When I first took this class, I was interested in knowing how exactly I could get my classroom more globally involved. I mean, I knew that I, myself, was very technologically capable and really good at picking up new technology quickly, but what can I do to (better yet, how can I) make my classroom more globally connected? That is why I really took this course. Well, that and the fact that it is required. But that is besides the point.
When we first started working in class, we began talking about technology and how it is used in today's classrooms across the world. Some use simple technologies to assist in lessons, others use technology to make connections between the classroom and the real world. I personally wanted to know how to take the lessons I already use to connect my class with that the rest of the world thinks about the topic. How could I take my middle of nowhere class in Hillsboro-Deering to start thinking about the implications of the marketing, business concepts, and business practices they use daily in my class and how it effects the rest of the globe. For instance, how does marketing differ in the United States and China when a company is trying to sell the same product. The two countries market two totally different ways and if I could show my students that, in the classroom, they can feel more globally connected.
Where would I start? Well, when I came into the class, I knew how to use all the basic computer systems, the soft and hardware that comes along with them, and how to access the Internet to find and utilize web 2.0 tools. This has become common knowledge due to the educational background that I had and would not be an issue in this class.
What I wanted to know is how I could connect all of this with a global agenda to better the curriculum that I already use.
What I learned? . . . ummmm . . . Learned? . . . hmmmm. . . yeah, about that. . . (TOTALLY KIDDING!) I learned a tremendous amount of things in this class. I would have to say that the most major thing that I learned is that there are standard other than those that we use through our curriculum that specifically relate to the use of technology in the classroom. The NET standards were something that I never had heard of before this classroom and gave me a way to assess how I was using technology in the classroom.
The second thing that I learned that will really help me this school year is how to better integrate the web 2.0 tools that I already use (and some that I just learned about) in my classroom to enhance the lesson that I am already doing. I am very fortunate to have some top of the line computers in my new classroom with access to the Internet for every student. This allows me to give my students access to these web 2.0 tools and to utilize them to enhance their lessons.
The third major thing that I learned is that our students do not understand their digital footprints. My students are always posting items to their facebook, tweeting on their twitter, uploading photos to one of their numerous online photo albums, and/or doing something on the Internet that will totally tarnish their reputation in the future. This is something that I will be working with my students all year to improve and ensure that they do not make mistakes today that will haunt them tomorrow.
With all these things in mind, I would say that I have a wonderful time this term learning about all of the opportunities to make the classroom a global atmosphere and bring my students in their little towns to the real globally connected world.
Sunday, August 28, 2011
Tuesday, August 16, 2011
Pecha Kucha
I found this Pecha Kucha interesting because it not only is an amazing example, but it discusses the importance of collaboration.
I believe that we can use Pecha Kuchas in education. I can foresee using these to discuss topics in a chapter. For instance, each student gets a section in a chapter that they are to present (teach) to the class. At the end of the presentations, we would break the presenters up and have the students ask any answered questions to the presenters. I really like this idea!
New Media Literacies
My thoughts on "New Media Literacies" are that today's youth culture is one where they cannot remember a day where they have not had a computer or some sort of technology to access their information. They are capable of utilizing technology in ways that even we, the young adult generation, are not even aware of. I am now starting to feel like how my parents did when students show me their creative projects that they have done with their technology and I can't even think of where to start. It is baffling to me how quick students today are picking up and utilizing technology to enhance there education (whether they know it or not) and just run with their imagination.
To me, new media literacies most certainly pertain to my content area of business education. The students I teach need to be able to harness the technology and use it in order to be competitive in the real business world. Employers are looking to hire my students because they are the ones who are the most creative, innovative, inspiring, and knowledgeable when it comes to new medias.
I would say, generally, education needs to infuse more new medias into the overall education of today's youth. We need to break away from the traditional thought process of what education is and how it is "supposed" to be taught. We need to start thinking about how education can benefit our student's in the new technological age of business.
To me, new media literacies most certainly pertain to my content area of business education. The students I teach need to be able to harness the technology and use it in order to be competitive in the real business world. Employers are looking to hire my students because they are the ones who are the most creative, innovative, inspiring, and knowledgeable when it comes to new medias.
I would say, generally, education needs to infuse more new medias into the overall education of today's youth. We need to break away from the traditional thought process of what education is and how it is "supposed" to be taught. We need to start thinking about how education can benefit our student's in the new technological age of business.
