"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.
Thursday, March 8, 2007
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.
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