First Memory of Technology
My first memory of
educational technology was playing “The Oregon Trail” on the new Apple computer
in grade school. Notice I said computer, as in one for the entire school.
There was no sound, unless a beep counts. The only color used in the game was green. I remember earning the chance to spend recess in the library to play this game. I have no recollection if it saved our game or if we had to begin new every time. I also do not remember having any teacher input, or supervision.
Living in Oregon teachers felt this was a great tool to learn geography and basic social studies. I also remember having to use basic math to plan food and travel. I don’t remember learning much with this game, but I do remember it was fun. I am not sure if teachers felt they had to justify using computers for instructional purposes (59) or if they truly felt it was a useful program at that time.
I had actually forgotten all about this game until my own children brought home a cool ‘retro’ game. Sure enough, it was “The Oregon Trail.”
There was no sound, unless a beep counts. The only color used in the game was green. I remember earning the chance to spend recess in the library to play this game. I have no recollection if it saved our game or if we had to begin new every time. I also do not remember having any teacher input, or supervision.
Living in Oregon teachers felt this was a great tool to learn geography and basic social studies. I also remember having to use basic math to plan food and travel. I don’t remember learning much with this game, but I do remember it was fun. I am not sure if teachers felt they had to justify using computers for instructional purposes (59) or if they truly felt it was a useful program at that time.
I had actually forgotten all about this game until my own children brought home a cool ‘retro’ game. Sure enough, it was “The Oregon Trail.”
Digital Inequality
Chrissy
Jarvis
Yamhill, OR 97148
Mr. Steve Chiovaro
Yamhill-Carlton School District Superintendent
PO Box 68
Yamhill, OR 97148
Dear Mr. Chiovaro,
I am writing to alert you to a problem you may not realize exists, regarding digital inequality in our school district.
Digital divide is a common term you may be familiar with referring to those students who have access to digital technologies versus those who do not. However, I am concerned about digital inequality, which is "a refined understanding of the "digital divide" that emphasizes a spectrum of inequality across segments of the population..."(DiMaggio, Hargittai, 2001).
Living in a rural, high poverty area, we are likely to have less Internet availability. We need to bridge this gap, create available options, and improve our connections, so these students have the same opportunity as other population groups. I understand that Internet access can be costly in a rural, and many "low-income consumers are priced out of this market all together." (Cooper, 2004)
We are doing our students a disfavor by limiting their Internet availability. We must upgrade our technology so that it is more accessible for our students. It is our job to ensure our students are ready for the world they are about to enter when they leave our schools. Over half of our students fit into the low socioeconomic class and do not have Internet capabilities at home. This means we need to ensure they have the capabilities at school. Limiting technology funding and attention is a major disfavor to our students. The digital inequality gap is increasing and it is the schools, such as ours, that need to change these trends.
Computer use is proven to help students:
· improve education, job prospects, and every day life
· improve access to information, complete tasks efficiently and quickly
· facilitate communication
· and increase standard of living.
(NCES, 2003)
We can not rely on students learning this at home, since, as I previously discussed, our area consists of rural, poverty student who do not have Internet access at home. We focus on many other standards, but lack in technology standards. The digital inequality is growing and our students are going to be left behind. I know funding is tight during this economic time, but we are falling more and more behind and furthering the gap. Many families will look elsewhere to send their students if we can not provide them the leading edge in education.
Sincerely,
Chrissy Jarvis
References
Carvin, A. (2006, September 8). New Govt Report Exposes the School-Home Digital Divide. PBS Teachers. Retrieved February 6, 2010, from http://www.pbs.org/teachers/learning.now/2006/09/new_report_exposes_the_schoolh.html
Computer and Internet Use by Students in 2003. (2006, September 5). Retrieved February 6, 2009, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006065.
Cooper, M. (2004). Expanding the digital divide and falling behind in broadband. Consumer Federation of America and Consumers Union, October. Retrieved from http://www.consumerfed.org/pdfs/digitaldivide.pdf.
DiMaggio, P., & Hargittai, E. (2001). From the 'digital divide' to 'digital inequality': Studying Internet use as penetration increases. Princeton University Center for Arts and Cultural Policy Studies, Working Paper Series number, 15. Retrieved from http://www.princeton.edu/~artspol/workpap/WP15%20-%20DiMaggio+Hargittai.pdf
Yamhill, OR 97148
Mr. Steve Chiovaro
Yamhill-Carlton School District Superintendent
PO Box 68
Yamhill, OR 97148
Dear Mr. Chiovaro,
I am writing to alert you to a problem you may not realize exists, regarding digital inequality in our school district.
