After reading these articles, my feelings are much greater toward using technology in my classroom. In circumstances where outside access becomes an issue, I feel that there must be ways to solve the problem. If you want your students to do work on computers they must all have equal access to resources. If the school itself does not have computers available, teachers should seek out alternatives. Is there somewhere else students can go to use computers? Can you get a grant to build your own lab? Can you find places to donate computers?
Through taking this class and reading all the articles we have blogged about I have decided that I really do need to use as much technology as I possible can. Greenhow basically summed the issue up for me in one sentence, “As good teachers we always want to know who our students are and where they start from so that we can tap into, reinforce, build on, and extend their knowledge and experiences in learning new things.” (Greenhow, 2008). I don’t want to be just a good teacher; I want to be a great teacher. It is rather small of me to balk at technology in the classroom just because it scares me. To be a great teacher I must use every possible method to reach my students, even the ones I am not yet comfortable with. In time, I know I will learn it.
I also have to concede that not using technology in the classroom will be an injustice to my students. “Students must be technologically fluent and able to use technology to solve problems with various sources of information, create new representations of their knowledge, and enhance their learning through the diverse strategies afforded by technology.” (Edyburn & Swain, 2007). If I deny them the opportunity to become familiar with technology in school, they will be at a disadvantage when they enter the workplace or go to college. Great teachers do not set their students up for failure, so I just need to suck it up and keep on learning more about technology and finding digital resources for my class.
Disadvantages for students can come in many forms. Certainly there will be students without computer access. The questions I posed earlier come back into play here. I can find outside sites with computer access for my students, write grants until I can get enough computers for my kids, or find places to donate computers. For students with learning disabilities, “Instructional and assistive technologies can greatly benefit struggling readers and students with language difficulties, computational problems, and so on.” (Edyburn & Swain, 2007). I have already learned about programs to help with such problems, and with a little research, I can certainly find many, many more. Initially, finding technological solutions for learning barriers will probably be on a case by case basis, but I am sure that as technology increasingly filters into the classroom such aids will become commonplace. To be a great teacher I will use every trick in the book, and find new ones, to help my students learn.
References
Edyburn, D. & Swain, C. (2007). Learning and Leading with Technology: Social
Justice Choice or Necessity. International Society for Technology in Education.
Greenhow, C. (2008). Learning and Leading with Technology: Who Are Today’s
Learners? International Society for Technology in Education.
Sunday, August 9, 2009
Wednesday, August 5, 2009
My love for my ringtone notwithstanding...
All of you can certainly guess which way I’m going with this one; I am siding with Allen, cell phones should not be a part of the classroom. While Kolb makes a compelling argument in favor of their use, even sharing how, “a hearing impaired student can record audio on a cell phone to create text-written e-mails,” she fails to convince me. (Kolb, 2007) I do agree that the hearing impaired student should be allowed to use a cell phone in such a manner, but that is a unique situation in which the phone is truly an educational aid.
When I read Allen’s sentence, “I’ll just stop there, because the discussion on why a parent bought their child a Blackberry is so ridiculous my head may explode,” I had a true Southern Baptist, “Amen, my Brother!” moment. (Allen, 2007) Everything has its time and place, but cell phones in the classroom are just as disrespectful as chatspeak on a paper. Again, my only question is when are teachers going to put their feet down?
References
Allen, J. & Kolb, L. (2007). Learning and Leading with Technology: Should Cell
Phones be Banned from the Classroom. International Society for Technology in
Education.
When I read Allen’s sentence, “I’ll just stop there, because the discussion on why a parent bought their child a Blackberry is so ridiculous my head may explode,” I had a true Southern Baptist, “Amen, my Brother!” moment. (Allen, 2007) Everything has its time and place, but cell phones in the classroom are just as disrespectful as chatspeak on a paper. Again, my only question is when are teachers going to put their feet down?
References
Allen, J. & Kolb, L. (2007). Learning and Leading with Technology: Should Cell
Phones be Banned from the Classroom. International Society for Technology in
Education.
Tuesday, August 4, 2009
DETH 2 CHTSPK!
In the argument over whether or not “chatspeak” is destroying English, I have to agree with Linda Howard. Chatspeak is clearly detrimental. Greg Monfils, a proponent of chatspeak, opens his argument for it with this enigmatic line, “A student of mine recently asked via e-mail, ‘hey, I cant find hw n the conf can u help.’” (Monfils, 2007) After reading that line for the twentieth time I still cannot entirely decipher it, and the “sentence” ends a question with a period!
