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.
Saturday, July 18, 2009
Wikipedia, I love you, but not TOO much!
As hard as it is to admit, I use Wikipedia quite often, though mostly for a quick definition. I find it an extremely helpful starting point when doing research, because of the links to other information on similar topics. The references and additional resources add up quickly after moving through a few pages of data.
In my class I will not accept Wikipedia as a quotable resource for information. That is lazy, and seems like cheating. They may not necessarily know whom they might be quoting. It is a valid starting point, but if the information is good, it will be referenced and cited. Students need to learn to do thorough research, and that means verifying information gleaned from sources like Wikipedia. By doing the verification, they will have an even more valid and reliable source, and that is the one they should cite.
The article has me debating my own opinion. I was surprised to read that the science entries are comparable in accuracy to the Encyclopedia Britannica, and have found that more in-depth music entries are also quite accurate. When it comes to technical writing, it seems that individuals take great pride in their own subjects and want the information to be as valid as possible, and update it frequently. Regardless of its accuracy and the pride individual editors take in their subject area, I still do not want my students quoting Wikipedia in a research paper.
My classroom policy will be to accept internet sources for no more than half of the sources cited. Perhaps I really am old fashioned, but I believe in books; I believe in the library. I also believe that we need to take measures to keep students from staring at a screen all day.
In my class I will not accept Wikipedia as a quotable resource for information. That is lazy, and seems like cheating. They may not necessarily know whom they might be quoting. It is a valid starting point, but if the information is good, it will be referenced and cited. Students need to learn to do thorough research, and that means verifying information gleaned from sources like Wikipedia. By doing the verification, they will have an even more valid and reliable source, and that is the one they should cite.
The article has me debating my own opinion. I was surprised to read that the science entries are comparable in accuracy to the Encyclopedia Britannica, and have found that more in-depth music entries are also quite accurate. When it comes to technical writing, it seems that individuals take great pride in their own subjects and want the information to be as valid as possible, and update it frequently. Regardless of its accuracy and the pride individual editors take in their subject area, I still do not want my students quoting Wikipedia in a research paper.
My classroom policy will be to accept internet sources for no more than half of the sources cited. Perhaps I really am old fashioned, but I believe in books; I believe in the library. I also believe that we need to take measures to keep students from staring at a screen all day.
Thursday, July 16, 2009
Using Blogs in the Classroom
After reading the assigned article and checking out the blog for students, I found myself trying to find ways to use a blog in my own classroom. For my secondary endorsement, theater, I can see a blog as a wonderful tool to guide students to more in depth research on the aspects of drama that appeal to them. For actors, I could have links to information by Stanislavsky and Uta Hagen. For students more interested in the technical aspects of theater I could have links to pages about lighting, stage management, directing, hair and make-up, etc.
I had a much harder time, at least initially, coming up with ways to utilize the power of the blog in a musical classroom setting, my main endorsement. After some much-needed web-browsing, however, I have found ways to implement a musical blog. Mp3’s and podcasts will inevitably be the main features. I think it will be wonderful to make available to my students the wealth that great music provides. It will also broaden their horizons by introducing them to genres they have never heard before. I can also provide information on upcoming musical events that deserve attention, and can possibly be attended for extra credit.
Looking around, I found blogs from other music teachers that were specifically geared towards inclusion of the parents. They informed the parents of what was being studied in class and when/where all the upcoming performances were to be. These blogs also introduced the teachers to the parents, so they knew what kind of person was instructing their child. All my research confirmed the inevitable: blogging will now be taking on an important role in my classroom.
I had a much harder time, at least initially, coming up with ways to utilize the power of the blog in a musical classroom setting, my main endorsement. After some much-needed web-browsing, however, I have found ways to implement a musical blog. Mp3’s and podcasts will inevitably be the main features. I think it will be wonderful to make available to my students the wealth that great music provides. It will also broaden their horizons by introducing them to genres they have never heard before. I can also provide information on upcoming musical events that deserve attention, and can possibly be attended for extra credit.
Looking around, I found blogs from other music teachers that were specifically geared towards inclusion of the parents. They informed the parents of what was being studied in class and when/where all the upcoming performances were to be. These blogs also introduced the teachers to the parents, so they knew what kind of person was instructing their child. All my research confirmed the inevitable: blogging will now be taking on an important role in my classroom.
Social Networking
The idea of “Googling” myself is not pleasant. I am a private person, and do not relish the notion of strangers being able to find information about me, especially without my permission. Fortunately, after doing both a Google and a Pipl search, I was able to scroll through over ten pages on each without finding a shred of information about this Anna Ferguson. I even tried to search for a picture of myself with no results. Instead, I found Anna Fergusons from many other walks of life: a yoga instructor, a volleyball player, an advocate for world peace, and even a gothic belly dancer!