Digital divide is a common term you may be familiar with referring to those students who have access to digital technologies versus those who do not. However, I am concerned about digital inequality, which is "a refined understanding of the "digital divide" that emphasizes a spectrum of inequality across segments of the population..."(DiMaggio, Hargittai, 2001).
Living in a rural, high poverty area, we are likely to have less Internet availability. We need to bridge this gap, create available options, and improve our connections, so these students have the same opportunity as other population groups. I understand that Internet access can be costly in a rural, and many "low-income consumers are priced out of this market all together." (Cooper, 2004)
We are doing our students a disfavor by limiting their Internet availability. We must upgrade our technology so that it is more accessible for our students. It is our job to ensure our students are ready for the world they are about to enter when they leave our schools. Over half of our students fit into the low socioeconomic class and do not have Internet capabilities at home. This means we need to ensure they have the capabilities at school. Limiting technology funding and attention is a major disfavor to our students. The digital inequality gap is increasing and it is the schools, such as ours, that need to change these trends.
Computer use is proven to help students:
· improve education, job prospects, and every day life
· improve access to information, complete tasks efficiently and quickly
· facilitate communication
· and increase standard of living.
(NCES, 2003)
We can not rely on students learning this at home, since, as I previously discussed, our area consists of rural, poverty student who do not have Internet access at home. We focus on many other standards, but lack in technology standards. The digital inequality is growing and our students are going to be left behind. I know funding is tight during this economic time, but we are falling more and more behind and furthering the gap. Many families will look elsewhere to send their students if we can not provide them the leading edge in education.
Sincerely,
Chrissy Jarvis
References
Carvin, A. (2006, September 8). New Govt Report Exposes the School-Home Digital Divide. PBS Teachers. Retrieved February 6, 2010, from http://www.pbs.org/teachers/learning.now/2006/09/new_report_exposes_the_schoolh.html
Computer and Internet Use by Students in 2003. (2006, September 5). Retrieved February 6, 2009, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006065.
Cooper, M. (2004). Expanding the digital divide and falling behind in broadband. Consumer Federation of America and Consumers Union, October. Retrieved from http://www.consumerfed.org/pdfs/digitaldivide.pdf.
DiMaggio, P., & Hargittai, E. (2001). From the 'digital divide' to 'digital inequality': Studying Internet use as penetration increases. Princeton University Center for Arts and Cultural Policy Studies, Working Paper Series number, 15. Retrieved from http://www.princeton.edu/~artspol/workpap/WP15%20-%20DiMaggio+Hargittai.pdf
Tech Trends
In doing research I was immediately drawn to
electronic books. I think this tech tool has the ability to make the largest
impact in all of society today, not just schools. The options available with
electronic books will be astounding.
Although I have only seen one electronic book device in real life, it is all that is being discussed online and in general conversation. Just last year I stated to my colleagues that I felt school libraries would soon not exist as they do today. In the future, libraries will not take the amount of space they do now. Books might still exist in rarity, but many will be archived to electronic books. In addition, magazines, texts, periodicals, and newspapers would be available this way. I envision these devices hooking up to a computer via a USB port and downloading desired material for the student to check out. The choices are endless. Students could check out audio and visual materials this way. Classrooms would not house shelves of textbooks, but rather small carts or a shelf for electronic readers, containing all subjects of textbooks. Teachers would be able to turn on additional aid functions if desired such as test material, teacher notes, or author notes. With space, time, resources, and economic crises, many schools are not wanting to order textbooks, that are often outdated. Subscribing to a company for downloads would ensure up to date information and lower costs.
Electronic books are convenient. "The touchscreen device... can be used to read newspapers, magazines, and books. You can also use it to view and annotate Microsoft Office documents and PDFs, and check your Outlook e-mail and calendar." (Inc, 2010, para. 1) With electronic books students could easily make notes, mark pages, and highlight crucial sentences without ruining the book. They can easily jump from one spot to another, find a specific topic, or do a search in seconds. Books could translate with the touch of a button, there are no ripped pages, no waiting for the book to be checked back in, and no limit to number of copies printed.
