasting could help in classes such as music and foreign language where it would be helpful to hear something over and over to help with memorization for example. I’m not sure podcasts would be a primary form of technology that I would use in my classroom. I think making podcasts would be a fun project for a particular lesson or project, but I don’t think that it would fit into the level of access I have to the computer lab to be used on a regular basis. Podcasting is gaining popularity at the university level and I think that if we continue offering online classes at the high school, then I could see them being used more in the future. In my current classes, I don’t see them being more than a novelty at the moment.
How People Learn
Although this paper isn't directly related to technology, understanding how people learn things could help us use technology to create better learning environments.
This paper asks how the research reviewed in the National Research Council's "How People Learn" (1999) can be incorporated into classroom practice. The paper suggests a plan for research and development that would create the change in education necessary to reach a level of learning in the classroom that is suggested in “How People Learn”. After an introduction, the paper summarizes the key findings from “How People Learn” and puts the findings into a plan for teaching and for setting up classrooms. Chapter 3 shares responses from other educators and policymakers that discussed the book. There are also overarching themes outlined in each of the chapters.
One of the interesting things I found in this paper was the idea that students walk into a classroom with misconceptions, they learn something new, but then revert back to the original misconception after high school unless they were taught how to dispute the misconception. I don’t think that teachers are effectively taught how to give formative assessments and moreover how to use them to improve student learning. It would be nice to be able to assess our students and know how to use those assessments effectively. Most assessments are focused on giving the student a grade, not focused on how to improve the knowledge of the student. It seems that when we give a test of some sort and a student does well, we feel like we’ve accomplished our job, only to find out that the research shows that the students are really only retaining the information for a short time. The difficulty with a good formative assessment is being able to differentiate instruction once the results are back. With class sizes of 30 or more students, it doesn’t seem feasible to readily alter instruction for those that are way behind or for students that are way ahead.
Another thing that seems to keep coming up in our readings and discussions lately, is the mile wide and inch deep concept. Once again, it is suggested here that we teacher fewer topics more in-depth. Which goes back to the standards and the high stakes tests. All of these things need to be aligned so that teachers can teach their subject well instead of teaching to pass the exam or meet the standards. If it is better to teach fewer topics, however, who chooses which topics are most important? The new version of the science standards seems to be more specific in certain topics perhaps they would be a good starting point to incorporate this kind of teaching that "How People Learn” recommends. The problem then arises with how to incorporate professional development into teachers’ jobs. The paper says that it will take quite a bit of adult learning in order to incorporate the principles presented in "How People Learn”. I agree that most of the professional development that is offered to us is not learner centered. I always find it to be a little hypocritical when a speaker comes in and says, normally I wouldn’t teach this way in my class, but here’s a PowerPoint on what not to do in your class. It is an easy way to pass on information, but if we as teachers aren’t absorbing the information about these teaching strategies, then we can’t expect our students to learn by using those teaching strategies.
The changes that need to be made in education require research and developing a good way to educate teachers how to make those changes. It seems that many changes are proposed, but the problem is they aren’t being implemented in an effective manner. After reading this, I am encouraged that this change could happen, it has been recognized as a problem and a solution has been proposed. Now the struggle is to put it into action and get everyone else to buy into it and make it work. Teachers need to be equipped in a manner that they can teach children based on how they learn not on how they’ve always been taught.
Tuesday, June 8, 2010
Why Schools are Turning to Google Apps
What is this article about?
Why Schools are Turning to Google Apps. Edutopia. Retrieved from http://mashable.com/2010/04/28/schools-google-apps/
Schools are turning to using Google Apps for three big reasons. 1) It saves schools money; 2) It boosts academic performance and motivation, and; 3) It prepares students for digital communication in the real world.
Saving Money- The Oregon state public school system is turning to Google Apps and projects to save $1.5 million per year. Google Apps is free for educational institutions and is a good replacement for other formats for generating student work.
Boosting Motivation and Performance- These Oregon schools have found that Google Apps creates student interest and allows for an affordable one-on-one teaching format for at-risk students that were doing poorly in English. The Google Apps have shown to boost reading scores several points over a course of a year. The students are showing fewer behavior problems and harder work ethic.
