"Bridging the Gap – Strategies for Creating Equitable Learning Opportunities"
By: Don Hall
In this article Hall comments on how he disagrees with the notion that technology is the answer to the problems in our present education system and that the digital divide is narrowing. He simply states that, “technology is actually accelerating the rate at which the divide is growing”. He follows this comment by including research about the highest performing companies in that technology does not impact the rise or fall of a company yet instead it accentuates the rise or fall. If a company is doing well technology makes the trend continue at a faster rate, and similarly, if a company is on a “downward slide”, technology with just make the failure occur more rapidly. This is also true in our schools; collaboratively a school must work together with the staff, the families and the students to create a support group where technology is integrated not only in school but in the home. Some schools have created a grant program where old computers are refurbished and given to families without a computer in the home. Students were also hand chosen to participate in a program that reflected the schools diversity and also the real world melting pot awaiting students out side of school grounds. The students that took part in the programs were then not only the recipients of the knowledge but were also messengers to others. Another strategy implemented to bridge the digital divide and integrate technology was to place computers in choice community areas such as an African American Cultural Center, as well as another ethnic center where many ELL students and individuals would be able to access the technology. Also by creating computer labs in the community’s largest apartment complexes mostly consisting of immigrants, these immigrants will be able to access and learn about the technology and pass the information to others. By providing equitable learning opportunities for all your students and ensuring they are successfully prepared for their future, where technology plays a vital role in helping that happen, then the digital divide can be narrowed if not closed completely. All must work together and collaborate to make that happen, because it won’t happen on it’s own.
1.) What are the bonuses of using students to relay the knowledge about technology themselves instead of having other people take the course first hand?
By using the students as messengers to share their new found knowledge, the system is providing the students with a valuable learning experience in developing leadership skills. Also by addressing the digital divide issue by means of listening to students who represent peers who would be affected by potentially exclusionary technology practices the students are hitting two birds with one stone.
2.) What are the actual strategies to help bridge the gap in the digital divide?
By creating grant programs, under-privileged children can access technology where they would otherwise be unable. Creating magnet programs where specific children are chosen to act as messengers to convey info to others. Creating a student technology advisory board to act as leaders for other kids to come to when they need help with technology and to create a support group. Partnership with families and community helps create an extended network for everyone to have access to technology. All of these create a system where technology is available for everyone.
3.) What are some effects of sharing technology with students in their homes?
By creating a network where everyone can connect to technology students will be more willing to share their knowledge and families with be a stronger unit as well as the community as a whole. A problem with many underachieving schools is the disconnect with parents. By creating the network parents will be more inclined to participate in the classroom and be more involved in their child’s education.
Friday, April 27, 2007
Journal # 9
"It’s Magic – An Educator’s Vision of the Future"
By: Annemarie Timmerman
At first I when I read this article, was confused and read on for the real message until I realized that the real message was intertwined in the fantasy of the imagination. Among the futuristic story about education in 2026, Timmerman writes about a teacher’s techniques after the “Instructional Revolution” where teachers drastically changed their instructional techniques to those seen in the Harry Potter series at the Hogwarts School. The article talks about students from all over the world woring cooperatively to construct 3-D interactive models of aircraft, atomsm or the human heart via video conferencing. It continues to say that “students across the globe were able to work simultaneously on the same projects on virtual blackboards”. It also stated that the students could also collect, share, and compare data on air pollution, weather conditions, or geological changes in the earth, noting the changes as they occur throughout the world. The main points stressed in this article were that instruction in the future was based on students not only receiving knowledge but constructing it. Also that in the future that technology allowed teachers to transform education versus using the old ways of learning. In closing in this future education system students envisioned schooling as a wonderful fun activity that allowed all students to reach their potential, the students were the investigators, and they demanded experimentation and doing, and curiosity was applauded not punished. They embraced technology as a means of betterment and went from there.
1.) What is the likelihood that a system similar to this could be implemented in the future?
Only the future will truly hold the secrets of what is to come, but realistically, I doubt that a system like this will work in the United States. The reason I say this is due to funding! This kind of program of seems like it would be VERY expensive, and with the deficit as it is, I can’t imagine a program like this being fully implemented, especially in California.
2.) The article stated that children were set free to be their own individuals at 16, with present day standards, could sixteen be the new age for graduates? Why or why not?