Today, I was able to borrow a Kindle from one of our teachers to actually try out this tech tool. I am amazed at the features. It shows you the percent you have read, your location, page information, plus many other details. In a click of button you can add a bookmark, note, or highlight and immediately jump to those spots. This gives thumbing pages a whole new meaning. I was also amazed that it can store multiple books and even remember exactly where you left off. You can archive old books you have read and it saves all the information to Amazon. The books are all within the ten dollar range, which is better than most traditional books. You are able to sample books before you buy them, much like browsing through them in a store. It also has a built in dictionary, so if you come across a word that you are not familiar with, it will tell you the meaning and give you the option for more information. There is a text to speech option, which is useful for when you are driving and can listen to the book. This would also be great for visually or even hearing impaired students. There is no glare with the Kindle so you can easily read it in any setting. There is also a great feature if you have an iPhone. "Whispersync technology saves and synchronizes your reading location...now you can read on your iPhone and pick up where you left off when you open your Kindle." (Kindle manual, locations 164-70) See Amazon's Kindle. Students would never miss a beat between class and home this way. She did say that the only downfalls are that some maps or pictures that download in the books can be distorted. Plus, with all technology, newer versions or different brands are marketed with better features, and the devices are expensive to purchase.
I know some people worry that reading a book will not feel or smell the same as it does today. In fact it won't. Books won't smell moldy, pages won't yellow, and the new generation will wonder why it would ever have been any different. Much like we miss using slide-rules to calculators.
References
Inc. (2010) E-Readers for Business. Business Tech Tools: 5 Trends for 2010. Retrieved February 11, 2010 from http://www.inc.com/ss/business-tech-tools-5-trends-2010#0.
Kindle, (2010) Kindle User's Guide, 4th Ed. (I have no idea how to reference material when taken from an online book such as Kindle, so here's my attempt. There are no page numbers that I can find, only location codes.)
Although I have only seen one electronic book device in real life, it is all that is being discussed online and in general conversation. Just last year I stated to my colleagues that I felt school libraries would soon not exist as they do today. In the future, libraries will not take the amount of space they do now. Books might still exist in rarity, but many will be archived to electronic books. In addition, magazines, texts, periodicals, and newspapers would be available this way. I envision these devices hooking up to a computer via a USB port and downloading desired material for the student to check out. The choices are endless. Students could check out audio and visual materials this way. Classrooms would not house shelves of textbooks, but rather small carts or a shelf for electronic readers, containing all subjects of textbooks. Teachers would be able to turn on additional aid functions if desired such as test material, teacher notes, or author notes. With space, time, resources, and economic crises, many schools are not wanting to order textbooks, that are often outdated. Subscribing to a company for downloads would ensure up to date information and lower costs.
Electronic books are convenient. "The touchscreen device... can be used to read newspapers, magazines, and books. You can also use it to view and annotate Microsoft Office documents and PDFs, and check your Outlook e-mail and calendar." (Inc, 2010, para. 1) With electronic books students could easily make notes, mark pages, and highlight crucial sentences without ruining the book. They can easily jump from one spot to another, find a specific topic, or do a search in seconds. Books could translate with the touch of a button, there are no ripped pages, no waiting for the book to be checked back in, and no limit to number of copies printed.
Today, I was able to borrow a Kindle from one of our teachers to actually try out this tech tool. I am amazed at the features. It shows you the percent you have read, your location, page information, plus many other details. In a click of button you can add a bookmark, note, or highlight and immediately jump to those spots. This gives thumbing pages a whole new meaning. I was also amazed that it can store multiple books and even remember exactly where you left off. You can archive old books you have read and it saves all the information to Amazon. The books are all within the ten dollar range, which is better than most traditional books. You are able to sample books before you buy them, much like browsing through them in a store. It also has a built in dictionary, so if you come across a word that you are not familiar with, it will tell you the meaning and give you the option for more information. There is a text to speech option, which is useful for when you are driving and can listen to the book. This would also be great for visually or even hearing impaired students. There is no glare with the Kindle so you can easily read it in any setting. There is also a great feature if you have an iPhone. "Whispersync technology saves and synchronizes your reading location...now you can read on your iPhone and pick up where you left off when you open your Kindle." (Kindle manual, locations 164-70) See Amazon's Kindle. Students would never miss a beat between class and home this way. She did say that the only downfalls are that some maps or pictures that download in the books can be distorted. Plus, with all technology, newer versions or different brands are marketed with better features, and the devices are expensive to purchase.