I believe chatspeak is a disrespectful and inappropriate way of addressing a teacher. Howard states that chatspeak has “no place in academic, business, and other formal writing settings where it is essential that all individuals involved are using language that is clear and concise.” (Howard, 2007)
It is interesting that Monfils, who believes that chatspeak is just fine, teaches at a school where each student is given a laptop upon enrollment. That is hardly standard, and if it were to become so, schools should be the first place to insist upon following the basic rules of the English language. Monfils admits that, “the kids want to see if they can get away with it,” and then admits that he lets them. (Monfils, 2007) I am certain that he is trying to seem hip to his students by connecting with their new language, but he is setting a negative example by this allowance.
Students from the age prior to chatspeak commonly misspell words using spellings such as lite and nite due to mass marketing campaigns. With this new beast called chatspeak undermining students' proper use of the English language the only question I am left with is: why let it into your classroom?
References:
Howard, L. & Monfils, G. (2007). Learning and Leading with Technology: Is Chatspeak
Destroying English? International Society for Technology in Education.
I believe chatspeak is a disrespectful and inappropriate way of addressing a teacher. Howard states that chatspeak has “no place in academic, business, and other formal writing settings where it is essential that all individuals involved are using language that is clear and concise.” (Howard, 2007)
It is interesting that Monfils, who believes that chatspeak is just fine, teaches at a school where each student is given a laptop upon enrollment. That is hardly standard, and if it were to become so, schools should be the first place to insist upon following the basic rules of the English language. Monfils admits that, “the kids want to see if they can get away with it,” and then admits that he lets them. (Monfils, 2007) I am certain that he is trying to seem hip to his students by connecting with their new language, but he is setting a negative example by this allowance.
Students from the age prior to chatspeak commonly misspell words using spellings such as lite and nite due to mass marketing campaigns. With this new beast called chatspeak undermining students' proper use of the English language the only question I am left with is: why let it into your classroom?
References:
Howard, L. & Monfils, G. (2007). Learning and Leading with Technology: Is Chatspeak
Destroying English? International Society for Technology in Education.
Friday, July 31, 2009
Go, Go Power Point
The best items I noticed during the presentations were the images my classmates used. Stephanie's pp on Poe had beautiful watercolors and Everett's images of energy helped me to relate the ideas of different forms of energy to real life use (I also really loved the lightning). The least engaging thing I saw was probably the video I showed. While I enjoy the clip (and picked it out specially), I felt awfully silly just standing next to the screen as it played. I also found volume to be an issue, although I blame much of that on the disturbances from the class next door!
After watching the presentations from the rest of the class, I once again felt that my own was rather boring. Ideally, with my intention of becoming a music teacher I would/should/could have loaded my presentation with sound clips, but I don't even know how to look for them! Through a slow process of elimination I found a couple major scales, so I had to use those, even though I did not want to follow C Major with C#Major I was forced to. Originally I wanted to play C Major and then D Major, but the only D Major scale I could find was in a register so low it would not be appropriate for classroom use. I also wish I could have had more time to present. The whole thing seemed rushed for me, and I would have loved to spend 5 or 10 minutes on the pattern screen alone (with some type of game to help them memorize it).
I certainly feel that this Power Point Presentation was a significant advancement on my last one, which was also my first one and only written 2 weeks ago. It seems hard for me to find ways to apply this sort of presentation to my endorsement, but I keep trying and, with some helpful suggestions from my cohort, hopefully succeeding. I can't lie, I have a considerable amount of angst toward the Power Point; I don't like doing them and they make me feel technologically "dumber" than I know I am. The chances of there being a Power Point presentation in my future classroom is quite slim, but I am going to pretend to blame it on the real fact that I have never seen a computer or projection screen in a classroom.
After watching the presentations from the rest of the class, I once again felt that my own was rather boring. Ideally, with my intention of becoming a music teacher I would/should/could have loaded my presentation with sound clips, but I don't even know how to look for them! Through a slow process of elimination I found a couple major scales, so I had to use those, even though I did not want to follow C Major with C#Major I was forced to. Originally I wanted to play C Major and then D Major, but the only D Major scale I could find was in a register so low it would not be appropriate for classroom use. I also wish I could have had more time to present. The whole thing seemed rushed for me, and I would have loved to spend 5 or 10 minutes on the pattern screen alone (with some type of game to help them memorize it).
I certainly feel that this Power Point Presentation was a significant advancement on my last one, which was also my first one and only written 2 weeks ago. It seems hard for me to find ways to apply this sort of presentation to my endorsement, but I keep trying and, with some helpful suggestions from my cohort, hopefully succeeding. I can't lie, I have a considerable amount of angst toward the Power Point; I don't like doing them and they make me feel technologically "dumber" than I know I am. The chances of there being a Power Point presentation in my future classroom is quite slim, but I am going to pretend to blame it on the real fact that I have never seen a computer or projection screen in a classroom.
Now, where did I put my attention span?