Preparing for the Real World- Google Sites is a great way to create a digital portfolio of student work instead of a resume to a prospective employer. Science students can collect data and share it in a Google spreadsheet for analysis as a real world scientist might do.
What are my thoughts?
I think that Google Apps is a great free resource for students that may not be able to afford a software package like Microsoft Office. If schools were able to make the shift to use Google Apps more in the classroom, the school could definitely save a lot of money. I think that it would be a tough shift and a steeper learning curve for the teachers. I think that it would take a lot of work to convince an entire school or even district to make this shift. Change is not easy, even if it is free.
Why Schools are Turning to Google Apps. Edutopia. Retrieved from http://mashable.com/2010/04/28/schools-google-apps/
Schools are turning to using Google Apps for three big reasons. 1) It saves schools money; 2) It boosts academic performance and motivation, and; 3) It prepares students for digital communication in the real world.
Saving Money- The Oregon state public school system is turning to Google Apps and projects to save $1.5 million per year. Google Apps is free for educational institutions and is a good replacement for other formats for generating student work.
Boosting Motivation and Performance- These Oregon schools have found that Google Apps creates student interest and allows for an affordable one-on-one teaching format for at-risk students that were doing poorly in English. The Google Apps have shown to boost reading scores several points over a course of a year. The students are showing fewer behavior problems and harder work ethic.
Preparing for the Real World- Google Sites is a great way to create a digital portfolio of student work instead of a resume to a prospective employer. Science students can collect data and share it in a Google spreadsheet for analysis as a real world scientist might do.
What are my thoughts?
I think that Google Apps is a great free resource for students that may not be able to afford a software package like Microsoft Office. If schools were able to make the shift to use Google Apps more in the classroom, the school could definitely save a lot of money. I think that it would be a tough shift and a steeper learning curve for the teachers. I think that it would take a lot of work to convince an entire school or even district to make this shift. Change is not easy, even if it is free.
Tuesday, March 16, 2010
Article 12: Laptops for all
Furger, R. (2001). Laptops for all: Using technology to go beyond traditional curriculum. Edutopia. Retrieved from http://www.edutopia.org/laptops-all
Article Summary:
Mott Hall School is a math, science, and technology academy in New York Community School District Six that decided to bridge the digital divide by creating a program and curriculum around the use of laptops for every student. The school worked out payment plans between the parents and the district and taught each of the children safety measures to carry a laptop to and from school so that every student eventually had a laptop. This took about 3 years before all students had their own computer, but the time put in is definitely paying off. Every class and grade level is using these computers to advance education. Some students are using them to gather data in a science lab. Some are designing kites in a scale model in Excel.
The teachers in the school are leading the charge in creating thought provoking and rigorous activities. They are creating clear rubrics for the projects. Students are excelling in their education and enjoying learning through project-based studies.
My Thoughts:
I think that more teachers should take the lead like the ones in this article. It would be nice to be more proactive so that more of our students have laptops to use in school and at home. Teachers are constantly worried about assigning homework involving a computer because they never know if a child doesn't have one at home or not. I think it's great that these students are doing more project-based work. It seems to be very effective in achieving learning of different subjects. It takes a lot of effort and time to be a teacher of this caliber. I commend them for their hard work and their desire to give these kids the best education possible.
Article Summary:
Mott Hall School is a math, science, and technology academy in New York Community School District Six that decided to bridge the digital divide by creating a program and curriculum around the use of laptops for every student. The school worked out payment plans between the parents and the district and taught each of the children safety measures to carry a laptop to and from school so that every student eventually had a laptop. This took about 3 years before all students had their own computer, but the time put in is definitely paying off. Every class and grade level is using these computers to advance education. Some students are using them to gather data in a science lab. Some are designing kites in a scale model in Excel.
The teachers in the school are leading the charge in creating thought provoking and rigorous activities. They are creating clear rubrics for the projects. Students are excelling in their education and enjoying learning through project-based studies.