To be honest, I only opened my Facebook account last weekend, and that was just to see the pictures of my brother’s new baby. To my knowledge, there is only one picture of me on the internet, and that is on my sister’s Facebook page. It is comforting to me that no one will be able to “look me up” and that there is nothing to discredit me in the eyes of students or the greater teaching community.
I believe that teachers have the same rights as everyone else. They should be able to do whatever they like on their own time, however, if their tastes move towards anything controversial they should take special care to keep their home life private. For instance, do not make videos of yourself “butt-painting.” Regarding speech, everything a teacher says in school is, without a doubt, going to be “on the record.” However, I do not believe that teachers should be denied their right to freedom of speech simply because of where they work. Teachers should be allowed to say whatever they believe outside of the school facilities without censure. Certainly, they should practice discretion and not vent in front of students or their parents.
The most interesting, and frightening, story from the article was about the aspiring teacher who was denied her license because of a picture found on a social networking sight. In the picture, she portrayed herself as a “drunken pirate.” I have not seen the picture, but I wonder if the school administration ever asked her about the photo. She could have been acting the character. She could have removed the photo before entering the classroom. Society seems ever ready to jump to the worst possible conclusion. For my part, I hope she wins her lawsuit.
Thus far, I feel that I am doing a fine job of protecting myself and my future job. My plan is to continue keeping a low internet profile and not act the fool when there are cameras around. It seems that in the future I may have to be more pro-active in searching for myself, if only to know what others will find.
"MySpace Photo Costs Teacher Education Degree," OffBeat blog, Washington Post.com, I May
2007.
http://blog.washingtonpost.com/offbeatl20071051myspace.photocoststeachered.html
To be honest, I only opened my Facebook account last weekend, and that was just to see the pictures of my brother’s new baby. To my knowledge, there is only one picture of me on the internet, and that is on my sister’s Facebook page. It is comforting to me that no one will be able to “look me up” and that there is nothing to discredit me in the eyes of students or the greater teaching community.
I believe that teachers have the same rights as everyone else. They should be able to do whatever they like on their own time, however, if their tastes move towards anything controversial they should take special care to keep their home life private. For instance, do not make videos of yourself “butt-painting.” Regarding speech, everything a teacher says in school is, without a doubt, going to be “on the record.” However, I do not believe that teachers should be denied their right to freedom of speech simply because of where they work. Teachers should be allowed to say whatever they believe outside of the school facilities without censure. Certainly, they should practice discretion and not vent in front of students or their parents.
The most interesting, and frightening, story from the article was about the aspiring teacher who was denied her license because of a picture found on a social networking sight. In the picture, she portrayed herself as a “drunken pirate.” I have not seen the picture, but I wonder if the school administration ever asked her about the photo. She could have been acting the character. She could have removed the photo before entering the classroom. Society seems ever ready to jump to the worst possible conclusion. For my part, I hope she wins her lawsuit.
Thus far, I feel that I am doing a fine job of protecting myself and my future job. My plan is to continue keeping a low internet profile and not act the fool when there are cameras around. It seems that in the future I may have to be more pro-active in searching for myself, if only to know what others will find.
"MySpace Photo Costs Teacher Education Degree," OffBeat blog, Washington Post.com, I May
2007.
http://blog.washingtonpost.com/offbeatl20071051myspace.photocoststeachered.html
Wednesday, July 15, 2009
If I had to classify myself in this new digital age, I would be a Digital Immigrant. Yes, my family got our first Atari when I was five and our first PC when I was in the third grade. Although we had these new “toys” my game time was limited due to the large number of children in the family, most particularly my two older brothers, who hogged the majority of the available game time. I even learned to type on a computer keyboard in the seventh grade, a skill I quickly picked up due to my musical background. As much contact as I had with technology, starting at such a young age, I was never drawn to it, and other than video games, never even liked it.
According to Marc Prensky, “The “digital immigrant accent” can be seen in such things as turning to the Internet for information second rather than first, or in reading the manual for a program rather than assuming that the program itself will teach us to use it.” (Prensky, 2001) This sentence describes me perfectly. I would much rather read a book than find information on the internet, and I much prefer browsing shelves of books in a library to the overwhelming results of using a web-based search engine. Books seem more reliable to me, and I find the tactile experience of feeling and turning pages to be very satisfying.
I find it worrisome that growing up “wired” causes the brain to develop differently. So far, everyone seems to agree that this is acceptable and may be preferable. However, Dr. Mark Jude Tramano, of Harvard, found that “A comparison of musicians versus nonplayers brains via magnetic resonance imaging showed a 5 percent greater volume in the musicians’ cerebellums, ascribed to adaptations in the brain’s structure resulting from intensive musical training and practice.” (Tramano, 1998) Would it not be better to get students to devote their time and energy to activities which develop their brains and have more positive personal interaction?
