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!
Tuesday, July 26, 2011
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."
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