My Thoughts:
I think that more teachers should take the lead like the ones in this article. It would be nice to be more proactive so that more of our students have laptops to use in school and at home. Teachers are constantly worried about assigning homework involving a computer because they never know if a child doesn't have one at home or not. I think it's great that these students are doing more project-based work. It seems to be very effective in achieving learning of different subjects. It takes a lot of effort and time to be a teacher of this caliber. I commend them for their hard work and their desire to give these kids the best education possible.
Article 11: Assistive Technology
Wahl, L. (2003). Assistive Technology: Enhanced Learning for All. Edutopia. Retrieved from http://www.edutopia.org/assistive-technology-enhances-learning-all
Article Summary:
There are many ways to assist students with disabilities in education today. Assistive technology (AT) refers to valuable tools or strategies that are used to include students in a wide range of learning styles in a classroom. Some AT are devices and services that are federally mandated for students with disabilities while other AT can be useful to regular education students. There are barriers to implementing AT such as the time it takes to assess every child's needs, the lack of AT-experienced teachers and the need for more funding. Article Summary:
There are many success stories for the use of AT in education. There are devices to assist in reading such as yellow film overlays that increase the print contrast, cards with just a window cut out so a student can only read one line at a time, and programs that read to students as they read along in the book or on a computer. Some schools incorporate student helpers to come into classrooms of younger students and provide one-on-one help.
There are many ways to assist disabled learners and learners of all levels with different types of technology, whether it be a computer or something as simple as a slanted desk.
My Thoughts:
Everyone has special needs to some extent. Students with disabilities are often thought of being the only students that need AT, but something as simple as a microphone and sound system for the teacher can benefit every student in the room. It is important to recognize different learning styles of our students and recognize that every student could use assistance once in a while. There are great programs and devices for disabled learners, but we need to be aware of other devices available to all learners. Also, there are many everyday devices that can be used as an educational tool. The iPhone or iPod Touch, for example, have several applications that can be downloaded that can help students of all abilities. The iPhone has an app available that will amplify the sound of someone in the room. A student who has difficulty hearing or focusing on the teacher could use this app and plug in headphones so that he may only hear the teacher. There are also apps available that do sign language or that speak something that is typed.
Article 10: Why wikis?
Reynard, R. (2009). Why wikis? Campus Technology. Retrieved from http://campustechnology.com/Articles/2009/02/04/Why-Wikis.aspx?Page=4
Article Summary:
Knowledge construction and collaboration of learners is not a new idea, but using a wiki to support these ideas is new. A wiki can support and facilitate collaboration and knowledge construction among students. Educators are usually focused on giving knowledge to their students, but don't necessarily focus on whether those students maintain that knowledge. Knowledge can be developed through a wiki because the students not only understand what they hear or read, but they have to incorporate that knowledge and apply it into a relevant situation. Educators typically focus on information recall but don't always evaluate how knowledge is developed. A wiki is a dynamic setting because people can edit and add and change the information on the site. As knowedge is gained and improved upon, the wiki will change as well. Wikis can be used for collaborative writing that depends on participation of several students at once. This promotes communication and collaboration which are important skills for students to possess. Having a public place to post information also motivates students to "own" their ideas and ensure that what they are posting is accurate.
My Thoughts:
I think wikis are a great resource for student collaboration. Most people think that Wikipedia is not a reliable source for information, but the fact that it is a dynamic resource, it is constantly being updated by more knowledgeable people. If the information posted on a wiki is incorrect, it is not likely to last very long on the wiki before someone updates and improves the information. I think that learning to collaborate with other students is a great skill for kids to have. Communicating with peers is important and teaches kids to be better collaborators in college or society, in general. Also, by posting information onto a site that other people could learn from, students have to truly understand the material in order to conceptualize it and put it into writing. Studies show that the best way to learn something is to teach someone else. A wiki will provide that opportunity for students.
