Blog#8: Can iPads Replace Laptops?
This article is a point/counterpoint argument based on two different opinions from educators Alicia Testa and Krista Moroder. It's an interesting coincidence that this article was published in the latest issue of Teaching and Technology because we discussed this very topic in our Education 422 class tonight. My personal opinion of iPads overall is neutral; I'm indifferent as to whether or not they are beneficial for education, but perhaps my opinion will change once I begin teaching and I actually spend more time with iPads in the classroom. I have an old school philosophy when it comes to learning, but I am also optimistic toward new technology making life easier. Anyway, getting back to the article, Alicia Testa argues that iPads can in fact replace the laptop computer. She is a technology integrator at an all-girl's school and she reports that her students have just finished their first year using one-to-one iPads in her 6-12 grade classes. She argues that iPads are more compact, lighter to carry for students, and better suited for multitask learning than traditional laptops. She considers the iPads a "dream" in terms of mobility, including areas outside of a school setting. She claims that students can use them to study or learn anywhere and the iPads allow a class to go out into the field together for a particular lesson. Laptops are bulky compared to iPads. She even mentions cloud-based media that her students can organize, including notes for class, some textbooks, flash cards, and tutorials. These are all connected to their iPads and can be easily accessed anytime, anywhere. She uses her iPad far more than her laptop and she even typed her review for this article using the Pages app.
Krista Moroder begs to differ. She states that integrating technology is at the top of the priorities in education today, yet she admits that she hasn't embraced all of the technological tools in her classroom. She has an interactive whiteboard in her classroom that she has barely used to its potential, and she states that an old school overhead projector can do the same job the interactive whiteboard is supposed to do. She mentions all of the interactive whiteboards and document readers that are prevalent in the classrooms today are not helping "technology." She doesn't think that technology integration is about the technology itself. She disagrees with finding the latest piece of technology and tossing it into the classroom, claiming it will advance education. I actually agree with her statement. She states that educators need to make important decisions when they choose the technology and make sure it will enhance learning and productivity in their classrooms. She agrees with the mobility aspects of the iPads compared to laptops and how they are often less expensive than laptops, yet she doesn't feel these are reasonable enough features for them to replace laptops. She also states the keyboard size of laptops is more attractive to many teachers when they need to make lesson plans or do grades for their classes. This article explains the pros and cons of iPads for education and it pertains to the ISTE-NETS.T #1: Facilitate and Inspire Student Learning and Creativity because it shows how teachers can facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
Moroder, K. and Testa, A. (2012). Can iPads Replace Laptops? Learning and Leading with Technology, 40(3), 6. Retrieved from: http://www.learningandleading-digital.com/learning_leading/201211#pg8
Thursday, November 15, 2012
Blog #7: Personal Fabrication Systems: From Bits to Atoms
This article by Glen Bull and Joe Garofalo focuses on the 21st century transformation of text, images, audio, and video from analog to digital formats and how it has affected the education field. Digital media storage has allowed this information to be easily replicated, downloaded, revised, edited, and reposted online for all types of purposes, including teaching. Everyone has been affected by this technology transformation from teachers to government officials and everything in between. Entertainment has been impacted by this transformation and the affects on culture and society are astounding. They refer to analog media as "atoms" and digital media as "bits," explaining the transformation from bit to atom that enables the creation of tangible materials based on a digital design. One example they used is a team of aerospace engineers using the development of digital designs that combine to make an actual aircraft- in physical form! Fabrication laboratories are creating "digital fabrication" at the MIT Center for Bits and Atoms, allowing professionals in the field to create almost anything. This is being supported by the National Science Foundation.
The way in which this applies to education is that teachers at the elementary level are having their students create bulletin boards and manipulative projects that are constructed with a variety of materials. Some schools even have die-cutting machine systems in place that create any imaginable shape drawn on a computer. The U.S. Department of Education supported a project that facilitated math and science exploration, allowing teachers to have access to make lesson materials through different choices of medium; cardstock, vinyl, chipboard, and other types of material. They can fabricate them instantly and use them for detailed instructional purposes. This program falls under the ISTE-NETS.T #3: Model Digital-Age Work and Learning because it demonstrates fluency in technology systems related to educational purposes, such as the die-cutting machine to create visual/3D lessons. This technology also allows teachers to communicate relevant information and ideas effectively to students.
Bull, G. and Garafalo, J. (2009). Personal Fabrication Systems: From Bits to Atoms. Learning and Leading with Technology, 36(7), 10-12. Retrieved from: http://www.learningandleading-digital.com/learning_leading/200905#pg12
This article by Glen Bull and Joe Garofalo focuses on the 21st century transformation of text, images, audio, and video from analog to digital formats and how it has affected the education field. Digital media storage has allowed this information to be easily replicated, downloaded, revised, edited, and reposted online for all types of purposes, including teaching. Everyone has been affected by this technology transformation from teachers to government officials and everything in between. Entertainment has been impacted by this transformation and the affects on culture and society are astounding. They refer to analog media as "atoms" and digital media as "bits," explaining the transformation from bit to atom that enables the creation of tangible materials based on a digital design. One example they used is a team of aerospace engineers using the development of digital designs that combine to make an actual aircraft- in physical form! Fabrication laboratories are creating "digital fabrication" at the MIT Center for Bits and Atoms, allowing professionals in the field to create almost anything. This is being supported by the National Science Foundation.