I know some people worry that reading a book will not feel or smell the same as it does today. In fact it won't. Books won't smell moldy, pages won't yellow, and the new generation will wonder why it would ever have been any different. Much like we miss using slide-rules to calculators.
References
Inc. (2010) E-Readers for Business. Business Tech Tools: 5 Trends for 2010. Retrieved February 11, 2010 from http://www.inc.com/ss/business-tech-tools-5-trends-2010#0.
Kindle, (2010) Kindle User's Guide, 4th Ed. (I have no idea how to reference material when taken from an online book such as Kindle, so here's my attempt. There are no page numbers that I can find, only location codes.)
RSS Feeds
RSS has a lot to offer students in education. For
current event research RSS provides news up to the minute, worldwide, for
students to use. Having students blog provides students reading, research,
video, audio, writing, and digital media. RSS, I have found, is
cross-curricular and provides many authorship opportunities for students. It
teaches students how to properly cite and link, and to write digitally. RSS
also gives students abilities to navigate libraries anywhere and gives them
control over web content they wish to view, reducing navigation time. Teachers
can use RSS to teach students to explore their interests, skim appropriately -
which in turn makes them better readers. Finally, teachers can use RSS to
monitor student blogs, syndicate student material so that all students to read,
comment, and follow-up to help students realize that RSS and blogs are a was to
continuously and effectively communicate rather than just write it down for a
teacher to read.
Professional Development Models
Professional
Development Models
Peer Coaching
Peer coaching is a method where experienced teachers share their knowledge and expertise with newer teachers. These mentors provide confidential support, assistance, feedback, problem-solving skills, classroom management techniques, and training. This model helps the new teacher improve their techniques, teaching style, and classroom skills. The mentor teacher also benefits from this type of professional development by learning new techniques from the new teacher. There are four models of peer coaching that include technical, collegial, challenge, and team.
I have seen the peer coaching professional development model in action. This model works very well for new teachers who benefit from experienced coworkers. This model does not benefit the new teacher when the mentor is not on the same campus and only visits intermittently. Sharing knowledge and expertise can benefit both people to better the teaching field. This model helps new teachers not feel extremely overwhelmed or have burn-out issues early on. I have also seen peer coaching in the form of team teaching. Our school has blended classrooms and there are at least two teachers per blend so they are able to share, collaborate, build, plan, and more effectively meet the needs of all types of students. Two is always better than one.
Peer coaching, if constructed correctly, and if teachers are matched correctly, can be very beneficial to teachers. Teachers gain knowledge, help, collaboration, shared work, efficiency strategies, and camaraderie that can help all teachers involved.
Reference
Galbraith, P., & Anstrom, K. (1995). Peer Coaching: An Effective Staff Development Model for Educators of Linguistically and Culturally Diverse Students.
Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED394300
Content-Based Collaborative Inquiry (CBCI)
This model uses a reform effort called School For Thought. (SFT) This model shifts the focus from teachers having students simply memorize information to learning with understanding. This means students organize facts and ideas into conceptual frameworks that facilitate retrieval and application in new situations. (Zech, Gause-Vega, Bray, Secules, & Goldman, 2000, p.207) Content knowledge is developed through collaborative inquiry within a teacher's own classroom. Through scaffolding, critical thinking skills, engaging in dialogue, and developing knowledge of practice, teachers will create a community of learning for students. Facilitators visit a teachers classroom every month to help the teacher conduct inquiries in the classroom. Teachers inquire together by sharing inquiry they have experienced in the classroom. Facilitators then help the teachers reflect on the learning and norms. This helps teachers learn new ways of thinking. There are two different phases to this model; the preimplementation and implementation.
I have never seen this model in action. However, to me it seems that a stranger comes into the classroom and tells the teacher how to change their thinking to better serve the students. In the reading it appears the teacher is asked to give a lot of extra time collaborating with the facilitator to see if their inquiry matches the facilitators. It seems there is a lot of criticism from the facilitator directed to the teacher until the teacher agrees. This model does not seem to account that teachers are professionals with the initial, necessary training to teach students in a classroom environment. Quotes such as, "These experiences prepare teachers to look at their classrooms as places to conduct inquiry about student thinking and to actually engage in doing this inquiry," and "through this process, teachers develop new ways of thinking and talking about their students’ learning" (p. 209) make me question this models intent. This model also takes years to fully implement, which can be counterproductive when new teachers enter the picture.