Article Summary:
Knowledge construction and collaboration of learners is not a new idea, but using a wiki to support these ideas is new. A wiki can support and facilitate collaboration and knowledge construction among students. Educators are usually focused on giving knowledge to their students, but don't necessarily focus on whether those students maintain that knowledge. Knowledge can be developed through a wiki because the students not only understand what they hear or read, but they have to incorporate that knowledge and apply it into a relevant situation. Educators typically focus on information recall but don't always evaluate how knowledge is developed. A wiki is a dynamic setting because people can edit and add and change the information on the site. As knowedge is gained and improved upon, the wiki will change as well. Wikis can be used for collaborative writing that depends on participation of several students at once. This promotes communication and collaboration which are important skills for students to possess. Having a public place to post information also motivates students to "own" their ideas and ensure that what they are posting is accurate.
My Thoughts:
I think wikis are a great resource for student collaboration. Most people think that Wikipedia is not a reliable source for information, but the fact that it is a dynamic resource, it is constantly being updated by more knowledgeable people. If the information posted on a wiki is incorrect, it is not likely to last very long on the wiki before someone updates and improves the information. I think that learning to collaborate with other students is a great skill for kids to have. Communicating with peers is important and teaches kids to be better collaborators in college or society, in general. Also, by posting information onto a site that other people could learn from, students have to truly understand the material in order to conceptualize it and put it into writing. Studies show that the best way to learn something is to teach someone else. A wiki will provide that opportunity for students.
Article 9: Tech Without Support
Moses, A. (2008). Tech Without Support: IT Snags Hamper Schools' Technology Use. Edutopia. Retrieved from http://www.edutopia.org/ikid-school-technology-support
Article Summary:
It seems that technology is being pushed into education at a rate that technology support can't keep up with. The National Education Association surveyed teachers and found that half of the teachers don't bother using new technology in their classroom because of insufficient support. There wasn't anyone to help them set up the technology, show them how to use it, or fix it when it wasn't working. Many schools or districts have one support person for thousands of students. It could take days to weeks to fix a problem. Some schools are incorporating the help of tech-savvy staff or students to stay on top of the need for tech support people. A school in Illinois has a student club called, TechCrew, that meets after school to fix computers and works in the summer time for $8-$9 an hour to fix and upgrade the school's computers. Other states incorporate the Mouse Squad program that trains students to be tech troubleshooters. The students are given limited access to the server for security purposes, but are still able to update software, set up printers and other time consuming tasks saving the schools about $17,000 a year in tech support.
In order for schools to move forward with technology use, support needs to exist and be readily available regardless of who is doing the support. Teachers, students or support staff can all be useful if trained to do so.
My Thoughts:
This has been a constant frustration in my district. We have good tech support staff in our district, but there are few of them and many students and teachers. We put in help tickets when there is a problem but sometimes it takes weeks to months for a support person to address the ticket. Meanwhile, teachers are giving up on incorporating new technology into their lesson plans because it becomes more of a hassle to the teacher than it is beneficial to the students. The article states that tech support is setting the speed limit for technology use. It isn't ideal for teachers and students to perform tech support duties, but it is an option that more districts might lean toward using just to keep up. I think that districts in the near future will be giving serious consideration to funding of tech support and having more people on staff to keep up with the ever growing use of technology in schools.
Article Summary:
It seems that technology is being pushed into education at a rate that technology support can't keep up with. The National Education Association surveyed teachers and found that half of the teachers don't bother using new technology in their classroom because of insufficient support. There wasn't anyone to help them set up the technology, show them how to use it, or fix it when it wasn't working. Many schools or districts have one support person for thousands of students. It could take days to weeks to fix a problem. Some schools are incorporating the help of tech-savvy staff or students to stay on top of the need for tech support people. A school in Illinois has a student club called, TechCrew, that meets after school to fix computers and works in the summer time for $8-$9 an hour to fix and upgrade the school's computers. Other states incorporate the Mouse Squad program that trains students to be tech troubleshooters. The students are given limited access to the server for security purposes, but are still able to update software, set up printers and other time consuming tasks saving the schools about $17,000 a year in tech support.
In order for schools to move forward with technology use, support needs to exist and be readily available regardless of who is doing the support. Teachers, students or support staff can all be useful if trained to do so.