Tuesday, August 9, 2011
Article Reflection - Global Perspectives on Educational Technology: Trends and Issues
The theories about education vary worldwide. There are few countries around the world that have similar ideologies about how the education of their students is best practiced in order to give their students an edge over the others from around the globe. Students from different countries all believe they are receiving the best education their is but are they? Are their county's really doing what is best for them? Are they current with technology? Are they adaptive to global change? Do they have a plan for the future of their students? These are the questions that must get answered before a country can say that they are of the best in the world.
The article I choose to review is one from 2003 where two professors looked at the issues of technology in education globally. Professor Sudha Swaminathan is from the Department of Education and is an Associate Professor at Eastern Connecticut State University and Professor Nicola Yelland is from the Department of Early Childhood, RMT, in Victoria Australia. Together they we guest editors on the article that review trends and issues with the global perspective on educational technology.
This paper will review a few key points about the article: Global Perspectives on Educational Technology: Trends and Issues, explain how the article relates to the course objectives, how it impacts my teaching with technology, and reflect on what I learned from reading this article.
Review
The article Global Perspectives on Educational Technology: Trends and Issues discusses the many trends and issues involved with the educational technology. The key areas mentioned in the article are government mandates, national curricular standards, teacher education, curricular integration (add-on or catalyst), selection and use of IT tools, equity and accessibility, the home environment, assessment of outcomes, and the rethinking of traditional pedagogy.
Of the issues listed above, some of these issues weigh more than others. After reading the article, you will notice that it is often the government mandates and national curricular standards that cause the first speed bump in the road towards a global education. Many governments are looking to bolster their country's education system by integrating new technologies to keep up with the fast paced world.
This would be great if it came with proper teacher education. The article states that "teacher training has not accompanied the rapid immersion of technology into classrooms." Because of this, there needs to be a great focus on teacher training as well as work with those who are stuck teaching in the "traditional" not technology ways. "What is needed is a reconceptualization of both content and pedagogy" states Yelland.
The article also talks about proper selection and us of IT tools in the classroom. They discuss that often times, technology is brought into classrooms for the sake of "having technology" and the thought never occurred to the district about HOW they will use the technology. This makes no sense but yet, it is happening in school district across the country. District are spending money on "technology" that they THINK will help the students but in all actuality, they are wasting money on technology that cannot be used for the purposes intended.
Relate to Course Objectives
As current and future teachers, we need to figure out a way that allows us integrate technology into our classroom without it becoming the focus. The education of tomorrow is one that is global in nature and must be provided to our students. Below, I have attached two videos that discuss why educational technology must be used in today's classrooms as well as ways that can be integrated.
Going Global 2011 - Harvesting Technology to Address the Global Educational Challenges
Technology (ICTs) in Education
Though today's student may not look much different than those of years past (clothing and artistic expression noted), they are a new breed of students. Students still go to their local schools to learn but what they are learning is far beyond that of yesteryears students. Students now get their information online rather than books, they all have access to the internet via IPods, IPads, Smart Phones, Laptops, Tablets, etc., and they all are highly technologically advanced.
Getting these students the technology as well as the proper integration of curriculum and technology has become the job of today's teacher. We have to push for our students to become global in their thoughts. We must see if they're are able to see the "Big Picture" and utilize the skills they have with the technology available. This is the challenge of today's students and teachers.
How Does This Impact My Teaching?
My teaching isn't impacted as much as those who's pedagogy is one of the "Traditional Educator" who utilizes text books, libraries, card catalogs, etc. These teachers are the one's who are effected the greatest, IF the school is open to the use of these technologies. The biggest impact for me would be if I were to begin teaching in a school/district that is closed to the idea of global education/technology. I did not come from a traditional educational background. I have always had technology at my fingertips and have always included it into my lessons.
Teaching is an art of combining many different tools to provide student's with the best potential education. If the national curricular standards were to change, or the district were to not allow for me to utilize the many global technologies that I currently plan to use, than there may be a greater impact than what is already known by thousands of educators.
Reflection
I found this article to be a very interesting one. The fact that this article is 8 years old and yet, many of the problems stated within it are still problems today is a tad discouraging. I know that I personally learn better with the use of technology and that I feel that I can provide my students with a better, more authentic education, if the current system were to change and provide more open access to technology as well as more funding so that more students can gain access. These two issues are what I feel are most important in terms of getting my students a better global education with the proper technology.
