I don’t think educational technology is shortening attention spans. At worst, it’s a response to shortening attention spans due to other, bigger influences on the child’s development. At best, it’s the logical adaptation of teaching techniques as a result of increased knowledge of how humans learn. These kids are not spending enough of their total technology time at school. The dominant viewing time is happening outside the classroom, so any possible side effects will be largely from voluntary activities.
I find it impossible to believe that seeing a simulation of a flower blooming would keep a child from wanting to monitor a real one as it grows. Quite the opposite, I think the simulation would give the child a framework for observations of gradual changes in the real flower.
I agree with John Son that students seem to have a new ability to receive information through technology, which probably wasn’t there in previous generations (Marcovitz & Son, 2008). We would be irresponsible not to use that ability to provide learning. There are undoubtedly some negative effects of educational technology, but I doubt we’ll see them unless we go too far. Moderation in all good things has proven to protect against unintended consequences. I don’t want to see schools with no libraries, and no teacher interactions.
Bibliography
Marcovitz, D. M., & Son, J. D. (2008). Is Educational Technology Shortening Student Attention Spans? Learning and Leading with Technology .
Sunday, August 9, 2009
Friday, August 7, 2009
Technology
I think using technology in the classroom is a must, but we have to consider how it impacts all our students. If we don’t use technology, and make students use it, then they aren’t ready for the job market or for life. Even employment aside, if you don’t know how to use the internet to find information, you are at a disadvantage in everything from working on your motorcycle to video game tips.
Without putting students on the spot, we need to find out if they have access to the computers and programs that we expect them to use. This can be done a number of ways, but I’ll probably have a survey that students turn in privately, so I can find out what they have at home without making them come tell me. I also don’t want students to feel like they have to tell me in front of the class.
As the article and lecture both point out, technology is used in most jobs, and students with less exposure to it are being done a disservice by allowing them to remain segregated. This is another way that poverty can be continued from one generation to the next, and that isn’t fair for us to exacerbate it.
I plan to address disadvantaged students in a number of ways, customized to the needs of the student and the resources available. The local libraries or a school computer lab will be my first recommendation. I also plan to locate or request additional computers so they can be loaned to students as needed. I’ve heard of grants to get laptops, and local businesses donating old computers. I intend to handle the access problem any way I can.
Bibliography
swain, C., & Edyburn, D. (2007). Social Justice: Choice or Necessity? Learning and Leading with Technology .
Without putting students on the spot, we need to find out if they have access to the computers and programs that we expect them to use. This can be done a number of ways, but I’ll probably have a survey that students turn in privately, so I can find out what they have at home without making them come tell me. I also don’t want students to feel like they have to tell me in front of the class.
As the article and lecture both point out, technology is used in most jobs, and students with less exposure to it are being done a disservice by allowing them to remain segregated. This is another way that poverty can be continued from one generation to the next, and that isn’t fair for us to exacerbate it.
I plan to address disadvantaged students in a number of ways, customized to the needs of the student and the resources available. The local libraries or a school computer lab will be my first recommendation. I also plan to locate or request additional computers so they can be loaned to students as needed. I’ve heard of grants to get laptops, and local businesses donating old computers. I intend to handle the access problem any way I can.
Bibliography
swain, C., & Edyburn, D. (2007). Social Justice: Choice or Necessity? Learning and Leading with Technology .
Wednesday, August 5, 2009
Cell phone ban
I agree that cell phones should be banned from the classroom. It’s terribly obvious to me that, “students would use them for purposes other than educational (Allen & Kolb, 2008).” I also think that the upside of cell phones in class isn’t that great, so it isn’t worth the inevitable problems that will come up. I reject the pro argument that many students already have a phone, so the cost is minimal. I don’t believe most students have internet access on their phone, and if they do, it isn’t free. Are we going to buy some kids a cell phone and plan, but expect others to finance their own? I don’t think that’s fair, and I think it’s another way the poor kids will feel inferior.
Letting kids use cell phones outside of class, on field trips or at home, avoids the distractions in class, but has the same money issue I already mentioned. The lure of texting friends will be too much for most students to avoid. I think if you hand a kid a cell phone, they’re thinking of social issues, not listening to your assignment. The risks outweigh the rewards.
Bibliography
Allen, J., & Kolb, L. (2008). Should Cell Phones be Banned from the Classroom? Learning and Leading with Technology .
Letting kids use cell phones outside of class, on field trips or at home, avoids the distractions in class, but has the same money issue I already mentioned. The lure of texting friends will be too much for most students to avoid. I think if you hand a kid a cell phone, they’re thinking of social issues, not listening to your assignment. The risks outweigh the rewards.
Bibliography
Allen, J., & Kolb, L. (2008). Should Cell Phones be Banned from the Classroom? Learning and Leading with Technology .
