“ 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.
Journal 3
"Video in the Age of Participation"
by Glenn Bull
This article discusses how digital video is the next frontier in the tech world. But, finding that one clip in an hour-long tape had been a cumbersome process for educators. In the past, teachers themselves had to personally link the use of those clips to an educational objective. The Discovery Education unitedstreaming web site provides digital video that is connected to explicit curricular objectives. These educational objectives are linked to state standards. Of course , these clips consist primarily of Discovery Channel programs, but it shows what is to come. This contributes more to the Web 2.0 philosophy. That is to make the Internet a more interactive and personal experience.
1.Q: Would I find such a service useful in my classroom?
A: Absolutely. This kind of technology would be priceless to find a clip, for instance , of the bombing of Japan in 1945. What if I wanted to just see the bomb making part of the unit? I would have to go through hours and hours of video. With the kind of software like unitedstreeamings’, I could find the clip and I could be assured that it was linked to a state standard for the World War Two unit.
2.Q:How could this technology make its way into classrooms with limited funding sources?
A: This kind of technology is being created and is evolving ever constantly. Eventually this kind of technology will be affordable to those classrooms with limited funding sources.
by Glenn Bull
This article discusses how digital video is the next frontier in the tech world. But, finding that one clip in an hour-long tape had been a cumbersome process for educators. In the past, teachers themselves had to personally link the use of those clips to an educational objective. The Discovery Education unitedstreaming web site provides digital video that is connected to explicit curricular objectives. These educational objectives are linked to state standards. Of course , these clips consist primarily of Discovery Channel programs, but it shows what is to come. This contributes more to the Web 2.0 philosophy. That is to make the Internet a more interactive and personal experience.
1.Q: Would I find such a service useful in my classroom?
A: Absolutely. This kind of technology would be priceless to find a clip, for instance , of the bombing of Japan in 1945. What if I wanted to just see the bomb making part of the unit? I would have to go through hours and hours of video. With the kind of software like unitedstreeamings’, I could find the clip and I could be assured that it was linked to a state standard for the World War Two unit.
2.Q:How could this technology make its way into classrooms with limited funding sources?
A: This kind of technology is being created and is evolving ever constantly. Eventually this kind of technology will be affordable to those classrooms with limited funding sources.
Journal 2
“Breathing Fire into Web 2.0"
By: Justin Hardman & David Carpenter
This article discusses a Hong Kong school’s work to make web 2.0 a reality for its students. It is called myDragonNet. This interactive personal, yet public, system is the brainchild of David Elliot and Karen Moffat.
Students were going into a time warp when going to school. They had more advanced devices at home than at school. Before, teachers had been using things like wiki, blogs, email, and forums to communicate with their students. The parts were there to effectively communicate, but there was no connecting force. By using a virtual learning community, like myDragonNet, teachers bring their students into the future, not the past. They enhance communication and collaboration for themselves and their students. Students and teachers have an online storage device. This is to show development over time for both teachers and students. myDragonNet has the characteristics of web 2.0. That is to understand that social networking represents a significant part of how students’ teachers and parents live. By providing an environment that mirrors the real world, myDragonNet supports the schools goal of prepping students for the interconnected world.
1. Q: Is there something like myDragonNet at my school?
A: Yes, there is the online service Web CT6. Although web ct6 does not have the online storage device, it still creates an online environment for students and teachers.
2. Q: Would I like to use this in my classroom?
A: Yes I would. This kind of software can make school life easier and more in sync for students.
By: Justin Hardman & David Carpenter
This article discusses a Hong Kong school’s work to make web 2.0 a reality for its students. It is called myDragonNet. This interactive personal, yet public, system is the brainchild of David Elliot and Karen Moffat.
Students were going into a time warp when going to school. They had more advanced devices at home than at school. Before, teachers had been using things like wiki, blogs, email, and forums to communicate with their students. The parts were there to effectively communicate, but there was no connecting force. By using a virtual learning community, like myDragonNet, teachers bring their students into the future, not the past. They enhance communication and collaboration for themselves and their students. Students and teachers have an online storage device. This is to show development over time for both teachers and students. myDragonNet has the characteristics of web 2.0. That is to understand that social networking represents a significant part of how students’ teachers and parents live. By providing an environment that mirrors the real world, myDragonNet supports the schools goal of prepping students for the interconnected world.