The article I choose to review is one from 2003 where two professors looked at the issues of technology in education globally. Professor Sudha Swaminathan is from the Department of Education and is an Associate Professor at Eastern Connecticut State University and Professor Nicola Yelland is from the Department of Early Childhood, RMT, in Victoria Australia. Together they we guest editors on the article that review trends and issues with the global perspective on educational technology.
This paper will review a few key points about the article: Global Perspectives on Educational Technology: Trends and Issues, explain how the article relates to the course objectives, how it impacts my teaching with technology, and reflect on what I learned from reading this article.
Review
The article Global Perspectives on Educational Technology: Trends and Issues discusses the many trends and issues involved with the educational technology. The key areas mentioned in the article are government mandates, national curricular standards, teacher education, curricular integration (add-on or catalyst), selection and use of IT tools, equity and accessibility, the home environment, assessment of outcomes, and the rethinking of traditional pedagogy.
Of the issues listed above, some of these issues weigh more than others. After reading the article, you will notice that it is often the government mandates and national curricular standards that cause the first speed bump in the road towards a global education. Many governments are looking to bolster their country's education system by integrating new technologies to keep up with the fast paced world.
This would be great if it came with proper teacher education. The article states that "teacher training has not accompanied the rapid immersion of technology into classrooms." Because of this, there needs to be a great focus on teacher training as well as work with those who are stuck teaching in the "traditional" not technology ways. "What is needed is a reconceptualization of both content and pedagogy" states Yelland.
The article also talks about proper selection and us of IT tools in the classroom. They discuss that often times, technology is brought into classrooms for the sake of "having technology" and the thought never occurred to the district about HOW they will use the technology. This makes no sense but yet, it is happening in school district across the country. District are spending money on "technology" that they THINK will help the students but in all actuality, they are wasting money on technology that cannot be used for the purposes intended.
Relate to Course Objectives
As current and future teachers, we need to figure out a way that allows us integrate technology into our classroom without it becoming the focus. The education of tomorrow is one that is global in nature and must be provided to our students. Below, I have attached two videos that discuss why educational technology must be used in today's classrooms as well as ways that can be integrated.
Going Global 2011 - Harvesting Technology to Address the Global Educational Challenges
Technology (ICTs) in Education
Though today's student may not look much different than those of years past (clothing and artistic expression noted), they are a new breed of students. Students still go to their local schools to learn but what they are learning is far beyond that of yesteryears students. Students now get their information online rather than books, they all have access to the internet via IPods, IPads, Smart Phones, Laptops, Tablets, etc., and they all are highly technologically advanced.
Getting these students the technology as well as the proper integration of curriculum and technology has become the job of today's teacher. We have to push for our students to become global in their thoughts. We must see if they're are able to see the "Big Picture" and utilize the skills they have with the technology available. This is the challenge of today's students and teachers.
How Does This Impact My Teaching?
My teaching isn't impacted as much as those who's pedagogy is one of the "Traditional Educator" who utilizes text books, libraries, card catalogs, etc. These teachers are the one's who are effected the greatest, IF the school is open to the use of these technologies. The biggest impact for me would be if I were to begin teaching in a school/district that is closed to the idea of global education/technology. I did not come from a traditional educational background. I have always had technology at my fingertips and have always included it into my lessons.
Teaching is an art of combining many different tools to provide student's with the best potential education. If the national curricular standards were to change, or the district were to not allow for me to utilize the many global technologies that I currently plan to use, than there may be a greater impact than what is already known by thousands of educators.
Reflection
I found this article to be a very interesting one. The fact that this article is 8 years old and yet, many of the problems stated within it are still problems today is a tad discouraging. I know that I personally learn better with the use of technology and that I feel that I can provide my students with a better, more authentic education, if the current system were to change and provide more open access to technology as well as more funding so that more students can gain access. These two issues are what I feel are most important in terms of getting my students a better global education with the proper technology.
Tuesday, July 26, 2011
Article Reflection - Virtual Environments & K-12 Education
Technology is more prevalent today than ever before. Consumers are constantly buying the latest and greatest in technology but yet many of our schools are hesitant or don't have the budgets to do so. Those schools that do, often believe that simply upgrading their computers will get them into the 21st century. Though the new hardware as well as software can help, if it is not being used correctly or the teachers who are supposed to be using it are not properly trained, the technology is no good and there is no global benefit to students or the school what-so-ever! This reflection entry with first summarize the article "Virtual Environments and K-12 Education", explain how the article relates to the course objectives, how it impacts my teaching with technology, and reflect on what I learned from reading this article.
