A '"Fantastic Super" Use of Technology: Closing the Digital Divide
Curtis , Diane (2002, November 1). A '"Fantastic Super" Use of Technology: Closing the Digital Divide. Edutopia, Retrieved October 11, 2008, from: http://www.edutopia.org/fantastic-super-use-technology
I am impressed that this school has so much funding they can provide technology into everyday teaching. The idea of a class blog for parents of elementary students is very advantageous. It permits parents to be informed, even if their children aren’t communicating adequetly. I appreciate the use of technology and believe that Mary Scroogs Elementary School in North Carolina is likely an exception to the norm. As professionals, teachers should use email with parents, and many parents will be more apt to communicate with teachers via email. Furthermore, the benefits of communication between teachers, encourages collaboration and extends the learning process.
1. How do schools without funding and limited computer lab times teach technology?
This appears to be an issue of Brown vs. Board of Education. It is beneficial that some schools receive grants and state of the art equipment, but how do we as a nation ensure the balance of equal education. I didn’t think about this until reading one of the postings about “students who have and those who have not.” New schools appear to be the focus, and it is disheartening that some schools may be left in the “stone age.” Each state should ensure a way of adapting technology into every classroom, not just new schools. Much of this is related to funding and space; thus, it is a logistical and financial issue for every district to evaluate in an objective manner.
2. Does a class blog limit student responsibility?
Classroom blogs may function as a double edged sword. The ability of students to look online for homework assignments, rather than ensuring they write it down, may diminish their accountability. Conversely, it also requires that they take the time to look, similar to copying from the board, and increases class teaching time by a few minutes. Every technique has its consequences; integrating technology should not be overlooked, but teaching its responsible use is pivotal to success.
Tuesday, November 4, 2008
Journal #7
Video Conferencing Reviewed From Web 2.0
Video conferencing is highly beneficial in many schools and programs; it permits people to visually attend or view an event without travel. On web 2.0, I found it interesting, that for many schools this technology is acknowledged as a tool for students, but unutilized in meetings, and its potential to support parental involvement in a classroom. This technology had several discussions threads, many which relate to having students attend classes that are not in their area.
One of the common uses for video conferencing is creating a school broadcast or news bulletin, that are accessible to every classroom from one main “news room.” I find it encouraging that students use this to report on school events, using visual tools for explanation. This is in contrast to the “old fashioned” use of the school intercom, common when I was in school.
Another well known use was multi-location classes. Students could remotely view a class lecture even from another state. Furthermore, video conferencing allows classes to connect with other classes. The use of pen pals is becoming obsolete; if students can see their distant peers it allows for a more personal understanding.
From my experience of working with special needs or students with short term disabilities; the use of this tool may help students who must stay home from school to “attend”. It would limit the effects of absences, if they can learn a lesson at their own pace and convenience. I have personally, experienced having to miss school for two weeks; the make-up work was nearly impossible to accomplish without the instruction. The benefits of this may not just be for long distance learning but may be advantageous to students around the corner.
The last concern of mine is that it was not mentioned that it may be useful in scheduling IEP’s , Individualized Education Plans, requiring the attendance of the teacher, parents, principals; often the school psychologist, physical therapist, occupational therapists, speech therapists, and sometimes others. The schools lose many useful work hours because of travel required of all these participants, removing them from the students. Districts spend extravagant amounts of money for the use of these specialists and should use their time wisely. While I am not sure of the legality or security of using video conferencing via, iChat , Skype, or Im’s it appears that a lot of money could be saved if it were possible.
Video conferencing is highly beneficial in many schools and programs; it permits people to visually attend or view an event without travel. On web 2.0, I found it interesting, that for many schools this technology is acknowledged as a tool for students, but unutilized in meetings, and its potential to support parental involvement in a classroom. This technology had several discussions threads, many which relate to having students attend classes that are not in their area.
One of the common uses for video conferencing is creating a school broadcast or news bulletin, that are accessible to every classroom from one main “news room.” I find it encouraging that students use this to report on school events, using visual tools for explanation. This is in contrast to the “old fashioned” use of the school intercom, common when I was in school.