Children in our present education system are barely ready to graduate and continue to higher education with the present standards with the average age of graduates at 18. I can’t fathom a mainstream average student in the United States graduating at 16 with the knowledge necessary to continue on. The only was this could be achieved is through more strict standards in teaching, similar to many other nations with the linear learning system where students do in fact graduate at 16.
3.) What is meant by ‘the students did not only receive knowledge but they construct it’?
In the article, scenarios were created that illustrated a system similar to the Montessori methods where the students chose within reason what they wanted to learn about. In this, the students controlled their learning and instead of simply being taught, had to be investigators and experiment with knowledge where in that, they constructed their own learning and their own new information. In order for this to work in present society students have to have the drive, discipline, and motivation to do something for themselves, instead of for some extrinsic reward.
By: Annemarie Timmerman
At first I when I read this article, was confused and read on for the real message until I realized that the real message was intertwined in the fantasy of the imagination. Among the futuristic story about education in 2026, Timmerman writes about a teacher’s techniques after the “Instructional Revolution” where teachers drastically changed their instructional techniques to those seen in the Harry Potter series at the Hogwarts School. The article talks about students from all over the world woring cooperatively to construct 3-D interactive models of aircraft, atomsm or the human heart via video conferencing. It continues to say that “students across the globe were able to work simultaneously on the same projects on virtual blackboards”. It also stated that the students could also collect, share, and compare data on air pollution, weather conditions, or geological changes in the earth, noting the changes as they occur throughout the world. The main points stressed in this article were that instruction in the future was based on students not only receiving knowledge but constructing it. Also that in the future that technology allowed teachers to transform education versus using the old ways of learning. In closing in this future education system students envisioned schooling as a wonderful fun activity that allowed all students to reach their potential, the students were the investigators, and they demanded experimentation and doing, and curiosity was applauded not punished. They embraced technology as a means of betterment and went from there.
1.) What is the likelihood that a system similar to this could be implemented in the future?
Only the future will truly hold the secrets of what is to come, but realistically, I doubt that a system like this will work in the United States. The reason I say this is due to funding! This kind of program of seems like it would be VERY expensive, and with the deficit as it is, I can’t imagine a program like this being fully implemented, especially in California.
2.) The article stated that children were set free to be their own individuals at 16, with present day standards, could sixteen be the new age for graduates? Why or why not?
Children in our present education system are barely ready to graduate and continue to higher education with the present standards with the average age of graduates at 18. I can’t fathom a mainstream average student in the United States graduating at 16 with the knowledge necessary to continue on. The only was this could be achieved is through more strict standards in teaching, similar to many other nations with the linear learning system where students do in fact graduate at 16.
3.) What is meant by ‘the students did not only receive knowledge but they construct it’?
In the article, scenarios were created that illustrated a system similar to the Montessori methods where the students chose within reason what they wanted to learn about. In this, the students controlled their learning and instead of simply being taught, had to be investigators and experiment with knowledge where in that, they constructed their own learning and their own new information. In order for this to work in present society students have to have the drive, discipline, and motivation to do something for themselves, instead of for some extrinsic reward.
Journal # 8
"Virtual Schooling"
By: Niki Davis and Dale S. Niederhauser
The article about virtual schooling addressed the present trend of online learning, and cyberclassrooms. Teachers are now able to go to different countries and podcast their experiences back to their students as learning tools. The National Center for Education Statistics reported that approximately one-third of public school districts have students enrolled in distance education courses during the 02-03 school year. The Southern Regional Education Board (SREB) reported that “More than 90,000 middle and high school students were enrolled in virtual schools” in the SREB states alone in 05-06. Due to the No Child Left Behind legislation (NCLB), every student has the right to access with e-learning opportunities and every teachers has the right to access e-learning training. Reasons why students enroll in VS include access to advanced placement and other courses not offered otherwise, also flexible times and locations draw in many students. VS education also allows for students that are otherwise unable to attend public school to complete necessary coursework and graduate from high school. VS learning requires substantial shifts in teacher’s roles and makes delegating of responsibilities imperative to provide a positive educational experience. In order to be a successful teacher in VS one must be extremely organized and able to provide timely responses to emails and such as well as providing all the course materials for the students and creating lessons to establish the objective while being able to complete it without in class time. There are multiple roles in the VS system; teacher, facilitator, administrator, designer, technology coordinator, parent/guardian, and student are all necessary to keep the VS process working smoothly. The article says that the best way to prepare a teacher for VS instruction is through field experience. One of the major components to the success of VS is the collaboration of all the components involved, without that, the system would crumble.
