“ Technology in Ethiopian Schools”
By: Judit Szente
This article discusses the U.S. Agency for International Development (USAID) and their effort in 2002 to bring technology to a village in Ethiopia. Years before, students that had no idea, or concept of the outside world had brought them machines with “mystical” power and their world was turned upside down. Both government schools (those run by the government-60:1 student-teacher ratio, the poorest) and public schools (parent funded and controlled-50:1 student-teacher ratio, better off that the government schools) were given 32 computers, printers, camcorders, scanners, digital cameras, and projectors. Also, each school was given Internet access. Educators from back in the US gave tutorials to the teachers in Ethiopia on how to use Microsoft Office and introduced them to the Internet and e-mail. After the initial training, teachers started to work with students and continued to learn about the integration of technology in their teaching. The computer was no longer intimidating. It became more of an educational tool to help change the angle in which the teachers taught. It was not just some toy. Szente goes on to say that in the 2004-2005 school year, the students were making projects that reflected their life and traditions and cultures. They used digital photography and power point to portray their family life. They shared their life stories via email with another classroom in Buffalo, NY. The students in Buffalo did like their
Ethiopian counterparts did and they shared their life experiences with each other.
1. Q: Do I see this activity as something I would like to happen in my high school history class?
A: This kind of activity might not be a daily occurrence for my students, but it might be a nice middle of the school year project to culminate a unit on ancient Rome. We could converse with a group of high school students in Rome on their views of their lives and how the Roman Empire has influenced their daily lives. T6his could be done through their individual power points displayed through email or some sort of online hosting service.
2. Q: Should this kind of technology spread to other countries and cultures? Even with those countries and cultures that we don’t politically agree with?
A: Absolutely. If we are able to share and learn about each other, the real story, not what the mass media thinks that we want to hear, then some real dialogue can begin between the nations of the world.
Thursday, April 26, 2007
Journal 9
“Explore The World of Online Quizzes”
By: Judy Britt
This article discusses the use of online quizzes and the usefulness that have for the development of required skills for the student. Britt discusses the challenge of teaching geography to middle school students and keeping the subject material interesting and challenging. As students gain confidence in the basic skill of location, teachers can expand geographic knowledge by engaging students in higher-level thinking activities to increase their understanding of the complex world around them. She discussed some good websites that enhance the students already established understanding of the subject, (in this case geography)
1. Q: How can these online quizzes apply to me in the History classroom?
A: Online quizzes can apply to the history classroom in many ways. These links listed in the article are geography links, but geography is a very important foundation to the students' learning and retaining of historical information. If the student does not at least have a general idea of where things are around the world, the history lecture will be lost on them. In my class I would like to give the students a map for each unit or, perhaps I could use one of those online geography quizzes.
2. Q: Could I get a chance to actually use online quizzes with such a busy work schedule?
A: IF the schools’ district and the school site that I was working at had a good technology program, time could be made to incorporate online quizzes into the classroom. Even if every student in the classroom didn’t have a computer, the classroom computer and the projector could be used. I could have the students act as some kind of game show host. It would be a kind of reward for the students doing well on a test.
By: Judy Britt
This article discusses the use of online quizzes and the usefulness that have for the development of required skills for the student. Britt discusses the challenge of teaching geography to middle school students and keeping the subject material interesting and challenging. As students gain confidence in the basic skill of location, teachers can expand geographic knowledge by engaging students in higher-level thinking activities to increase their understanding of the complex world around them. She discussed some good websites that enhance the students already established understanding of the subject, (in this case geography)
1. Q: How can these online quizzes apply to me in the History classroom?
A: Online quizzes can apply to the history classroom in many ways. These links listed in the article are geography links, but geography is a very important foundation to the students' learning and retaining of historical information. If the student does not at least have a general idea of where things are around the world, the history lecture will be lost on them. In my class I would like to give the students a map for each unit or, perhaps I could use one of those online geography quizzes.
2. Q: Could I get a chance to actually use online quizzes with such a busy work schedule?
A: IF the schools’ district and the school site that I was working at had a good technology program, time could be made to incorporate online quizzes into the classroom. Even if every student in the classroom didn’t have a computer, the classroom computer and the projector could be used. I could have the students act as some kind of game show host. It would be a kind of reward for the students doing well on a test.