The article states there are still a lot of challenges and problems to work through in this model. It seems that it is continually evolving, not necessarily for improvement, but rather for the authors to try and make this model work and become used by teachers. It seems this model works at making teachers feeling inept rather than facilitating an educational model for teachers to use for growth. This model also does not account for, or allow, different teaching styles to be used, but focuses on uniformity, which is not always beneficial.
Reference
Zech, L., Gause-Vega, C., Bray, M., Secules, T., & Goldman, S. (2000). Content-based collaborative inquiry: A professional development model for sustaining educational reform. Educational Psychologist, 35(3), 207-217. Retrieved from Professional Development Collection database.
PLATE: Plan for Learning And Teaching with Educational Technology
The PLATE model suggests that participants form a collegial network, have opportunity for observation and practice, and connect approach with assessment. This model believes that for professional development to be effective it needs to be ongoing. Knowledgeable professionals support and monitor teachers throughout the entire school year. They work closely with teachers to provide support for planning, development, and implementation of technology within their classroom and field of instruction. There are four components, which are a wish list of desired initiatives to enact, those that you plan to enact, a list of available and unavailable resources that relate to the initiatives, a running summary of how these initiatives are being put into practice and reflections on the effectiveness.
Creating a model that is comprehensive and personal, accounts for multiple learning levels, seeks to maintain balance between needs and characteristics, and provides ongoing support, it is sure to be successful. Providing teachers technology implementation that they can use within their specialized teaching area will ensure that teachers continually use it. Data supports this model and its effectiveness in the classroom. With professional help implementing, planning, ongoing, and monitoring outlined with obtainable goals make this model outstanding.
This model would be effective in the classroom because it supports teachers within the classroom, provides support from experts, and states clear goals for success. This model reminds me a lot of the educational technology program we are in now.
Reference
Slavit, D., Sawyer, R., & Curley, J. (2003). Filling your PLATE: A professional development model for teaching with technology. TechTrends: Linking Research & Practice to Improve Learning, 47(4), 35.
Peer Coaching
Peer coaching is a method where experienced teachers share their knowledge and expertise with newer teachers. These mentors provide confidential support, assistance, feedback, problem-solving skills, classroom management techniques, and training. This model helps the new teacher improve their techniques, teaching style, and classroom skills. The mentor teacher also benefits from this type of professional development by learning new techniques from the new teacher. There are four models of peer coaching that include technical, collegial, challenge, and team.
I have seen the peer coaching professional development model in action. This model works very well for new teachers who benefit from experienced coworkers. This model does not benefit the new teacher when the mentor is not on the same campus and only visits intermittently. Sharing knowledge and expertise can benefit both people to better the teaching field. This model helps new teachers not feel extremely overwhelmed or have burn-out issues early on. I have also seen peer coaching in the form of team teaching. Our school has blended classrooms and there are at least two teachers per blend so they are able to share, collaborate, build, plan, and more effectively meet the needs of all types of students. Two is always better than one.
Peer coaching, if constructed correctly, and if teachers are matched correctly, can be very beneficial to teachers. Teachers gain knowledge, help, collaboration, shared work, efficiency strategies, and camaraderie that can help all teachers involved.
Reference
Galbraith, P., & Anstrom, K. (1995). Peer Coaching: An Effective Staff Development Model for Educators of Linguistically and Culturally Diverse Students.
Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED394300
Content-Based Collaborative Inquiry (CBCI)
This model uses a reform effort called School For Thought. (SFT) This model shifts the focus from teachers having students simply memorize information to learning with understanding. This means students organize facts and ideas into conceptual frameworks that facilitate retrieval and application in new situations. (Zech, Gause-Vega, Bray, Secules, & Goldman, 2000, p.207) Content knowledge is developed through collaborative inquiry within a teacher's own classroom. Through scaffolding, critical thinking skills, engaging in dialogue, and developing knowledge of practice, teachers will create a community of learning for students. Facilitators visit a teachers classroom every month to help the teacher conduct inquiries in the classroom. Teachers inquire together by sharing inquiry they have experienced in the classroom. Facilitators then help the teachers reflect on the learning and norms. This helps teachers learn new ways of thinking. There are two different phases to this model; the preimplementation and implementation.