After reading both sides of the issue, I am more inclined to agree with Marcovitz. Children these days are so focused on their electronic toys they don’t look both ways before crossing the street anymore. They don’t even know that they are in the street. “We teach them facts and reward them with digital candy and then wonder why they can’t sit still to learn without that candy.” (Marcovitz, 2008)
I also believe that these digital kids are losing touch with the physical world. When John David Son asks us to “imagine a school with no library, no books-just computers,” I am horrified at the thought. (Son, 2008) We have already concluded that I am old-fashioned, so when I say I like the library I mean it! I love the hushed atmosphere and browsing through rows and rows of books. I love holding books and the swishing sound of paper on paper as I turn pages. The smell of ink as I take notes makes me feel productive.
Now I find myself wondering how technology will affect my classroom. When students can buy a program to help them write for a symphony how tempted will they be to endure the training to become a real musician or composer? If you have a computer playing all the other parts for you will you want to learn to play with a real group? In this plugged in era it can be all too easy to undervalue the fine art disciplines, and our cultural values are shifting toward instant gratification and quick fixes.
References
Marcovitz, D. M. & Son, J.D. (2008). Learning and Leading With Technology: Is Educational
Technology Shortening Students’ Attention Spans? International Society for Technology in Education.
I also believe that these digital kids are losing touch with the physical world. When John David Son asks us to “imagine a school with no library, no books-just computers,” I am horrified at the thought. (Son, 2008) We have already concluded that I am old-fashioned, so when I say I like the library I mean it! I love the hushed atmosphere and browsing through rows and rows of books. I love holding books and the swishing sound of paper on paper as I turn pages. The smell of ink as I take notes makes me feel productive.
Now I find myself wondering how technology will affect my classroom. When students can buy a program to help them write for a symphony how tempted will they be to endure the training to become a real musician or composer? If you have a computer playing all the other parts for you will you want to learn to play with a real group? In this plugged in era it can be all too easy to undervalue the fine art disciplines, and our cultural values are shifting toward instant gratification and quick fixes.
References
Marcovitz, D. M. & Son, J.D. (2008). Learning and Leading With Technology: Is Educational
Technology Shortening Students’ Attention Spans? International Society for Technology in Education.
Sunday, July 26, 2009
Not here. Not now. Not ever!!
Cyber-bullying is using communication and information technological devices to harass, embarrass, or threaten an individual or group. Looking back, I remember an instance where I was a cyber-bully. A relation of mine had recently had an “enhancing surgical procedure.” My friend saw her log in on her AOL account, so I IM’ed her from my friend’s account. I teased her about her “procedure” under complete anonymity.
Schools today have become involved in a new realm of problems stemming from cyber-bullying.
These problems are more difficult to deal with because most of the activity occurs off school grounds. The legal principle established by the U.S. Supreme Court in Tinker vs. Des Moines Independent Community School District (1969) protects the students’ freedom of speech, allowing school interference only when there has been severe and material disruption of school activities. As Kelley R. Taylor puts it, it is “difficult to determine school officials’ authority to regulate some aspects of student conduct that are associated with cyber-bullying.” (Taylor, 2008). A more recent court case, Hazelwood School District vs. Kuhlmeier (1988), allows schools to restrict speech only when there is “some compelling educational objective that justifies restricting the speech, or the speech must be a threat to school safety or to a campus environment conducive to learning.” (Taylor, 2008).
Children who are the victims of cyber-bullying often display symptoms that we as teachers can identify. They may exhibit low self esteem, depression, anger, sudden lowering of grades or an increase in absenteeism. According to Nancy Willard, executive director of the Center for Safe and Responsible Use of the Internet, emphasizes the additional harm that may be done due to cyber-bullying because of its anonymous nature, that victimization can go on 24/7, and that the material is available worldwide and often is irretrievable. (Willard, 2007).
I do not believe that schools are capable of, nor responsible for monitoring the offsite activities of students. However, I do believe it is our duty to instruct them in proper “netiquette” and how to cope with virtual attacks. As there will be no electronic devices in my classroom, I would like to believe that cyber-bullying will not be an issue. If, however, the issue does arise, which means that my behavior is reactionary, we will address it as a class. I will hold a class meeting to discuss the reasons behind the problem then work together to find a solution. Performing in an ensemble requires the ultimate in teamwork, and I will not allow anything to interfere with my group dynamics (pun intended). Depending upon the severity of the circumstances, I believe discussion may easily extend to the entire school or district. It is the obligation of all teachers to foster a safe and wholesome community so that the students may thrive.