Reflection
The article Virtual Environments and K-12 Education discusses how teachers, specifically teachers in a few New York cities are utilizing Second Life, more specifically Teen Second Life (TSL) to teach their students science in ways that were never before thought to be possible. Through this process, students are able to go places, test hypothenuses, and try things that may or may not be possible in the real world due to danger, travel, cost, etc. Students are learning about the real world in a virtual one.
Teen Second Life "a 3D virtual world created by Linden Lab designed for teens ages 13-17. User-generated content defines this virtual world. Everything from a blade of grass to clouds in the sky can be designed by the user. Its "big brother" Second Life is for those 18 and older and is a separate "grid" from TSL" (Czarnecki, 2008, pg. 14).
This particular article focuses on the science class of Tracy Rebe and how she uses the program to explore science around the world in ways that would not normally be possible (Here is an news segment on the pilot program). For instance, Tracy does a lesson with her students to create homes that have the same characteristics as the ones they really live in and then calculate the carbon footprint of their home. To do this, students work in teams to accomplish this task (VIDEO). This promotes teamwork, learning comprehension, programming skills, curriculum assessment, and collaboration amongst many other critical learning areas.
Below are here are some of the projects that Tracy's student's have taken part in:
Solid Waste - Naples, Italy
Sustainability - Going Green
Effects of Fossil Fuels
Relate to Course Objectives
How does this relate to course objectives? Well, a lot of what we have been studying is how to utilize technology to make our classrooms global. Through the use of Teen Second Life and Second Life as a whole, students are able to visit parts of the world virtually. When students are using TSL, they are practicing online civility, collaborating with other students in the class as well as around the world, learning to program avatars, buildings, environments, etc., test experiments/hypotheses, as well as many other important lessons that all can be tied back into the school's/department's curriculum.
Teacher's are able to bring their students into areas that they would only be able to read about in a book or see pictures of online but through the use of TSL, students get to see what it would be like to be there (virtually of course). For instance, one lesson brings students into a volcano to test temperatures, sulfur levels, etc. Under normal circumstances, this would be impossible but through TSL, students can do this without any risk of injury. On top of that, the students can compare measurements with other science classes from around the world. Truly a global experience!
How Does This Impact My Teaching?
Well the first thing that comes to mind for me is that many business are now doing their business online. Not online like online banking but through the use of Second Life. If I were to have my students to take part in TSL, I would possibly have them sit in on a business meeting of a multi-million dollar company, visit locations that we could not other wise afford to visit (New York Stock Exchange), or even create companies that would compete against each other in marketing, sales, net revenues, etc. The possibilities are endless because the program's possibilities are endless.
The teaching aspect comes in to affect when we discuss meeting our course competencies. Through the use of programs like TSL, we can tailor projects that fit the classroom/course competencies perfectly while maintaining a fun, interactive, and risk free environment.
Reflection
The use of programs like TSL have greatly spiked my interest. We currently use programs like virtual business challenge to compete in retail, sports and entertainment, and finance but with a program like TSL, we can combine all three and even more if we wish to create a fully comprehensive lesson that can be accessed anywhere in the world. TSL is not a place where the learning has to stop in the classroom, the learning can and should be contagious where students want to learn and explore more.
I feel that I will look into the use of TSL. The endless opportunities that it provides is only limited by the imagination. The article I read was specific to science students and stated "We're offering students additional ways to learn. If as a result of this project, students say, 'I can be a scientist,' that would be huge," (Czarnecki, 2008, pg. 14) but if I can get my students to say "I can be a marketer/stockbroker/real estate agent/etc." than I am all for it!
Reflection
The article Virtual Environments and K-12 Education discusses how teachers, specifically teachers in a few New York cities are utilizing Second Life, more specifically Teen Second Life (TSL) to teach their students science in ways that were never before thought to be possible. Through this process, students are able to go places, test hypothenuses, and try things that may or may not be possible in the real world due to danger, travel, cost, etc. Students are learning about the real world in a virtual one.