I have never seen this model in action. However, to me it seems that a stranger comes into the classroom and tells the teacher how to change their thinking to better serve the students. In the reading it appears the teacher is asked to give a lot of extra time collaborating with the facilitator to see if their inquiry matches the facilitators. It seems there is a lot of criticism from the facilitator directed to the teacher until the teacher agrees. This model does not seem to account that teachers are professionals with the initial, necessary training to teach students in a classroom environment. Quotes such as, "These experiences prepare teachers to look at their classrooms as places to conduct inquiry about student thinking and to actually engage in doing this inquiry," and "through this process, teachers develop new ways of thinking and talking about their students’ learning" (p. 209) make me question this models intent. This model also takes years to fully implement, which can be counterproductive when new teachers enter the picture.
The article states there are still a lot of challenges and problems to work through in this model. It seems that it is continually evolving, not necessarily for improvement, but rather for the authors to try and make this model work and become used by teachers. It seems this model works at making teachers feeling inept rather than facilitating an educational model for teachers to use for growth. This model also does not account for, or allow, different teaching styles to be used, but focuses on uniformity, which is not always beneficial.
Reference
Zech, L., Gause-Vega, C., Bray, M., Secules, T., & Goldman, S. (2000). Content-based collaborative inquiry: A professional development model for sustaining educational reform. Educational Psychologist, 35(3), 207-217. Retrieved from Professional Development Collection database.
PLATE: Plan for Learning And Teaching with Educational Technology
The PLATE model suggests that participants form a collegial network, have opportunity for observation and practice, and connect approach with assessment. This model believes that for professional development to be effective it needs to be ongoing. Knowledgeable professionals support and monitor teachers throughout the entire school year. They work closely with teachers to provide support for planning, development, and implementation of technology within their classroom and field of instruction. There are four components, which are a wish list of desired initiatives to enact, those that you plan to enact, a list of available and unavailable resources that relate to the initiatives, a running summary of how these initiatives are being put into practice and reflections on the effectiveness.
Creating a model that is comprehensive and personal, accounts for multiple learning levels, seeks to maintain balance between needs and characteristics, and provides ongoing support, it is sure to be successful. Providing teachers technology implementation that they can use within their specialized teaching area will ensure that teachers continually use it. Data supports this model and its effectiveness in the classroom. With professional help implementing, planning, ongoing, and monitoring outlined with obtainable goals make this model outstanding.
This model would be effective in the classroom because it supports teachers within the classroom, provides support from experts, and states clear goals for success. This model reminds me a lot of the educational technology program we are in now.
Reference
Slavit, D., Sawyer, R., & Curley, J. (2003). Filling your PLATE: A professional development model for teaching with technology. TechTrends: Linking Research & Practice to Improve Learning, 47(4), 35.
Technology Use Plan
The World Is Open Book Report
The World is Open, by Curtis J. Bonk
The World is Open is a book about the evolution of education and learning in an online environment and how web technology is revolutionizing education. The author uses the acronym:
WE-ALL-LEARN
Web Searching in the World of e-Books
E-Learning and Blended Learning
Availability of Open Source and Free Software
Leveraged Resources and OpenCourseWare
Learning Object Repositories and Portals
Learner Participation in Open Information Communities
Electronic Collaboration
Alternate Reality Learning
Real-Time Mobility and Portability
Networks and Personalized Learning
Bonk believes the internet is "a space that is evolving. It is such a new and interesting place for learning delivery that the experience base of any one person is not enough." (p. 34) Web based learning contains all different types of opportunities, approaches, and possibilities. It is never-ending that even those using it now do not know its vast capabilities. He discusses an example of a student unable to complete an intern where he is to go on an archaeological dig. So instead he completes this dig online using resources and the zooming capabilities of Google maps to complete this requirement. It is real and it is possible.
The author discusses the need for open source, free software, and making a contribution to the internet society of education. If everyone contributes a scholarly addition to the world of education, then education becomes a tool for economic flattening, and when effectively used, assists the poor but also enriches the wealthy. Thus becomes a change from traditional top-down control hierarchies to openness that fuel cooperative learning. If educators
With effective growth and contribution schools would not continue to be brick and mortar institutions, but would become a world where learner and teacher were replaced with user or participant. The new "school" would be a place with no walls, "where wikis, podcasts, blogs, online photo albums, and virtual worlds..." (p. 43)existed.
For the educational world to be truly open, Bonk states that educators and learners need to actively participate in this movement and authors and publishers need to release their resources. Then, governments and administrators need to make initiatives that would make this a priority. If society helped make education a truly free learning opportunity, the education of the world would be transformed.