1.) What are some positives of virtual schooling?
Virtual schooling in itself creates a more differentiated approach to learning for students that may not work well in the traditional school environment. It also allows for students that have surpassed the K-12 education levels at a young age to gain access to advanced placement and college courses while still in lower grades. Virtual schooling also allows for students with special needs who are unable to attend school to access the education they have the right to acquire.
2.) Does virtual school require more or less of a teacher?
From the description given in the article, it seems that in order to be a VS teacher, you must be extremely organized and have everything well planned prior to commencement of the course. A VS teacher must also make themselves constantly available to correspondence with students because they do not get the one on one personal contact that a student in a traditional classroom would receive. Personally, being a VS teachers seems like even more work than being a mainstream traditional teacher by FAR!
3.) Will this trend of VS take over and make traditional classrooms obsolete?
I think that there will always been a need for in class time where personal relationships are built, especially in the primary grades. There are lessons learned that students would not be able to obtain without spending time in a traditional classroom. Also children at young ages lack the necessary attention span to truly have VS schooling work at the K- 5 level without a mentor or tutor there. Another problem that will keep children in traditional schools is that the VS system requires active participation of all members. Unfortunately today, parental involvement may be hard to find in some circumstances leaving the VS system out of the question at the younger grades. Only time will tell as to the future of our education system.
By: Niki Davis and Dale S. Niederhauser
The article about virtual schooling addressed the present trend of online learning, and cyberclassrooms. Teachers are now able to go to different countries and podcast their experiences back to their students as learning tools. The National Center for Education Statistics reported that approximately one-third of public school districts have students enrolled in distance education courses during the 02-03 school year. The Southern Regional Education Board (SREB) reported that “More than 90,000 middle and high school students were enrolled in virtual schools” in the SREB states alone in 05-06. Due to the No Child Left Behind legislation (NCLB), every student has the right to access with e-learning opportunities and every teachers has the right to access e-learning training. Reasons why students enroll in VS include access to advanced placement and other courses not offered otherwise, also flexible times and locations draw in many students. VS education also allows for students that are otherwise unable to attend public school to complete necessary coursework and graduate from high school. VS learning requires substantial shifts in teacher’s roles and makes delegating of responsibilities imperative to provide a positive educational experience. In order to be a successful teacher in VS one must be extremely organized and able to provide timely responses to emails and such as well as providing all the course materials for the students and creating lessons to establish the objective while being able to complete it without in class time. There are multiple roles in the VS system; teacher, facilitator, administrator, designer, technology coordinator, parent/guardian, and student are all necessary to keep the VS process working smoothly. The article says that the best way to prepare a teacher for VS instruction is through field experience. One of the major components to the success of VS is the collaboration of all the components involved, without that, the system would crumble.
1.) What are some positives of virtual schooling?
Virtual schooling in itself creates a more differentiated approach to learning for students that may not work well in the traditional school environment. It also allows for students that have surpassed the K-12 education levels at a young age to gain access to advanced placement and college courses while still in lower grades. Virtual schooling also allows for students with special needs who are unable to attend school to access the education they have the right to acquire.
2.) Does virtual school require more or less of a teacher?
From the description given in the article, it seems that in order to be a VS teacher, you must be extremely organized and have everything well planned prior to commencement of the course. A VS teacher must also make themselves constantly available to correspondence with students because they do not get the one on one personal contact that a student in a traditional classroom would receive. Personally, being a VS teachers seems like even more work than being a mainstream traditional teacher by FAR!
3.) Will this trend of VS take over and make traditional classrooms obsolete?
I think that there will always been a need for in class time where personal relationships are built, especially in the primary grades. There are lessons learned that students would not be able to obtain without spending time in a traditional classroom. Also children at young ages lack the necessary attention span to truly have VS schooling work at the K- 5 level without a mentor or tutor there. Another problem that will keep children in traditional schools is that the VS system requires active participation of all members. Unfortunately today, parental involvement may be hard to find in some circumstances leaving the VS system out of the question at the younger grades. Only time will tell as to the future of our education system.