Teen Second Life "a 3D virtual world created by Linden Lab designed for teens ages 13-17. User-generated content defines this virtual world. Everything from a blade of grass to clouds in the sky can be designed by the user. Its "big brother" Second Life is for those 18 and older and is a separate "grid" from TSL" (Czarnecki, 2008, pg. 14).
This particular article focuses on the science class of Tracy Rebe and how she uses the program to explore science around the world in ways that would not normally be possible (Here is an news segment on the pilot program). For instance, Tracy does a lesson with her students to create homes that have the same characteristics as the ones they really live in and then calculate the carbon footprint of their home. To do this, students work in teams to accomplish this task (VIDEO). This promotes teamwork, learning comprehension, programming skills, curriculum assessment, and collaboration amongst many other critical learning areas.
Below are here are some of the projects that Tracy's student's have taken part in:
Solid Waste - Naples, Italy
Sustainability - Going Green
Effects of Fossil Fuels
Relate to Course Objectives
How does this relate to course objectives? Well, a lot of what we have been studying is how to utilize technology to make our classrooms global. Through the use of Teen Second Life and Second Life as a whole, students are able to visit parts of the world virtually. When students are using TSL, they are practicing online civility, collaborating with other students in the class as well as around the world, learning to program avatars, buildings, environments, etc., test experiments/hypotheses, as well as many other important lessons that all can be tied back into the school's/department's curriculum.
Teacher's are able to bring their students into areas that they would only be able to read about in a book or see pictures of online but through the use of TSL, students get to see what it would be like to be there (virtually of course). For instance, one lesson brings students into a volcano to test temperatures, sulfur levels, etc. Under normal circumstances, this would be impossible but through TSL, students can do this without any risk of injury. On top of that, the students can compare measurements with other science classes from around the world. Truly a global experience!
How Does This Impact My Teaching?
Well the first thing that comes to mind for me is that many business are now doing their business online. Not online like online banking but through the use of Second Life. If I were to have my students to take part in TSL, I would possibly have them sit in on a business meeting of a multi-million dollar company, visit locations that we could not other wise afford to visit (New York Stock Exchange), or even create companies that would compete against each other in marketing, sales, net revenues, etc. The possibilities are endless because the program's possibilities are endless.
The teaching aspect comes in to affect when we discuss meeting our course competencies. Through the use of programs like TSL, we can tailor projects that fit the classroom/course competencies perfectly while maintaining a fun, interactive, and risk free environment.
Reflection
The use of programs like TSL have greatly spiked my interest. We currently use programs like virtual business challenge to compete in retail, sports and entertainment, and finance but with a program like TSL, we can combine all three and even more if we wish to create a fully comprehensive lesson that can be accessed anywhere in the world. TSL is not a place where the learning has to stop in the classroom, the learning can and should be contagious where students want to learn and explore more.
I feel that I will look into the use of TSL. The endless opportunities that it provides is only limited by the imagination. The article I read was specific to science students and stated "We're offering students additional ways to learn. If as a result of this project, students say, 'I can be a scientist,' that would be huge," (Czarnecki, 2008, pg. 14) but if I can get my students to say "I can be a marketer/stockbroker/real estate agent/etc." than I am all for it!
Tuesday, July 19, 2011
Week 4 - Scratch in the Classroom
After the classroom experience with Scratch last week, I definitely learned something new. I have never programed before and Scratch's simplistic design with a "low floor" made it fun and interesting. However, with my lack of experience using a programming software of any kind (scratch included), I don't know how much use it would get in my classroom.
Cameron's presentation last week provided some very good discussion points about how little programming we really use in today's classroom. With the exception of Excel, I can honestly say that I do no programming in my classroom (unless, like I said last week, I do and I simply don't know that it is called). I mean, most of the programming that needs to be done in my class is usually done through templates on Web 2.0/3.0 programming sites.
These sites are just another case of being able to do something (create something) but if it doesn't work, we have no idea how to fix the programming to make it work. This aspect of scratch is something that I feel everyone should be learning. At least the concepts of why increasing the "X" or "Y" coordinate +/- 10 moves the characters the way it does. The logic behind these types of inputs are crucial for students to learn and understand. It doesn't matter whether the program is scratch or excel, our students need to understand the logic.
The more I think about it, the more I feel that programming needs to be incorporated into my curriculum but I am still at a loss how (besides the obvious making quizzes/test/reviews). I do feel however, that the more I play with it (play being the operative word), the more creative ways I will be able to come up with to use it in my classroom.