Journal 8
“ Cyber Humanities: Rigor and Relevance Through Video”
By: Lynne Sueoka
This article deals with the use of videoconferencing in the field of “cyber” humanities at Moanalua High School, Molokai High School, and Osaka Gakuin University (Japan). The Cyber Humanities program has five teachers more than 100 students involved in this effort to make learning more meaningful. This kind of technology was not just reserved for the English or history classes. A group of students are using the video conferencing software to express ideas and feelings through art pieces that they studied and created. The author says that in the two years that videoconferencing had been used the teachers at the high schools, they were very impressed by the “rigor and depth of student products and reflections.”
This concept of videoconferencing is a good thing. It can link two or more groups from just down the street or even as far as around the world. This is the best immediate way to make the world a smaller place. We can understand each other and not rely on stereotypes. It is not just about simple communication; it is about integration and diversity.
1. Q: Is it realistic to consider videoconferencing a viable solution for the future of education?
A: I think that is not only realistic, but it is an undeniability. The core concept behind videoconferencing, the embracing of our diversity is the best real education of the world around us that our students can get without buying plane tickets.
2. Q: Is videoconferencing the be all and end all for the future of education?
A: No, of course it isn’t. Video conferencing is an awesome tool that helps to connect our world, but is does not replace the teachers instruction and studying. It is an aid to their education. A very good one though.
By: Lynne Sueoka
This article deals with the use of videoconferencing in the field of “cyber” humanities at Moanalua High School, Molokai High School, and Osaka Gakuin University (Japan). The Cyber Humanities program has five teachers more than 100 students involved in this effort to make learning more meaningful. This kind of technology was not just reserved for the English or history classes. A group of students are using the video conferencing software to express ideas and feelings through art pieces that they studied and created. The author says that in the two years that videoconferencing had been used the teachers at the high schools, they were very impressed by the “rigor and depth of student products and reflections.”
This concept of videoconferencing is a good thing. It can link two or more groups from just down the street or even as far as around the world. This is the best immediate way to make the world a smaller place. We can understand each other and not rely on stereotypes. It is not just about simple communication; it is about integration and diversity.
1. Q: Is it realistic to consider videoconferencing a viable solution for the future of education?
A: I think that is not only realistic, but it is an undeniability. The core concept behind videoconferencing, the embracing of our diversity is the best real education of the world around us that our students can get without buying plane tickets.
2. Q: Is videoconferencing the be all and end all for the future of education?
A: No, of course it isn’t. Video conferencing is an awesome tool that helps to connect our world, but is does not replace the teachers instruction and studying. It is an aid to their education. A very good one though.
Journal 7
“Technology Integration: What Happens Now?”
By: Linda Merillat, Jennifer Holvoet, and Doug Adams
This article deals with the fact that the responsibility for technology integration has shifted. With more money going to the states, state leadership will need to take as more aggressive role in ensuring teachers have the needed skills to deal with a more technologically save student population. Districts will need to have to take a more active role in preparing teachers, assessing their competency in technology, and providing them with the professional development and resources they need. Teachers themselves will need to take more active roles themselves in prepping for the classroom. Seymour Hanfling of the Center for Classroom Teaching and Learning at NWREL (Northwest Regional Educational Laboratory) commented that new technologies are always emerging, and we will need to change and adapt to those challenges. He goes on to say that in the next few years, districts will need will become serious about implementing 1-to-1 computing solutions and will be evaluating them using online or electronic curriculum. We will need to look at, he says, “how the situation changes for teachers when students will have access to technology for the first time.”
1. Q: How can teachers stay ahead of the curve when it comes to dealing with an ever-increasing technology proficient student population?
A: A way for the teachers to keep ahead would be to read up on the educational technology journals. Another way could be that he/she attends district meetings that deal with the ever-changing technology in the field of education.
2. Q: is it realistic to assume that teachers can be ever renewing their technology with districts and state legislatures that are not necessarily for the keeping up with the newest technology themselves?
A: It is realistic because the teachers are the last line of education when it comes to the students. If they do not keep up with the technology, irregardless of whatever the districts or the state legislatures philosophy is to education, they will not be able to fully relate and integrate the, materials and make it relevant to their students
By: Linda Merillat, Jennifer Holvoet, and Doug Adams
This article deals with the fact that the responsibility for technology integration has shifted. With more money going to the states, state leadership will need to take as more aggressive role in ensuring teachers have the needed skills to deal with a more technologically save student population. Districts will need to have to take a more active role in preparing teachers, assessing their competency in technology, and providing them with the professional development and resources they need. Teachers themselves will need to take more active roles themselves in prepping for the classroom. Seymour Hanfling of the Center for Classroom Teaching and Learning at NWREL (Northwest Regional Educational Laboratory) commented that new technologies are always emerging, and we will need to change and adapt to those challenges. He goes on to say that in the next few years, districts will need will become serious about implementing 1-to-1 computing solutions and will be evaluating them using online or electronic curriculum. We will need to look at, he says, “how the situation changes for teachers when students will have access to technology for the first time.”