My Thoughts:
This has been a constant frustration in my district. We have good tech support staff in our district, but there are few of them and many students and teachers. We put in help tickets when there is a problem but sometimes it takes weeks to months for a support person to address the ticket. Meanwhile, teachers are giving up on incorporating new technology into their lesson plans because it becomes more of a hassle to the teacher than it is beneficial to the students. The article states that tech support is setting the speed limit for technology use. It isn't ideal for teachers and students to perform tech support duties, but it is an option that more districts might lean toward using just to keep up. I think that districts in the near future will be giving serious consideration to funding of tech support and having more people on staff to keep up with the ever growing use of technology in schools.
Article 8: Podcasts: Where's the Learning?
Deubel, P. (2007). Podcasts: Where's the Learning? THE Journal. Retrieved from http://thejournal.com/articles/2007/06/07/podcasts-wheres-the-learning.aspx
Article Summary:
Creating podcasts in education is increasing in popularity. What is a podcast? Inspired by Apple's iPod, the term podcast can be thought of as "POD" (playable on demand) and "broadcasting". A podcast is an audio file on the internet that can be received via RSS feed on the internet or on an iPod or mp3 player. They are one-way communications much like a radio program. You can subscribe to a podcast on some sites such as Podcast.net where your topic of choice is automatically sent to you.
How are podcasts helpful in learning? Creating a podcast helps students develop literacy skills. Students are more engaged in learning because of the uniqueness of the technology. There is no limit to how podcasting can be used in the classroom. They can provide weekly class news updates, report on field trips, share class discussions or book reviews. Students can record notes and lectures into foreign languages for university students that speak english as a second language. Podcasting can support audio learners by recording textbook chapters or class lectures. They provide students with real-world experiences. Podcasts can be used at all age levels. Even elementary students can create them with guidance. Podcasts have the potential for creating 'positive, rewarding learning experiences'.
My Thoughts:
I like that this article not only describes what a podcast is, but gives many ideas on how to use them in education. Podcasting is on the rise in popularity in schools and there are so many different ways to use them. I think that at the most basic level, they motivate students to learn just because they are fun to make and different than the typical pen and paper projects. They can be helpful to learners of all levels. They can be very helpful to ELL students who need to hear the words spoken as they read them in the text. They can be useful to special education students that have difficulty taking notes during a normal class period. The student can subscribe to the podcast that the teacher creates and listen to them at home, pausing and rewinding as needed. Most podcast programs are free and the equipment needed is inexpensive.
Article Summary:
Creating podcasts in education is increasing in popularity. What is a podcast? Inspired by Apple's iPod, the term podcast can be thought of as "POD" (playable on demand) and "broadcasting". A podcast is an audio file on the internet that can be received via RSS feed on the internet or on an iPod or mp3 player. They are one-way communications much like a radio program. You can subscribe to a podcast on some sites such as Podcast.net where your topic of choice is automatically sent to you.
How are podcasts helpful in learning? Creating a podcast helps students develop literacy skills. Students are more engaged in learning because of the uniqueness of the technology. There is no limit to how podcasting can be used in the classroom. They can provide weekly class news updates, report on field trips, share class discussions or book reviews. Students can record notes and lectures into foreign languages for university students that speak english as a second language. Podcasting can support audio learners by recording textbook chapters or class lectures. They provide students with real-world experiences. Podcasts can be used at all age levels. Even elementary students can create them with guidance. Podcasts have the potential for creating 'positive, rewarding learning experiences'.
My Thoughts:
I like that this article not only describes what a podcast is, but gives many ideas on how to use them in education. Podcasting is on the rise in popularity in schools and there are so many different ways to use them. I think that at the most basic level, they motivate students to learn just because they are fun to make and different than the typical pen and paper projects. They can be helpful to learners of all levels. They can be very helpful to ELL students who need to hear the words spoken as they read them in the text. They can be useful to special education students that have difficulty taking notes during a normal class period. The student can subscribe to the podcast that the teacher creates and listen to them at home, pausing and rewinding as needed. Most podcast programs are free and the equipment needed is inexpensive.