In high school, I took an additional typing class (strictly to fulfill core requirements) and had to type most of my papers. This is the only contact I had with technology before college. During college, all papers had to be typed and in MLA format. My senior year, however, presented a unique challenge with my first class to have on-line content. There were links, papers, and tests, all on-line, and we were supposed to check in every single day. I didn’t have a computer at home, and considered it a waist of my precious time to wait in line at the computer lab each day, so I did not check in reliably. My professor loved to give me heat about it at the start of class each day, “So, Anna, seen a computer lately? I know you haven’t, so come see me after class.” He would say it every day, regardless of whether I had actually checked in or not. I found this enraging, not engaging! This method did not increase my learning opportunities.
These articles have not changed my mind very much at all. I believe that with all the gains we are making in technology we are losing an equal amount of social propriety. When I am standing in a store being helped and I get placed on the back-burner because the phone is ringing, I find myself enraged again. With society moving away from real life, person to person contact and toward digital conversation and communication, I am saddened by the interpersonal skills we are losing. Prensky writes, “All the students we teach have something in their lives that’s really engaging-something that they do and that they are good at, something that has an engaging, creative component to it.” (Prensky, 2005) In my heart I wish that that “something” could be a talent such as musical or athletic ability, and that students could be engaged by the natural world surrounding them. Instead, I will have to let go of my ideals and try to reach the students by the method they are most comfortable with. I will not allow electronic devices to be used in my classroom, but I will have an up-to-date web page with information for students and parents alike. Podcasts may also be a useful tool to make available the music I would like my students to listen to. Perhaps this class will help me discover new and innovative ways to incorporate technology into my classroom.
Prensky, M. (2001). On the Horizon: Digital Natives, Digital Immigrants. Vol. 9. No. 5,
October, 2001. MCB University Press.
Prensky, M. (2005). EDUCAUSE Review: Engage Me or Enrage Me. September/October
2005.
Tramano, M. J. (1998). Reported in USA Today. December 10, 1998
According to Marc Prensky, “The “digital immigrant accent” can be seen in such things as turning to the Internet for information second rather than first, or in reading the manual for a program rather than assuming that the program itself will teach us to use it.” (Prensky, 2001) This sentence describes me perfectly. I would much rather read a book than find information on the internet, and I much prefer browsing shelves of books in a library to the overwhelming results of using a web-based search engine. Books seem more reliable to me, and I find the tactile experience of feeling and turning pages to be very satisfying.
I find it worrisome that growing up “wired” causes the brain to develop differently. So far, everyone seems to agree that this is acceptable and may be preferable. However, Dr. Mark Jude Tramano, of Harvard, found that “A comparison of musicians versus nonplayers brains via magnetic resonance imaging showed a 5 percent greater volume in the musicians’ cerebellums, ascribed to adaptations in the brain’s structure resulting from intensive musical training and practice.” (Tramano, 1998) Would it not be better to get students to devote their time and energy to activities which develop their brains and have more positive personal interaction?
In high school, I took an additional typing class (strictly to fulfill core requirements) and had to type most of my papers. This is the only contact I had with technology before college. During college, all papers had to be typed and in MLA format. My senior year, however, presented a unique challenge with my first class to have on-line content. There were links, papers, and tests, all on-line, and we were supposed to check in every single day. I didn’t have a computer at home, and considered it a waist of my precious time to wait in line at the computer lab each day, so I did not check in reliably. My professor loved to give me heat about it at the start of class each day, “So, Anna, seen a computer lately? I know you haven’t, so come see me after class.” He would say it every day, regardless of whether I had actually checked in or not. I found this enraging, not engaging! This method did not increase my learning opportunities.
These articles have not changed my mind very much at all. I believe that with all the gains we are making in technology we are losing an equal amount of social propriety. When I am standing in a store being helped and I get placed on the back-burner because the phone is ringing, I find myself enraged again. With society moving away from real life, person to person contact and toward digital conversation and communication, I am saddened by the interpersonal skills we are losing. Prensky writes, “All the students we teach have something in their lives that’s really engaging-something that they do and that they are good at, something that has an engaging, creative component to it.” (Prensky, 2005) In my heart I wish that that “something” could be a talent such as musical or athletic ability, and that students could be engaged by the natural world surrounding them. Instead, I will have to let go of my ideals and try to reach the students by the method they are most comfortable with. I will not allow electronic devices to be used in my classroom, but I will have an up-to-date web page with information for students and parents alike. Podcasts may also be a useful tool to make available the music I would like my students to listen to. Perhaps this class will help me discover new and innovative ways to incorporate technology into my classroom.
Prensky, M. (2001). On the Horizon: Digital Natives, Digital Immigrants. Vol. 9. No. 5,
October, 2001. MCB University Press.
Prensky, M. (2005). EDUCAUSE Review: Engage Me or Enrage Me. September/October
2005.
Tramano, M. J. (1998). Reported in USA Today. December 10, 1998
First post!
My name is Anna Ferguson.
I will be endorsed in Music, and hopefully Theater.
My favorite animal is the hippopotamus.
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