1. Q: How can teachers stay ahead of the curve when it comes to dealing with an ever-increasing technology proficient student population?
A: A way for the teachers to keep ahead would be to read up on the educational technology journals. Another way could be that he/she attends district meetings that deal with the ever-changing technology in the field of education.
2. Q: is it realistic to assume that teachers can be ever renewing their technology with districts and state legislatures that are not necessarily for the keeping up with the newest technology themselves?
A: It is realistic because the teachers are the last line of education when it comes to the students. If they do not keep up with the technology, irregardless of whatever the districts or the state legislatures philosophy is to education, they will not be able to fully relate and integrate the, materials and make it relevant to their students
Journal 6
“ Social Justice: Choice or Necessity?”
By: Colleen Swain and David Edyburn
In this article, Swain and Edyburn discuss the teacher’s decision to use or not use technology in the classroom. They discuss the use of the computer as a social justice tool. They go on to say that the access to technology in this country is not as good as it should be. They also say that access to technology is not enough today. Students need to be fluent and well versed in technology. They say that students without these skills are at a disadvantage in terms of future educational and employment opportunities. The teacher is to bridge the gap between the “digital divide” this divide being the access versus the actual full implementation of technology in the educational lives of the students. For teachers to do this, there are many guidelines for them to meet to ensure that they are fairly implementing technology. They need to make technology: available, use it routinely; use it in ways that reflect real-world applications of interest, complexity and power. They also need to use technology to enhance learning opportunities for all students and to monitor teacher/students progress over time. For them to effectively do the first guide line and thus do the others, they can consult the “Digital Equity Portal.” This portal can give teachers resources to get technology in the classrooms. From refurbished computers to open source educational software, the portal gives the teacher many a source for closing the gap between the digital divide.”
Finally, they say that the technology is most effectively implemented when the teacher implementing it is self reflective. It he/she is self-reflective, they can be more effective and more social justice conscious educators.
1. Q: How is it that educators have not fully realized that technology is not the enemy?
A: One answer might be the case that educators have not grown up with technology and are afraid to show some kind of fallibility in front of the students and lose respect and control of the classroom environment.
2. Q: Can teachers in the real world fairly implement technology?
A: They can fairly implement technology, not just put the student in front of the computer screen and say, “ have fun, go crazy,” they can, with the use of monitoring software and other less technologically advanced methods, help to close the gap of the “Digital Divide”
By: Colleen Swain and David Edyburn
In this article, Swain and Edyburn discuss the teacher’s decision to use or not use technology in the classroom. They discuss the use of the computer as a social justice tool. They go on to say that the access to technology in this country is not as good as it should be. They also say that access to technology is not enough today. Students need to be fluent and well versed in technology. They say that students without these skills are at a disadvantage in terms of future educational and employment opportunities. The teacher is to bridge the gap between the “digital divide” this divide being the access versus the actual full implementation of technology in the educational lives of the students. For teachers to do this, there are many guidelines for them to meet to ensure that they are fairly implementing technology. They need to make technology: available, use it routinely; use it in ways that reflect real-world applications of interest, complexity and power. They also need to use technology to enhance learning opportunities for all students and to monitor teacher/students progress over time. For them to effectively do the first guide line and thus do the others, they can consult the “Digital Equity Portal.” This portal can give teachers resources to get technology in the classrooms. From refurbished computers to open source educational software, the portal gives the teacher many a source for closing the gap between the digital divide.”
Finally, they say that the technology is most effectively implemented when the teacher implementing it is self reflective. It he/she is self-reflective, they can be more effective and more social justice conscious educators.
1. Q: How is it that educators have not fully realized that technology is not the enemy?
A: One answer might be the case that educators have not grown up with technology and are afraid to show some kind of fallibility in front of the students and lose respect and control of the classroom environment.