Cameron's presentation last week provided some very good discussion points about how little programming we really use in today's classroom. With the exception of Excel, I can honestly say that I do no programming in my classroom (unless, like I said last week, I do and I simply don't know that it is called). I mean, most of the programming that needs to be done in my class is usually done through templates on Web 2.0/3.0 programming sites.
These sites are just another case of being able to do something (create something) but if it doesn't work, we have no idea how to fix the programming to make it work. This aspect of scratch is something that I feel everyone should be learning. At least the concepts of why increasing the "X" or "Y" coordinate +/- 10 moves the characters the way it does. The logic behind these types of inputs are crucial for students to learn and understand. It doesn't matter whether the program is scratch or excel, our students need to understand the logic.
The more I think about it, the more I feel that programming needs to be incorporated into my curriculum but I am still at a loss how (besides the obvious making quizzes/test/reviews). I do feel however, that the more I play with it (play being the operative word), the more creative ways I will be able to come up with to use it in my classroom.
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Monday, July 11, 2011
Week 4 - Training for NETS Standards
You are in charge of ensuring all of the NETS standards are met within your school and this week you must meet with teachers to explain what it means to be a good "digital citizen". By using resources you have discovered through your research, the PBS Frontline videos, short video clips you have come across, explain how you would "teach" your fellow teachers about digital citizenship so that they are better prepared to teach about it within their own classes before they begin any type of digital project.
In order for me to adequately train/"teach" my fellow teachers about digital citizenship, I would first have them watch the two PBS Frontline Documentaries on today's youth and their online usage. These two documentaries show a lot of the worse case scenarios as well as best practices in schools across the country.
Second, I would have my fellow teachers read/watch the following articles/video clips on digital citizenship, intellectual property, creative rights, etc.
In order for me to adequately train/"teach" my fellow teachers about digital citizenship, I would first have them watch the two PBS Frontline Documentaries on today's youth and their online usage. These two documentaries show a lot of the worse case scenarios as well as best practices in schools across the country.
After watching both documentaries, I would discuss the facts of both of them and how it applies to our students today, in our classrooms. I feel it is important for all teachers to have a solid understanding on what is really happening in the classrooms as many teachers are not nearly as advanced as their students.
- Growing Up Online (2008)
- Digital Nation (2010)
Second, I would have my fellow teachers read/watch the following articles/video clips on digital citizenship, intellectual property, creative rights, etc.
- What is Digital Citizenship? (YouTube)
- Digital Citizenship (YouTube)
- Text Unto Others . . . As You Would Have Them Text Unto You (theJournal.com)
- Digital Citizenship: Focus Questions for Implementation (PDF from "Learning and Leading with Technology Magazine")
- A Campus Fad That's Being Copied: Internet Plagiarism Seems on the Rise (New York Times)
After we have narrowed down what would be a large list, we will begin to put together an action plan to combat these areas of digital citizenship. Once a well organized, detailed, actionable plan has been completed, I would type the plan up in a manual so that each teacher could have a copy (digital or print) as well as pass the information on to the parents of our students so that they too can help enforce good digital citizenship.
I would then plan to meet with the teachers two months after we have our plan in place to reassess where we are with our students and make changes as necessary. I feel this is the best way to get, and keep, all involved in training, creating, and enforcing good digital citizenship with our teachers and therefore students.
Saturday, July 9, 2011
Week 3 - #2 Creative Rights & Intellectual Property
Why is intellectual property and creative rights an important topic for students?
Students need to understand why creative rights & intellectual property is important and why they cannot and should not pass off others work or ideas as their own. Too many of today's students do not know that what they are doing in terms of using other peoples work and/or ideas without giving proper credit to the author.
In a world where 90% of the information that we use is on the internet, we need to remember that someone actually took the time to put it there. It is their work that you are accessing and students need to understand that using it without proper citation is again the law and can bring federal charges against them.
Michael Rappa wrote the article Intellectual Property on the Web and he speaks about how the work that our students commonly use is protected under law through the use of patents, trademarks, and copyrights. The sooner our students realize that WHENEVER they use something from the web, they need to be giving credit where credit is due.
Week 3 - #1 Digital Citizenship
Digital Citizenship is a broad topic with many different branches, yet it is part of the NETS standards that we include it in our curriculum. How can we ensure we are touching on all of the facets of digital citizenship prior to introducing a digital technology project in the classroom? What makes a good digital citizen?