Another well known use was multi-location classes. Students could remotely view a class lecture even from another state. Furthermore, video conferencing allows classes to connect with other classes. The use of pen pals is becoming obsolete; if students can see their distant peers it allows for a more personal understanding.
From my experience of working with special needs or students with short term disabilities; the use of this tool may help students who must stay home from school to “attend”. It would limit the effects of absences, if they can learn a lesson at their own pace and convenience. I have personally, experienced having to miss school for two weeks; the make-up work was nearly impossible to accomplish without the instruction. The benefits of this may not just be for long distance learning but may be advantageous to students around the corner.
The last concern of mine is that it was not mentioned that it may be useful in scheduling IEP’s , Individualized Education Plans, requiring the attendance of the teacher, parents, principals; often the school psychologist, physical therapist, occupational therapists, speech therapists, and sometimes others. The schools lose many useful work hours because of travel required of all these participants, removing them from the students. Districts spend extravagant amounts of money for the use of these specialists and should use their time wisely. While I am not sure of the legality or security of using video conferencing via, iChat , Skype, or Im’s it appears that a lot of money could be saved if it were possible.
Journal #6
Inspiration and iMovie Review
The use of Inspiration is rather simple and can be used by anyone with moderate computer knowledge. It would be useful for students to integrate process awareness; an example would be the cycle of a caterpillar or processes of water in response to heat. I thought it was somewhat simple and used Atomic learning for some quick reference, but having mostly used peers or teacher, with the knowledge readily at hand. My proficiency with any program will not be concrete until I explore the program after the basics are taught to me. If I had to do it completely by reference to Atomic learning, it would have been frustrating.
In regards to iMovie I did not use Atomic Learning. I found that since having prior editing knowledge conflicted with my ability to understand the program. Where effects were located was also misleading. Preferably all effects would be in the video editing tab, it was confusing for me to know an effect I wanted and to have to be told it is in the tool bar not where one would expect. Furthermore, once grasping the basics it appears the program would be fairly easy for a beginner to learn. For a free program it is not difficult or extremely limited. There are enough effects and adjustments that one may do, that an impressive video may be created. If I were to use this in a classroom specifically, I would make a movie of everyone practicing facial expressions and use it as a training tool. I am most interested in working with autistic students who lack the ability to recognize emotional facial expressions; thus, it could be a fun way to encourage understanding in an experience of role play and discussion usable for future references.
It has been my experience that children are quite capable of maneuvering through programs at levels beyond what one might expect. In a special needs classroom Inspiration would be highly advantageous for students who have difficulty expressing thoughts linguistically. The ease of this program and its vast pictorial icons may bridge a gap in communication. The programs are surprisingly simple and are likely to be usable even in elementary school.
The use of Inspiration is rather simple and can be used by anyone with moderate computer knowledge. It would be useful for students to integrate process awareness; an example would be the cycle of a caterpillar or processes of water in response to heat. I thought it was somewhat simple and used Atomic learning for some quick reference, but having mostly used peers or teacher, with the knowledge readily at hand. My proficiency with any program will not be concrete until I explore the program after the basics are taught to me. If I had to do it completely by reference to Atomic learning, it would have been frustrating.
In regards to iMovie I did not use Atomic Learning. I found that since having prior editing knowledge conflicted with my ability to understand the program. Where effects were located was also misleading. Preferably all effects would be in the video editing tab, it was confusing for me to know an effect I wanted and to have to be told it is in the tool bar not where one would expect. Furthermore, once grasping the basics it appears the program would be fairly easy for a beginner to learn. For a free program it is not difficult or extremely limited. There are enough effects and adjustments that one may do, that an impressive video may be created. If I were to use this in a classroom specifically, I would make a movie of everyone practicing facial expressions and use it as a training tool. I am most interested in working with autistic students who lack the ability to recognize emotional facial expressions; thus, it could be a fun way to encourage understanding in an experience of role play and discussion usable for future references.
It has been my experience that children are quite capable of maneuvering through programs at levels beyond what one might expect. In a special needs classroom Inspiration would be highly advantageous for students who have difficulty expressing thoughts linguistically. The ease of this program and its vast pictorial icons may bridge a gap in communication. The programs are surprisingly simple and are likely to be usable even in elementary school.
Subscribe to:
Comments (Atom)