Chatspeak
I agree that chatspeak is reducing the use of the language. I know one teenager that sends over a thousand texts per month, so a large portion of her human correspondence is done in chatspeak. Howard points out that, “whatever we engage in for a long period of time will most likely become commonplace (Howard & Monfils, 2007).” I think the harm can be countered with education, but many of these kids think they’re using real words when they’re not. They need to be aware which words are proper and which ones an adult may not even know. Effective communication has to be understood, so correspondence to non-texting people has to be filtered for these kids.
Some questions I have involve data on this problem. I’d like to know if poor writing skills and frequency of texting are related. I’d also like to know if these kids that struggle in writing are using chatspeak without knowing it, or are they just exhibiting the fact that they don’t communicate well.
Bibliography
Howard, L., & Monfils, G. (2007). Is Chatspeak Destroying English? Learning and Leading with Technology .
Some questions I have involve data on this problem. I’d like to know if poor writing skills and frequency of texting are related. I’d also like to know if these kids that struggle in writing are using chatspeak without knowing it, or are they just exhibiting the fact that they don’t communicate well.
Bibliography
Howard, L., & Monfils, G. (2007). Is Chatspeak Destroying English? Learning and Leading with Technology .
Tuesday, August 4, 2009
Powerpoint presentation feedback
I think the least engaging thing I saw had more to do with my lack of interest in the subject, than with the quality of the presentation or slides. When I didn’t feel interested in the topic, nothing in the slides was interesting. Too much trivial (by my definition) data on slides tended to shut me down.
I could have improved my presentation by using the sound and video links in it. I should have tried putting some of my text at angles to add variety. I also think I should have thinned out the things covered by each slide, and had items that could be expanded or dropped on each one, rather than having to rush or skip the last ones.
I like using PowerPoint as a lesson presenter, because it’s so easy to put cool photos and notes up in front of the class for discussion. Another pro is that info can be quickly placed in front of the class, without the teacher turning around to write on the board. My writing may be impossible for some students to read, but the PowerPoint is better.
Some cons of PowerPoint include distracting the students from your lecture. If the slide has defects or issues, then the students may completely stop listening and focus on the errors. Looking back at the PowerPoint is also distracting to the students, and may lead to class management problems. The tool needs to be used intelligently, like everything else.
I could have improved my presentation by using the sound and video links in it. I should have tried putting some of my text at angles to add variety. I also think I should have thinned out the things covered by each slide, and had items that could be expanded or dropped on each one, rather than having to rush or skip the last ones.
I like using PowerPoint as a lesson presenter, because it’s so easy to put cool photos and notes up in front of the class for discussion. Another pro is that info can be quickly placed in front of the class, without the teacher turning around to write on the board. My writing may be impossible for some students to read, but the PowerPoint is better.
Some cons of PowerPoint include distracting the students from your lecture. If the slide has defects or issues, then the students may completely stop listening and focus on the errors. Looking back at the PowerPoint is also distracting to the students, and may lead to class management problems. The tool needs to be used intelligently, like everything else.
Saturday, July 25, 2009
Cyberbullying
Cyberbullying is when children harass children online or using cell phones and other communication devices. I’ve never been a victim or perpetrator of this, but I haven’t had much technology exposure, and I’m well past the age and size where people I know would harass me. When I was in school, there were a few computers in the whole school, and they used cassette tapes for memory. They were not capable of cyberbullying. I didn’t even have a home phone most of the time I was in school, much less a cell phone. It wouldn’t have been possible to cyberbully me. I was physically bullied quite a bit, because I was the smallest kid in my class (I was 5’2” and 85 pounds when I got my driver’s license). I know how it feels to be bullied, but I’m not sure if online is worse.
Cyberbullying frequently occurs off school grounds, which can limit the power of the school to regulate it. Legislatures have set the legal grounds for enforcement of off-campus activities, if the argument can be made that it disrupts the learning environment. Many school districts have cyberbullying rules that seem to hold up in court. Students who are cyberbullied can exhibit symptoms like ordinary bullying, such as withdrawal or excessive absence. I may actually see a change in mood immediately after using a technological communication device (checking the web, receiving a text, etc.). However, it seems most likely the victim will have to mention it to me. I can create the safe environment where they feel comfortable telling me, and I can let them know I have a policy and I can get help for them. I can post the stop, block, and tell steps on the wall. Schools should regulate bullying, no matter where and how it takes place, because it will detract from the learning environment. I also believe that if left unchecked, it can spread and get very disruptive.
My plan for cyberbullying will be partially preemptive, in that education may reduce the number of cyberbullies, and if those bullies expect to be caught they may reduce the frequency and intensity of attacks. The educational parts of my plan will be done as a group, but enforcement will be an individual activity. I think since enforcement will require reporting, that will be largely reactive. I’ll make sure the district has a policy, or I will try to find a way to get one. This aspect will involve the whole district if I’m successful. The rest of my policy will generally only help my classroom, but the bully might end up being outside my class. Early in the class schedule, I will explain the harm and punishment for cyberbullying. I will explain the remedies, and how and why to report it. I’ll explain and post stop-block-and tell. I’ll explain the motivation behind such harassment, and the value of not responding (other than to block and tell). I’ll watch for symptoms of bullying, both cyber and physical, and ask questions. If the district will not back up enforcement, I’ll work directly with both sets of parents.