References
Taylor, K.R. (2008). Cyberbullying: Is There Anything Schools Can Do? Principal
Leadership, 8(9). Retrieved July 26, 2009, from http://webct.cu-portland.edu/webct/urw/lc9140001.tp0/cobaltMainFrame.dowebct?JSESSIONID=G4VlKs2LSNLbyJSsyw87nZJnsrLQgn7Tp1LmjQgmltQB6vLH3Knn!-544224791!newwebct.cu-portland.edu!80!443
Schools today have become involved in a new realm of problems stemming from cyber-bullying.
These problems are more difficult to deal with because most of the activity occurs off school grounds. The legal principle established by the U.S. Supreme Court in Tinker vs. Des Moines Independent Community School District (1969) protects the students’ freedom of speech, allowing school interference only when there has been severe and material disruption of school activities. As Kelley R. Taylor puts it, it is “difficult to determine school officials’ authority to regulate some aspects of student conduct that are associated with cyber-bullying.” (Taylor, 2008). A more recent court case, Hazelwood School District vs. Kuhlmeier (1988), allows schools to restrict speech only when there is “some compelling educational objective that justifies restricting the speech, or the speech must be a threat to school safety or to a campus environment conducive to learning.” (Taylor, 2008).
Children who are the victims of cyber-bullying often display symptoms that we as teachers can identify. They may exhibit low self esteem, depression, anger, sudden lowering of grades or an increase in absenteeism. According to Nancy Willard, executive director of the Center for Safe and Responsible Use of the Internet, emphasizes the additional harm that may be done due to cyber-bullying because of its anonymous nature, that victimization can go on 24/7, and that the material is available worldwide and often is irretrievable. (Willard, 2007).
I do not believe that schools are capable of, nor responsible for monitoring the offsite activities of students. However, I do believe it is our duty to instruct them in proper “netiquette” and how to cope with virtual attacks. As there will be no electronic devices in my classroom, I would like to believe that cyber-bullying will not be an issue. If, however, the issue does arise, which means that my behavior is reactionary, we will address it as a class. I will hold a class meeting to discuss the reasons behind the problem then work together to find a solution. Performing in an ensemble requires the ultimate in teamwork, and I will not allow anything to interfere with my group dynamics (pun intended). Depending upon the severity of the circumstances, I believe discussion may easily extend to the entire school or district. It is the obligation of all teachers to foster a safe and wholesome community so that the students may thrive.
References
Taylor, K.R. (2008). Cyberbullying: Is There Anything Schools Can Do? Principal
Leadership, 8(9). Retrieved July 26, 2009, from http://webct.cu-portland.edu/webct/urw/lc9140001.tp0/cobaltMainFrame.dowebct?JSESSIONID=G4VlKs2LSNLbyJSsyw87nZJnsrLQgn7Tp1LmjQgmltQB6vLH3Knn!-544224791!newwebct.cu-portland.edu!80!443
Friday, July 24, 2009
Copy this!
The most important thing for me to learn about copywrite laws was regarding the music, that only thirty seconds may be played before it becomes a “crime.’ I am glad to have learned this before I begin teaching because I intend to play music daily, now I will be more selective in my playlists. It is also good to know, as far as pictures and art go, that you may use no more than five images from the same artist. Also good to know, because my tendency is to take as many images as I can and post them all over my web page.
Of course the laws are fair. Any and every artist is entitled to full ownership of their work. I would not want anything of my own to be presented without my knowledge. On the other hand, if I composed a piece I would want as many people as possible to play it!
When I have my own classroom I will have to be extremely diligent in making certain that I am allowed to play the pieces in my presentation. Perhaps even to the point of putting the Library of Congress on my “favorites” list. One thing I learned on my own research is that I will be able to copy music for my band as long as the school has purchased the sheet music, but that it is ILLEGAL to make my own arrangements of songs. Good thing to know, because I love making my own arrangements. Now I need to get permission first if we will be performing those arrangements.
I want to set a good example for my students, and will explain, if I must, why I am only playing excerpts of particular songs. It is important, as their teacher, to model good citizenship including obeying copywrite laws.
Of course the laws are fair. Any and every artist is entitled to full ownership of their work. I would not want anything of my own to be presented without my knowledge. On the other hand, if I composed a piece I would want as many people as possible to play it!
When I have my own classroom I will have to be extremely diligent in making certain that I am allowed to play the pieces in my presentation. Perhaps even to the point of putting the Library of Congress on my “favorites” list. One thing I learned on my own research is that I will be able to copy music for my band as long as the school has purchased the sheet music, but that it is ILLEGAL to make my own arrangements of songs. Good thing to know, because I love making my own arrangements. Now I need to get permission first if we will be performing those arrangements.
I want to set a good example for my students, and will explain, if I must, why I am only playing excerpts of particular songs. It is important, as their teacher, to model good citizenship including obeying copywrite laws.
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