Journal # 7
"Technology Integration – What Happens Now?"
By: Linda Merillat, Jennifer Holvoet, & Doug Adams
Now a days, there are many cases in our classrooms that the students know more about technology than their teachers. Teachers that have been teaching for years are stuck in a grey area between the old methods for technology and the new. Teachers used to take children to a computer lab bi-weekly so they could play Oregon Trail and other things like that but there wasn’t really communication via email or much technology integration in the classroom itself. R*Tec was created as a national program to help teachers learn how to keep up to date with present technology and integrate it into their classroom curriculum. R*Tec created websites and tutorials for teachers to access to stay up to date and get ideas for lesson plans, lesson ideas and technology tips. The success of the R*Tec program the government felt that it had done its job and was no longer necessary. What they didn’t understand was that since technology is ever changing, teachers need to be kept up to date continually. The websites created by each section of the nationwide R*Tec programs still exist and are accessible in the Learning & Leading in Technology, March 2007, pages 21-24. With the conclusion of the R*Tec program teachers are left to try and find other means of gaining knowledge in this subject.
1.) Without programs like R*Tec how are teachers staying current with the new advances in technology?
Teachers in many cases aren’t keeping up with technology which is why classes like our Ed422 are now mandatory for all credential students. Educators that recognize the importance of technology integration are creating seminars for their staff to become familiar with different facets of technology integration in their classroom. Teachers are also becoming used to collaborating via email versus snail/standard mail.
2.) What program was the California region responsible for in the R*Tec system?
California and the WestEd R*Tec program created a site for using technology to support diverse learners. With the melting pot California is, it is imperative for teachers in California to be able to differentiate their lessons to meet the needs of various students at many levels. The WestEd R*Tec program is “based on the idea that the instructional approaches should give students multiple options for taking in information, making sense of ideas, expressing what they learn, and accommodating differences while teachers to students’ strengths and knowledge” (www.wested.org/tld/)
3.) Which resource, developed with the R*Tec program most benefits teachers now?
In my opinion I feel that the program created by the Appalachian Technology in Education Consortium (ATEC) was the most efficient for teachers. The ATEC created a handbook of sorts that compiled their best resources in lesson plans, ideas, and technology tips, providing a useful resource for teachers that also supports effective technology integration.
By: Linda Merillat, Jennifer Holvoet, & Doug Adams
Now a days, there are many cases in our classrooms that the students know more about technology than their teachers. Teachers that have been teaching for years are stuck in a grey area between the old methods for technology and the new. Teachers used to take children to a computer lab bi-weekly so they could play Oregon Trail and other things like that but there wasn’t really communication via email or much technology integration in the classroom itself. R*Tec was created as a national program to help teachers learn how to keep up to date with present technology and integrate it into their classroom curriculum. R*Tec created websites and tutorials for teachers to access to stay up to date and get ideas for lesson plans, lesson ideas and technology tips. The success of the R*Tec program the government felt that it had done its job and was no longer necessary. What they didn’t understand was that since technology is ever changing, teachers need to be kept up to date continually. The websites created by each section of the nationwide R*Tec programs still exist and are accessible in the Learning & Leading in Technology, March 2007, pages 21-24. With the conclusion of the R*Tec program teachers are left to try and find other means of gaining knowledge in this subject.
1.) Without programs like R*Tec how are teachers staying current with the new advances in technology?
Teachers in many cases aren’t keeping up with technology which is why classes like our Ed422 are now mandatory for all credential students. Educators that recognize the importance of technology integration are creating seminars for their staff to become familiar with different facets of technology integration in their classroom. Teachers are also becoming used to collaborating via email versus snail/standard mail.
2.) What program was the California region responsible for in the R*Tec system?
California and the WestEd R*Tec program created a site for using technology to support diverse learners. With the melting pot California is, it is imperative for teachers in California to be able to differentiate their lessons to meet the needs of various students at many levels. The WestEd R*Tec program is “based on the idea that the instructional approaches should give students multiple options for taking in information, making sense of ideas, expressing what they learn, and accommodating differences while teachers to students’ strengths and knowledge” (www.wested.org/tld/)
3.) Which resource, developed with the R*Tec program most benefits teachers now?