What is Digital Citizenship? There are many definitions out there that describe "what exactly digital is citizenship" but the one I like best is by the Department of Education. Digital Citizenship is the norms of behavior with regard to technology use.
To me, digital citizenship starts in the home, not at the school. Parents need to be responsible for their child's behavior online. I have looked at a lot of websites and blogs and the area that our students are having the hardest time being good digital citizens is in the area of Facebook. Many students do not know the true dangers of using Facebook (heck, I didn't realize all of the dangers). Here is a link to Cool Cat Teacher's Blog article about Facebook. It is call Facebook Friending 101.
There are many other facets to being a good digital citizen but again, we as teachers must be proactive and work with the parents of our students to ensure that they are aware that we are working online and that their sons and daughters need to be good digital citizens. Suzie Nestico writes a blog about "Why Teachers Need Digital Citizenship" and explains why it is imperative that YOU take responsibility for your own digital citizenship and be the role model for your students. Let them be led by example.
According to Annie Collier, "Digital citizenship isn't just about recognising and dealing with online hazards. It's about building safe spaces and communities, understanding how to manage personal information, and about being Internet savvy—using your online presence to grow and shape your world in a safe, creative way, and inspiring others to do the same."
What is Digital Citizenship? There are many definitions out there that describe "what exactly digital is citizenship" but the one I like best is by the Department of Education. Digital Citizenship is the norms of behavior with regard to technology use.
To me, digital citizenship starts in the home, not at the school. Parents need to be responsible for their child's behavior online. I have looked at a lot of websites and blogs and the area that our students are having the hardest time being good digital citizens is in the area of Facebook. Many students do not know the true dangers of using Facebook (heck, I didn't realize all of the dangers). Here is a link to Cool Cat Teacher's Blog article about Facebook. It is call Facebook Friending 101.
There are many other facets to being a good digital citizen but again, we as teachers must be proactive and work with the parents of our students to ensure that they are aware that we are working online and that their sons and daughters need to be good digital citizens. Suzie Nestico writes a blog about "Why Teachers Need Digital Citizenship" and explains why it is imperative that YOU take responsibility for your own digital citizenship and be the role model for your students. Let them be led by example.
According to Annie Collier, "Digital citizenship isn't just about recognising and dealing with online hazards. It's about building safe spaces and communities, understanding how to manage personal information, and about being Internet savvy—using your online presence to grow and shape your world in a safe, creative way, and inspiring others to do the same."
Tuesday, June 28, 2011
Week 2 - #2 Article Reflection
In the articles “Are They Really Ready to Work” and “Return to Sender”, the authors describe current high school and college (2-, and 4-year) graduates as lacking the necessary technological skills that are needed in today’s work place.
In “Are They Really Ready to Work”, the author states that it is not only a matter of having a proper technological education but the students are missing or lacking in the most basic skills in the English language. Students are not being able to hired due to their deficiencies in English and then when they compound that with their lack of “applied” skills such as professionalism and work ethic, these potential employees are being crushed in the workplace.
In “Return to Sender”, the author writes about how the United States has shown a constant failure to integrate technology into the classrooms to provide students with authentic learning opportunities that are necessary for today’s work force. Don Knezek states in the article “Today’s students could be technologically literate as well as great communicators in traditions settings but get the socks beaten off them by someone who has learned to communicate in a digital setting.”
Both articles share many of the same concerns about the students of today’s classrooms. Issues of collaboration, teamwork, vetting information from many different sources, and properly communicating are some of the key points that are being made.
In order to fix these however, teachers must realize that this is a true reality. The way we are currently set up in our educational settings in hurting our student’s chances of securing real work in the global economy. We are not providing students with the appropriate level of technological education! As teachers, we must begin to teach through technology rather than with technology.
If I were the Secretary of Education, I would be talking about doing just that! Overhauling the educational system so that students are learning through technology rather than with it. I would want to “Maximize the Impact” of our technology education in order to make sure that school systems are utilizing technology with a goal and long-term vision in mind.
Week 2 - #1 Incorporation of Global Education
I would like to first apologize for not having this (and my other post) in here on Saturday night. I completed it but I posted it to my blog for EDU 533. Sorry about the inconvenience and tardiness of my discovery.