1. Q: Is there something like myDragonNet at my school?
A: Yes, there is the online service Web CT6. Although web ct6 does not have the online storage device, it still creates an online environment for students and teachers.
2. Q: Would I like to use this in my classroom?
A: Yes I would. This kind of software can make school life easier and more in sync for students.
Journal 1
"Professors adjust their methods to reach technology-savvy generation" By: Eleanor Yang Su
In this article, Su discusses the impact technology has had on students today. Su asserts that life for students born in the 1980s and early 90s is more tech involved. In a computer science class at UCSD, students in professor Simons’ class are emailing and video gaming while the lecture is going on. Simon uses her own software to communicate with every student’s laptop in her class. She also keeps her lectures short and asks a lot of questions. Su also mentions in this article that as a generation that has grown up with these convenience, they “compulsively multitask. Another professor at UCSD with a 500-student class has each student hold a clicker. The professor will ask a question and the students will answer it with their clickers. The class average is shown on the projection screen. It shows the professor what concept they need to reinforce.
1. Q: How can integrating tech devices in the classroom improve the quality of education that the kids receive?
A: Integrating tech devices in the classroom can benefit many different types of learners and their learning styles.
2. Q: Why do the generation born in the 1980s and early 1990s compulsively multitask?
A: They grew up with these devices and as such; they are making themselves work harder in an effort, I think, to atone for the convenience that they are enjoying.
In this article, Su discusses the impact technology has had on students today. Su asserts that life for students born in the 1980s and early 90s is more tech involved. In a computer science class at UCSD, students in professor Simons’ class are emailing and video gaming while the lecture is going on. Simon uses her own software to communicate with every student’s laptop in her class. She also keeps her lectures short and asks a lot of questions. Su also mentions in this article that as a generation that has grown up with these convenience, they “compulsively multitask. Another professor at UCSD with a 500-student class has each student hold a clicker. The professor will ask a question and the students will answer it with their clickers. The class average is shown on the projection screen. It shows the professor what concept they need to reinforce.
1. Q: How can integrating tech devices in the classroom improve the quality of education that the kids receive?
A: Integrating tech devices in the classroom can benefit many different types of learners and their learning styles.
2. Q: Why do the generation born in the 1980s and early 1990s compulsively multitask?
A: They grew up with these devices and as such; they are making themselves work harder in an effort, I think, to atone for the convenience that they are enjoying.
Monday, January 29, 2007
My name is James Veltri and I was born in Oceanside and have lived my entire life in San Marcos. It sure has grown up! I went to school, K through 12, in San Marcos. I guess a part of my life which gives me the most pleasure is my family. Whether it is helping my dad pick and deliver oranges from our farm, or going to garage sales and flea markets with my mom, my life revolves around my family. I enjoy seeing my nieces when I can. I get the biggest kick out of helping my youngest niece out with her math homework. She is in second grade, so I can still help her out with her math. ☺ I have never really considered doing anything else with my life than teaching. It gives me a very deep contentment that I will be helping to make our future.
As for my knowledge of technology, I actually used to be a Mac person(Mac Performa) That was a long time ago, technologically speaking. For now, I am content with working with the PC. However, I think it will be fun to learn how to run a Mac again! My dependence on technology is a somewhat recent event. I can remember a time not too long ago when we had neither computer nor cell phones. We survived without them. But, as our lives become more and more hurried, these electronic devices seem to make it all sync and flow so that we can do many things at once. I do feel that I am pretty well dependant on technology, especially since attending college! Whether it is checking my web mail or networking on my cell phone with my fellow classmates, technology has become permanently integrated into my life.
innovative research
These two words from the mission statement speak to me as a future educator. For our students to be considerate and productive members of society, we must respond to their individual strengths and weaknesses. In my view the essential way for us to do this is to apply our understanding of educational theory. To accomplish this, we must do research. This research may be a quick chat with a few students on the way to their seats, or actually looking up statistics and applying them to the classroom. But we must not totally rely on “hard book” facts to apply educational theory. That talk with those few students on their way to their seats may give an educator more insight on how to apply educational theory and thus make them more “considerate and productive members of society” than any book can give. To be totally honest, the CSUSM/COE Mission Statement did not factor in my applying to CSUSM.
Subscribe to:
Comments (Atom)