Article 7: Technology reshapes America's classrooms
Szep, J. (2008). Techonology Reshapes America's Classrooms. Reuters. Retrieved from http://www.reuters.com/article/idUSN2547885520080707
Article Summary:
This article describes how school as we know it is changing in the current age of technology. One state-funded school in Boston has 650 students that each receive a laptop at the beginning of each day and check it back in at the end of the school day. All the classwork is done on free applications such as Google Inc's Google Docs or Apple's iMovie. All textbooks are online and there are many programs that make learning fun such as the software FASTT Math, which is a collection of math games and lessons. Teachers and students both maintain blogs and communication between parents and staff is through instant messaging. Discipline issues have dropped, attendance levels have increased. The students are able to work in a differentiated environment all in the same classroom.
There are quite a few online schools that are gaining in popularity among students too. Rather than go to a school building, students are opting to login from home. Online enrollment in the U.S. has reached the 1 million mark already. K12 Inc, based in Virginia, offers online classes in 17 U.S. states. They project that by 2019, 50 percent of high school courses will be taught online. Online schools are funded the same as brick and mortar schools, but they don't always get capital dollars or bond issue dollars, so they typically receive about 70 percent of the per student spending that an average school receives.
Apex Learning Inc is based in Bellevue, Washington. They are also seeing a similar surge in demand. Enrollment rose 50 percent to 300,000 students in the 2006-2007 school year and likely the following year as well. The biggest enrollment that they are seeing is actually in a regular high school setting that is offering these online courses to kids that are not succeeding in the existing programs.
These online programs are expected to boost achievement and increase the two-thirds high shcool graduation rate.
My Thoughts:
I have mixed feelings about online schools. I have many unmotivated students that aren't successful in a normal high school setting that drop out and enroll in online programs. Often, these students re-enroll in our high school within months of leaving because they weren't motivated to do their coursework in the self-paced environment. Some students do succeed though. These programs are useful for students who are behind in credits. We offer a couple of Apex classes that are created to help students catch up in classes that they failed in previous years. The students still come to the school building and attend a class led by a teacher, but the class is held in the computer lab and students work online at their own pace. One social studies class that was offered last year had only 10 students enrolled and attendance was poor so the class was not offered this year. I think that these classes can be beneficial to teens that have children in high school or that don't do well in the structured schedule of a normal school day. Enrollment is on the rise, but I also see a lot of students try it and fail to succeed. I do like the idea of the Boston school where students are motivated by the use of technology and the parents and teachers are communicative and support each other.
Article Summary:
This article describes how school as we know it is changing in the current age of technology. One state-funded school in Boston has 650 students that each receive a laptop at the beginning of each day and check it back in at the end of the school day. All the classwork is done on free applications such as Google Inc's Google Docs or Apple's iMovie. All textbooks are online and there are many programs that make learning fun such as the software FASTT Math, which is a collection of math games and lessons. Teachers and students both maintain blogs and communication between parents and staff is through instant messaging. Discipline issues have dropped, attendance levels have increased. The students are able to work in a differentiated environment all in the same classroom.
There are quite a few online schools that are gaining in popularity among students too. Rather than go to a school building, students are opting to login from home. Online enrollment in the U.S. has reached the 1 million mark already. K12 Inc, based in Virginia, offers online classes in 17 U.S. states. They project that by 2019, 50 percent of high school courses will be taught online. Online schools are funded the same as brick and mortar schools, but they don't always get capital dollars or bond issue dollars, so they typically receive about 70 percent of the per student spending that an average school receives.
Apex Learning Inc is based in Bellevue, Washington. They are also seeing a similar surge in demand. Enrollment rose 50 percent to 300,000 students in the 2006-2007 school year and likely the following year as well. The biggest enrollment that they are seeing is actually in a regular high school setting that is offering these online courses to kids that are not succeeding in the existing programs.
These online programs are expected to boost achievement and increase the two-thirds high shcool graduation rate.