2. Q: Can teachers in the real world fairly implement technology?
A: They can fairly implement technology, not just put the student in front of the computer screen and say, “ have fun, go crazy,” they can, with the use of monitoring software and other less technologically advanced methods, help to close the gap of the “Digital Divide”
Thursday, March 8, 2007
Journal 5
"How To Fight the New Bullies"
By Rosalind Wiseman
This article discusses the issue of cyberbullying. This is a fairly new phenomenon, online that is. Bullying itself has gone on for all time, but Ms. Wiseman gives some fair suggestions on how to fight this new form of bully. Ms. Wiseman suggests, “If you discover that your child has targeted someone, take away the weapon—the computer or cell phone—and make him or her earn it back.” She went on to say, “We don’t need to freak out. We do need to know what our kids can do with technology and hold them accountable when they use it…” Cyberbullies use email, instant messaging, cell phones, text messages, photos, videos, and social networking sites (like mySpace and others) to humiliate their various victims. The issue of anonymity online creates a boon for the bully and a “paranoid” environment in school for the people who are being bullied.
1.Q: How would I combat cyberbullying in my classroom?
A: I think I would refer any suspected cyberbullies to the tech guy at the school. Between him, the offended student, the administration, and myself, the bully can be found and shut down
2.Q: Should there be some extension of the schools power outside of the classroom to help combat the cyberbullying problem?
A: Absolutely. If the school is given a little leeway to look beyond the school grounds for cyberbullies, it will make the students whole educational experience easier and safer.
By Rosalind Wiseman
This article discusses the issue of cyberbullying. This is a fairly new phenomenon, online that is. Bullying itself has gone on for all time, but Ms. Wiseman gives some fair suggestions on how to fight this new form of bully. Ms. Wiseman suggests, “If you discover that your child has targeted someone, take away the weapon—the computer or cell phone—and make him or her earn it back.” She went on to say, “We don’t need to freak out. We do need to know what our kids can do with technology and hold them accountable when they use it…” Cyberbullies use email, instant messaging, cell phones, text messages, photos, videos, and social networking sites (like mySpace and others) to humiliate their various victims. The issue of anonymity online creates a boon for the bully and a “paranoid” environment in school for the people who are being bullied.
1.Q: How would I combat cyberbullying in my classroom?
A: I think I would refer any suspected cyberbullies to the tech guy at the school. Between him, the offended student, the administration, and myself, the bully can be found and shut down
2.Q: Should there be some extension of the schools power outside of the classroom to help combat the cyberbullying problem?
A: Absolutely. If the school is given a little leeway to look beyond the school grounds for cyberbullies, it will make the students whole educational experience easier and safer.
Journal 4
"From Toy to Tool"
By Liz Kolb
This article discusses the use of cell phones as educational tools. This can be accomplished by taking advantage of audio inputs of blogging sites. Essentially, a person can dial a number and be connected to the hosting service. With the blog information set up, it would be easy to conduct interviews outside of the classroom. It becomes easier for the students to construct a more meaningful project. There are some concerns, however, to this audioblogging. There are privacy issues. There are also issues of teaching students to use copyrighted items with permission. Next, there is the issue of cost. The biggest issue for teachers, however, is trust. Teachers find it difficult to give control to the students. The author of this article suggests making a contract with the student for classroom etiquette whilst using cell phones. The author says, “by using cell phones, we are connecting with the technology that students use everyday in their social lives and we can channel that use into meaningful learning….Cell phones can be transformed from a social tool to an educational one.”
1.Q: how could this technology make its way to classrooms with limited funding resources?
A: As mentioned in this article, Ms. Kolb suggests that the teacher could write mini technology grants to purchase a couple of classroom cell phones.
2.Q: How would I see myself using this technology in my classroom?
A: I could require that the students interview a war veteran to try to get a first hand account.
By Liz Kolb
This article discusses the use of cell phones as educational tools. This can be accomplished by taking advantage of audio inputs of blogging sites. Essentially, a person can dial a number and be connected to the hosting service. With the blog information set up, it would be easy to conduct interviews outside of the classroom. It becomes easier for the students to construct a more meaningful project. There are some concerns, however, to this audioblogging. There are privacy issues. There are also issues of teaching students to use copyrighted items with permission. Next, there is the issue of cost. The biggest issue for teachers, however, is trust. Teachers find it difficult to give control to the students. The author of this article suggests making a contract with the student for classroom etiquette whilst using cell phones. The author says, “by using cell phones, we are connecting with the technology that students use everyday in their social lives and we can channel that use into meaningful learning….Cell phones can be transformed from a social tool to an educational one.”
1.Q: how could this technology make its way to classrooms with limited funding resources?
A: As mentioned in this article, Ms. Kolb suggests that the teacher could write mini technology grants to purchase a couple of classroom cell phones.
2.Q: How would I see myself using this technology in my classroom?
A: I could require that the students interview a war veteran to try to get a first hand account.
Subscribe to:
Comments (Atom)