In my opinion I feel that the program created by the Appalachian Technology in Education Consortium (ATEC) was the most efficient for teachers. The ATEC created a handbook of sorts that compiled their best resources in lesson plans, ideas, and technology tips, providing a useful resource for teachers that also supports effective technology integration.
Journal # 6
"Social Justice – Choice or Necessity?"
By Colleen Swain and David Edyburn
This article details how the partnership between educators and technology can help bridge problems with social justices AND decrease the digital divide. The article discusses the fact that when teachers choose not to integrate technology into their curriculum, the students are the ones being punished. The social justice aspect comes into play when the article discusses how by keeping technology out of the curriculum, the students will not have learned the necessary skills to compete with computer literate students at the college or even high school level. The article also includes that these technology illiterate students without the necessary skills must then resort to “low-paying jobs with limited potential for advancement”. The article also mentions that in present curriculum only students that have mastered basic factual content of a unit are allowed to use technology applications to expand their understanding of the concepts, and even then, the students must share computers and software that isn’t structured for joint work. Finally, the article lists the ways that technology can be properly implemented. First, technology must be available and used routinely with real world applications. Then it must be used to enhance learning opportunities for all students and lastly it must be used to monitor progress of teachers and students alike. \
1.) With admission standards constantly rising at universities, what is the best way to keep up with the ever-changing need for technology fluency?
I believe the best way to address the ever-changing field of technology is to conduct mandatory continued learning seminars for teachers. This way they will remain up to date with present techniques while also providing education for their students and using their new found knowledge in their classroom.
2.) Is technology integration an idealist view for our school system?
To truly integrate technology and create a successful program relating technology and social justice, school districts would have to put aside large chinks of their budget. With a school system that is constantly cutting corners to pay for basic necessities, I wonder if a successful tech. integration program may be an idealist goal. For the future of our students, I hope this is not the case, but only time will tell.
3.) What are some programs that integrate technology for our schools that are also compatible for multi-users with an emphasis on equality?
Websites like http://www.starfall.com provide users with the opportunity to work on various programs at multiple levels of difficulty. Programs like Kidspiration allow for children to create their own project at their level of cognition and difficulty. Both mentioned programs allow for an equal program where children choose what suits their needs within a certain realm of curriculum.
By Colleen Swain and David Edyburn
This article details how the partnership between educators and technology can help bridge problems with social justices AND decrease the digital divide. The article discusses the fact that when teachers choose not to integrate technology into their curriculum, the students are the ones being punished. The social justice aspect comes into play when the article discusses how by keeping technology out of the curriculum, the students will not have learned the necessary skills to compete with computer literate students at the college or even high school level. The article also includes that these technology illiterate students without the necessary skills must then resort to “low-paying jobs with limited potential for advancement”. The article also mentions that in present curriculum only students that have mastered basic factual content of a unit are allowed to use technology applications to expand their understanding of the concepts, and even then, the students must share computers and software that isn’t structured for joint work. Finally, the article lists the ways that technology can be properly implemented. First, technology must be available and used routinely with real world applications. Then it must be used to enhance learning opportunities for all students and lastly it must be used to monitor progress of teachers and students alike. \
1.) With admission standards constantly rising at universities, what is the best way to keep up with the ever-changing need for technology fluency?
I believe the best way to address the ever-changing field of technology is to conduct mandatory continued learning seminars for teachers. This way they will remain up to date with present techniques while also providing education for their students and using their new found knowledge in their classroom.
2.) Is technology integration an idealist view for our school system?
To truly integrate technology and create a successful program relating technology and social justice, school districts would have to put aside large chinks of their budget. With a school system that is constantly cutting corners to pay for basic necessities, I wonder if a successful tech. integration program may be an idealist goal. For the future of our students, I hope this is not the case, but only time will tell.
3.) What are some programs that integrate technology for our schools that are also compatible for multi-users with an emphasis on equality?
Websites like http://www.starfall.com provide users with the opportunity to work on various programs at multiple levels of difficulty. Programs like Kidspiration allow for children to create their own project at their level of cognition and difficulty. Both mentioned programs allow for an equal program where children choose what suits their needs within a certain realm of curriculum.
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