Cyberbullying frequently occurs off school grounds, which can limit the power of the school to regulate it. Legislatures have set the legal grounds for enforcement of off-campus activities, if the argument can be made that it disrupts the learning environment. Many school districts have cyberbullying rules that seem to hold up in court. Students who are cyberbullied can exhibit symptoms like ordinary bullying, such as withdrawal or excessive absence. I may actually see a change in mood immediately after using a technological communication device (checking the web, receiving a text, etc.). However, it seems most likely the victim will have to mention it to me. I can create the safe environment where they feel comfortable telling me, and I can let them know I have a policy and I can get help for them. I can post the stop, block, and tell steps on the wall. Schools should regulate bullying, no matter where and how it takes place, because it will detract from the learning environment. I also believe that if left unchecked, it can spread and get very disruptive.
My plan for cyberbullying will be partially preemptive, in that education may reduce the number of cyberbullies, and if those bullies expect to be caught they may reduce the frequency and intensity of attacks. The educational parts of my plan will be done as a group, but enforcement will be an individual activity. I think since enforcement will require reporting, that will be largely reactive. I’ll make sure the district has a policy, or I will try to find a way to get one. This aspect will involve the whole district if I’m successful. The rest of my policy will generally only help my classroom, but the bully might end up being outside my class. Early in the class schedule, I will explain the harm and punishment for cyberbullying. I will explain the remedies, and how and why to report it. I’ll explain and post stop-block-and tell. I’ll explain the motivation behind such harassment, and the value of not responding (other than to block and tell). I’ll watch for symptoms of bullying, both cyber and physical, and ask questions. If the district will not back up enforcement, I’ll work directly with both sets of parents.
Wednesday, July 22, 2009
copyright laws
Copyright law and Fair Use reflection:
1) I didn’t realize it was so easy to violate copyright law. I had been under the impression that if I wasn’t making money on it, or if I sited the author in my work, I was good to go. This is not the case. The rules are fairly complex, and differ for different types of media. Some of the rules require you to know things that may not be obvious when you come across something you want to use.
2) I don’t believe the current copyright laws are fair, because they don’t distinguish (much) the intent of the violator. I think a fair copyright law would be based on the intent of use, to the extent that if you aren’t going to profit from using it, you should be alright. In practical application, this sort of happens because us poor people don’t make good lawsuit targets. I do think causing the original owner to lose money could be an exception to this profit rule, if a reasonable person could have predicted the harm caused. In other words, if you knew, or should have known, that your use was going to harm the author or artist monetarily, then the more complex laws should apply.
3) I must make sure I don’t violate the copyright laws by being familiar with the rules, checking when I’m not sure, and generally make sure I’m using things for educational purposes. I won’t be copying entire works for my students, and I won’t be showing videos unless it’s from the school library or falls under one of the other exceptions to copyright laws.
4) I will not enforce copyright laws in my classroom, but I intend to follow them, and I intend to notify students when I think they’re on shaky ground. I will inform students, before projects or research are done, where to find copyright rules if they are interested in being careful. I will not publish my refusal to enforce anywhere except this blog. I don’t believe the current copyright laws are fair, and I don’t believe I’m obligated to report or respond to violations by others.
1) I didn’t realize it was so easy to violate copyright law. I had been under the impression that if I wasn’t making money on it, or if I sited the author in my work, I was good to go. This is not the case. The rules are fairly complex, and differ for different types of media. Some of the rules require you to know things that may not be obvious when you come across something you want to use.
2) I don’t believe the current copyright laws are fair, because they don’t distinguish (much) the intent of the violator. I think a fair copyright law would be based on the intent of use, to the extent that if you aren’t going to profit from using it, you should be alright. In practical application, this sort of happens because us poor people don’t make good lawsuit targets. I do think causing the original owner to lose money could be an exception to this profit rule, if a reasonable person could have predicted the harm caused. In other words, if you knew, or should have known, that your use was going to harm the author or artist monetarily, then the more complex laws should apply.
3) I must make sure I don’t violate the copyright laws by being familiar with the rules, checking when I’m not sure, and generally make sure I’m using things for educational purposes. I won’t be copying entire works for my students, and I won’t be showing videos unless it’s from the school library or falls under one of the other exceptions to copyright laws.
4) I will not enforce copyright laws in my classroom, but I intend to follow them, and I intend to notify students when I think they’re on shaky ground. I will inform students, before projects or research are done, where to find copyright rules if they are interested in being careful. I will not publish my refusal to enforce anywhere except this blog. I don’t believe the current copyright laws are fair, and I don’t believe I’m obligated to report or respond to violations by others.
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