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The incorporation of global education into today’s classroom has recently been debated as an issue of expense not only in dollars, but also to a teacher and students’ time in the classroom. It is known that as we progress in our educational philosophies, teachers are often handed more and more tasks that take their focus off of their essential purpose of teaching.
Some may see global education as something additional but I personally feel that it is something that streamlines education. I feel that through global education, my students will receive a comprehensive education that takes the world’s varied viewpoints and brings them into the classroom using a structured curriculum.
Through the use of technology, students are able to access global information, speak one-on-one with experts from around the world, collaborate, create, and fore fill educational competencies with a macro prospective as opposed to one micro in caliber.
This does not mean that teachers will have to completely overhaul their educational curriculums, or adjust their lessons to complete new ones, it is simply a matter of taking some time, getting to know the current technologies available to teachers and finding ways for their students to use them in the classroom. Sure, at first, it may be a little time consuming. But once the technology has been learned (it will probably already be used by the students) it will eventually streamline lessons and allow the students to be creative and work from almost anywhere!
Monday, June 20, 2011
Week 1 - #2: Reasons for Global Cooperation
In today's fast paced world, if you blink, you will miss the latest technology boom and be three versions behind before you even know something has changed. This doesn't only put you behind, it puts your company, school, organization, and employees behind as well. The world is going towards a technology focused business model that allows for many companies to do business (whether internal or external) globally without any extraneous costs associated with it besides the cost of the high speed internet and phone.
This advance in technology is not only effecting businesses though. It is effecting schools as well. This is a good thing however. Just imaging learning about global cultures, business fundamentals, and our history and being able to speak face-to-face with people from that particular culture with online tools such as Skype. Just imagine the amount of real and authentic learning that can take place in our schools.
In today's business world, it is all about collaboration. Through the use of the many technologies available in today's classrooms, teachers are able to provide students with an education that is not only comprehensive of the entire curriculum but one that is collaborative with the students inside the class and possibly from around the world.
Today, teaching is not just standing in front of a classroom preaching knowledge to students. It is allowing them to take hold of what they have learned, what they want to learn, and allowing them to work together to solve problems. This is what they will be doing in the real world, why not in the classroom as well.
Here is a link to a website that will provide teachers numerous ways to incorporate technology into their classrooms: The Super Book of Web Tools for Educators
This advance in technology is not only effecting businesses though. It is effecting schools as well. This is a good thing however. Just imaging learning about global cultures, business fundamentals, and our history and being able to speak face-to-face with people from that particular culture with online tools such as Skype. Just imagine the amount of real and authentic learning that can take place in our schools.
In today's business world, it is all about collaboration. Through the use of the many technologies available in today's classrooms, teachers are able to provide students with an education that is not only comprehensive of the entire curriculum but one that is collaborative with the students inside the class and possibly from around the world.
Today, teaching is not just standing in front of a classroom preaching knowledge to students. It is allowing them to take hold of what they have learned, what they want to learn, and allowing them to work together to solve problems. This is what they will be doing in the real world, why not in the classroom as well.
Here is a link to a website that will provide teachers numerous ways to incorporate technology into their classrooms: The Super Book of Web Tools for Educators
Sunday, June 19, 2011
Week 1 - #1: A Flattening World
As I have grown, I have noticed the vast change in technology that has come into this world. I have only been here for 23 years but in that times span, we have already seen phones go from rotary dial; to push button; to cordless; to mobile via bag; to mobile; to being as smart, if not smarter, than a computer all within my short lifespan.
Is it no wonder why we are now discussing the world being flat? It hasn't just been telephones that have advanced to flatten this world, it has been TVs, computers, the internet, satellites, and so much more. The video clip The World is Flat by Thomas L. Friedman goes into many reasons why our world has become so small in terms of global business, collaboration, and communication between countries that are nowhere near one another, yet today, somehow are doing business like neighbors.
Is it no wonder why we are now discussing the world being flat? It hasn't just been telephones that have advanced to flatten this world, it has been TVs, computers, the internet, satellites, and so much more. The video clip The World is Flat by Thomas L. Friedman goes into many reasons why our world has become so small in terms of global business, collaboration, and communication between countries that are nowhere near one another, yet today, somehow are doing business like neighbors.
Based on this video, I would agree that our world is "flat". Mr. Friedman's points about the change in technology and advancements that keep coming make me honestly believe that even though companies, schools, and people are spread across the globe, we are still able to collaborate as if we were sitting in cubicles right next door!
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