My Thoughts:
I have mixed feelings about online schools. I have many unmotivated students that aren't successful in a normal high school setting that drop out and enroll in online programs. Often, these students re-enroll in our high school within months of leaving because they weren't motivated to do their coursework in the self-paced environment. Some students do succeed though. These programs are useful for students who are behind in credits. We offer a couple of Apex classes that are created to help students catch up in classes that they failed in previous years. The students still come to the school building and attend a class led by a teacher, but the class is held in the computer lab and students work online at their own pace. One social studies class that was offered last year had only 10 students enrolled and attendance was poor so the class was not offered this year. I think that these classes can be beneficial to teens that have children in high school or that don't do well in the structured schedule of a normal school day. Enrollment is on the rise, but I also see a lot of students try it and fail to succeed. I do like the idea of the Boston school where students are motivated by the use of technology and the parents and teachers are communicative and support each other.
Article 6: iPods in Class
Butterfield, G. (2007, April). Tech teacher: ipod, upod. In Edutopia. Retrieved March 9, 2010 from http://www.edutopia.org/node/3949
Article Summary:
Podcasts are a fun, easy way to share your thoughts and ideas in a radio station sort of way. This article describes how easy and affordable it is to create a podcast. All you need is a computer with a microphone and speakers, and a podcast program for recording. There are several programs that are free to download such as Audacity. There are even programs that you can phone in your podcast and record it such as a voicemail. You don't even need to own an iPod to enjoy listening to podcasts, you can subscribe to them online and listen to them on your computer. The program creates a special kind of URL called an RSS feed that is like your own personal radio channel.
My Thoughts:
Podcasting would be a fun activity for students to create a newscast about a particular topic and then create their own class "radio station" that the other students could subscribe to and learn more about each others' topics. This seems like it would be a cheap, easy way to get kids to listen to each other and teach each other rather than me lecturing to them. Many of my students have iPods and mp3 players that they listen to all the time. It seems like it would be a great idea to teach them that these can be educational tools and not just for listening to music or playing games.
Article Summary:
Podcasts are a fun, easy way to share your thoughts and ideas in a radio station sort of way. This article describes how easy and affordable it is to create a podcast. All you need is a computer with a microphone and speakers, and a podcast program for recording. There are several programs that are free to download such as Audacity. There are even programs that you can phone in your podcast and record it such as a voicemail. You don't even need to own an iPod to enjoy listening to podcasts, you can subscribe to them online and listen to them on your computer. The program creates a special kind of URL called an RSS feed that is like your own personal radio channel.
My Thoughts:
Podcasting would be a fun activity for students to create a newscast about a particular topic and then create their own class "radio station" that the other students could subscribe to and learn more about each others' topics. This seems like it would be a cheap, easy way to get kids to listen to each other and teach each other rather than me lecturing to them. Many of my students have iPods and mp3 players that they listen to all the time. It seems like it would be a great idea to teach them that these can be educational tools and not just for listening to music or playing games.
Article 5: Technology and Academic Achievement
Foltos, L. (2002, December). Technology and Academic Achievement. Retrieved February 10, 2010, from New Horizons For Learning website: http://www.newhorizons.org/strategies/technology/foltos.htm
Article Summary:
Schools have increased spending on classroom technology to more than $5 billion a year. This spending has increased due to the belief that increased technology use will improve student learning. All of this money has been spent, but the technology is not being used as much as thought. Surveys have shown that fewer than 20% of teachers use technology more than once a week and up to half of teachers aren't using it at all. Educational technology supporters still believe that technology will make a difference in education, but they are relying on anecdotal evidence. This article describes two recent studies that were done to help strengthen the case for technology use in the classroom. The first study "Does it Compute: The Relationship between Educational Technology and Student Achievement in Mathematics" showed that technology did have positive benefits on NAEP test scores for 4th and 8th graders. However, the technology wasn't always beneficial. The study found that if the technology was used for drill and practice types of exercises, it actually was worse for student learning than not using the technology at all. The benefits were seen when students were given computers to solve simulations.