This book is filled with vast resources and opportunities for the reader to implement. With the age for the mobile learner among us now, the iphone, Livescribe, laptops, and networking create the connecting tissue for making a connected educational society. The world is emerging technologically and will continue to move forward, even without those who refuse to get on the mobile board. Everyone has a role to play in educating people, we all just need to fine an idea, role, or form that works best for us to create an open world for everyone.
The World is Open is a book about the evolution of education and learning in an online environment and how web technology is revolutionizing education. The author uses the acronym:
WE-ALL-LEARN
Web Searching in the World of e-Books
E-Learning and Blended Learning
Availability of Open Source and Free Software
Leveraged Resources and OpenCourseWare
Learning Object Repositories and Portals
Learner Participation in Open Information Communities
Electronic Collaboration
Alternate Reality Learning
Real-Time Mobility and Portability
Networks and Personalized Learning
Bonk believes the internet is "a space that is evolving. It is such a new and interesting place for learning delivery that the experience base of any one person is not enough." (p. 34) Web based learning contains all different types of opportunities, approaches, and possibilities. It is never-ending that even those using it now do not know its vast capabilities. He discusses an example of a student unable to complete an intern where he is to go on an archaeological dig. So instead he completes this dig online using resources and the zooming capabilities of Google maps to complete this requirement. It is real and it is possible.
The author discusses the need for open source, free software, and making a contribution to the internet society of education. If everyone contributes a scholarly addition to the world of education, then education becomes a tool for economic flattening, and when effectively used, assists the poor but also enriches the wealthy. Thus becomes a change from traditional top-down control hierarchies to openness that fuel cooperative learning. If educators
With effective growth and contribution schools would not continue to be brick and mortar institutions, but would become a world where learner and teacher were replaced with user or participant. The new "school" would be a place with no walls, "where wikis, podcasts, blogs, online photo albums, and virtual worlds..." (p. 43)existed.
For the educational world to be truly open, Bonk states that educators and learners need to actively participate in this movement and authors and publishers need to release their resources. Then, governments and administrators need to make initiatives that would make this a priority. If society helped make education a truly free learning opportunity, the education of the world would be transformed.
This book is filled with vast resources and opportunities for the reader to implement. With the age for the mobile learner among us now, the iphone, Livescribe, laptops, and networking create the connecting tissue for making a connected educational society. The world is emerging technologically and will continue to move forward, even without those who refuse to get on the mobile board. Everyone has a role to play in educating people, we all just need to fine an idea, role, or form that works best for us to create an open world for everyone.
Podcasting Under the Gun
From podcasting under the gun I learned all of the different
ways it can be used in the classroom. Podcasting is not just for teachers, but
can use them for students to record information. Podcasting allows students and teachers to be
very creative with learning. I loved the
music aspect of it, so that the presenter can stay on track. Incorporating the
music would take more experience and research, but I like how the music
incorporates into the podcast.
Podcasting would be good for those students who are not great writers, but good speakers. My son fits this category and I would love to use it with him. Podcasting would also be a great tool for students to create scripts. This would help students organize their thoughts and topics. The video aspect would be great for students to view themselves. Kids love to watch themselves and this would add a great element. Having an introduction that outlines the script helps students with their writing abilities also. I am so impressed with all the ways podcasting could be used in education. Our school does student led conferences using Powerpoint presentations. Instead, students could create a podcast for their conference presentation. This would also be great for a journalism class. Many public schools do not have student led stations or announcements anymore and this would be a great alternative to daily announcements. Teachers could edit it first so the content was acceptable. Podcasting lessons would allow students who are absent to see it from home or at a later time at school.
Podcasting would be good for those students who are not great writers, but good speakers. My son fits this category and I would love to use it with him. Podcasting would also be a great tool for students to create scripts. This would help students organize their thoughts and topics. The video aspect would be great for students to view themselves. Kids love to watch themselves and this would add a great element. Having an introduction that outlines the script helps students with their writing abilities also. I am so impressed with all the ways podcasting could be used in education. Our school does student led conferences using Powerpoint presentations. Instead, students could create a podcast for their conference presentation. This would also be great for a journalism class. Many public schools do not have student led stations or announcements anymore and this would be a great alternative to daily announcements. Teachers could edit it first so the content was acceptable. Podcasting lessons would allow students who are absent to see it from home or at a later time at school.
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