The other study outlined in this article was based in Missouri schools. The started the eMints program that is designed as a comprehensive approach to assist teachers in integrating the technology into their teaching. The teachers were trained to use project-based learning and emphasize critical-thinking skills. The study found that many teachers were not sufficiently trained to use technology to help student learning. Teachers need to be trained to incorporate inquiry-based learning and true technology integration in order for the use of the computers to make a difference in student learning. The MAP tests (Missouri state tests) showed positive results and marked improvement in test scores of students enrolled in the eMints classrooms compared to students not in the eMints classes.
Technology is not a "silver bullet", it needs to be paired with instructional strategies such as project-based instruction. Technology needs to involve more complex work and higher-order thinking and problem-solving in order for it to be beneficial. If teachers are expected to use technology, they need to be trained in a supportive environment where they can collaborate with their peers and learn from one another. Current professional development focuses too often on the computer itself instead of technology's potential role in learning and teaching.
My Thoughts:
I have found that most professional development involving technology is very basic, short and doesn't promote application to the classroom setting. It amazes me how much money and resources are available to incorporate technology into teaching, yet there is so little actual use of it because of a lack of training of the teachers. How can we expect to keep up with technology and its effective use in our classrooms if we don't know how to use it effectively? Teachers need to fight for more useful professional development. We can't be expected to be given a computer and know how to make it the best tool for our students unless we are trained to do so. I think this article is frustrating and encouraging at the same time. Frustrating that there is so much potential going to waste yet encouraging that there is an answer out there. Luckily my district seems to be jumping on the bandwagon and we are doing a fine job at providing training for teachers that want it and providing opportunities for collaboration with our peers.
Article Summary:
Schools have increased spending on classroom technology to more than $5 billion a year. This spending has increased due to the belief that increased technology use will improve student learning. All of this money has been spent, but the technology is not being used as much as thought. Surveys have shown that fewer than 20% of teachers use technology more than once a week and up to half of teachers aren't using it at all. Educational technology supporters still believe that technology will make a difference in education, but they are relying on anecdotal evidence. This article describes two recent studies that were done to help strengthen the case for technology use in the classroom. The first study "Does it Compute: The Relationship between Educational Technology and Student Achievement in Mathematics" showed that technology did have positive benefits on NAEP test scores for 4th and 8th graders. However, the technology wasn't always beneficial. The study found that if the technology was used for drill and practice types of exercises, it actually was worse for student learning than not using the technology at all. The benefits were seen when students were given computers to solve simulations.
The other study outlined in this article was based in Missouri schools. The started the eMints program that is designed as a comprehensive approach to assist teachers in integrating the technology into their teaching. The teachers were trained to use project-based learning and emphasize critical-thinking skills. The study found that many teachers were not sufficiently trained to use technology to help student learning. Teachers need to be trained to incorporate inquiry-based learning and true technology integration in order for the use of the computers to make a difference in student learning. The MAP tests (Missouri state tests) showed positive results and marked improvement in test scores of students enrolled in the eMints classrooms compared to students not in the eMints classes.
Technology is not a "silver bullet", it needs to be paired with instructional strategies such as project-based instruction. Technology needs to involve more complex work and higher-order thinking and problem-solving in order for it to be beneficial. If teachers are expected to use technology, they need to be trained in a supportive environment where they can collaborate with their peers and learn from one another. Current professional development focuses too often on the computer itself instead of technology's potential role in learning and teaching.
My Thoughts:
I have found that most professional development involving technology is very basic, short and doesn't promote application to the classroom setting. It amazes me how much money and resources are available to incorporate technology into teaching, yet there is so little actual use of it because of a lack of training of the teachers. How can we expect to keep up with technology and its effective use in our classrooms if we don't know how to use it effectively? Teachers need to fight for more useful professional development. We can't be expected to be given a computer and know how to make it the best tool for our students unless we are trained to do so. I think this article is frustrating and encouraging at the same time. Frustrating that there is so much potential going to waste yet encouraging that there is an answer out there. Luckily my district seems to be jumping on the bandwagon and we are doing a fine job at providing training for teachers that want it and providing opportunities for collaboration with our peers.
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