The way in which this applies to education is that teachers at the elementary level are having their students create bulletin boards and manipulative projects that are constructed with a variety of materials. Some schools even have die-cutting machine systems in place that create any imaginable shape drawn on a computer. The U.S. Department of Education supported a project that facilitated math and science exploration, allowing teachers to have access to make lesson materials through different choices of medium; cardstock, vinyl, chipboard, and other types of material. They can fabricate them instantly and use them for detailed instructional purposes. This program falls under the ISTE-NETS.T #3: Model Digital-Age Work and Learning because it demonstrates fluency in technology systems related to educational purposes, such as the die-cutting machine to create visual/3D lessons. This technology also allows teachers to communicate relevant information and ideas effectively to students.
Bull, G. and Garafalo, J. (2009). Personal Fabrication Systems: From Bits to Atoms. Learning and Leading with Technology, 36(7), 10-12. Retrieved from: http://www.learningandleading-digital.com/learning_leading/200905#pg12
Thursday, October 25, 2012
Blog #6: Who Are Today's Learners?
In this article by Christine Greenhow, the focus is placed on what the students of today are learning and comprehending in the classroom. Teachers always want to know the background of each of their students because it helps them work with the students better, allowing them to focus on different situations with the proper approach. There are many different ways in which a teacher can extend each student's knowledge base. Introducing new knowledge and experiences through technology is becoming commonplace in today's classrooms.
Greenhow mentions the effects of new ways of learning via the web, and how the web has an effect on students' perspectives. Asking students about their technology experience and skills is the first step in collaborating and finding out what they liked best in school. Some of the students' experience and skills was impressive; almost all of them were techno-savvy and knew more than the average teacher. This was common even in students who had little technology access at home, and among students who were fairly new to technology and computers. There were no differences when the student demographics were taken into account- low-income and middle-income level students expressed no difference in their technological skills. What this showed was that it is very important for teachers to become aware of their students' technological backgrounds so they can help each student learn at the appropriate level and pace. This article correlates with ISTE NETS standard 1.a "apply existing knowledge to generate new ideas, products, or processes."
Greenhow, C. (2008). Who Are Today's Learners? Learning and Leading with Technology, 36(2), 16-17. Retrieved from http://www.learningandleading-digital.com/learning_leading/20080910#pg18
In this article by Christine Greenhow, the focus is placed on what the students of today are learning and comprehending in the classroom. Teachers always want to know the background of each of their students because it helps them work with the students better, allowing them to focus on different situations with the proper approach. There are many different ways in which a teacher can extend each student's knowledge base. Introducing new knowledge and experiences through technology is becoming commonplace in today's classrooms.
Greenhow mentions the effects of new ways of learning via the web, and how the web has an effect on students' perspectives. Asking students about their technology experience and skills is the first step in collaborating and finding out what they liked best in school. Some of the students' experience and skills was impressive; almost all of them were techno-savvy and knew more than the average teacher. This was common even in students who had little technology access at home, and among students who were fairly new to technology and computers. There were no differences when the student demographics were taken into account- low-income and middle-income level students expressed no difference in their technological skills. What this showed was that it is very important for teachers to become aware of their students' technological backgrounds so they can help each student learn at the appropriate level and pace. This article correlates with ISTE NETS standard 1.a "apply existing knowledge to generate new ideas, products, or processes."
Greenhow, C. (2008). Who Are Today's Learners? Learning and Leading with Technology, 36(2), 16-17. Retrieved from http://www.learningandleading-digital.com/learning_leading/20080910#pg18
Blog #5: I Can See Me...Webcams in the Classroom
This article, by Timothy J. Frey, Abby L. Houlton, and Elizabeth D. Gruis, focuses on using webcams in the classroom and how students can become engaged in reading and presenting material in front of their peers. The article begins by explaining one student's fear of reading aloud, but once he was exposed to a webcam, he was able to see his reflection and know exactly how he looked and acted in front of his fellow classmates. This creates a confidence within the students as they can improve on things that they might be embarrassed about or not like. The webcams help students improve their reading literacy by recording themselves first, then reviewing the videos to check for errors and room for improvement. This creates a sense of pride in their improvements and it is a very important part of learning and growing in the students' education.
Webcam exercises have shown that over time, students increase the word count per minute in their reading and reduce errors in comprehension and public speaking. They are more adept at noticing errors in their reading and correcting them before they happen. Their oral reading fluency greatly excels as well. Listening comprehension is also a big part of the webcam exercise, and studies have shown that it helps with social interaction as well. Students can participate in educational exercises outside of their classrooms by sharing their ideas and work with other students, reflecting on their strengths and weaknesses with others in the educational field. Webcams in the classroom correlate with the ISTE NETS standard 2.a "interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media"
Frey, T., Houlton, A. and Gruis, E. (2010). I Can See Me:Webcams in the Classroom. Learning and Leading with Technology, 38(3), 36-37. Retrieved from http://www.learningandleading-digital.com/learning_leading/201011#pg38
This article, by Timothy J. Frey, Abby L. Houlton, and Elizabeth D. Gruis, focuses on using webcams in the classroom and how students can become engaged in reading and presenting material in front of their peers. The article begins by explaining one student's fear of reading aloud, but once he was exposed to a webcam, he was able to see his reflection and know exactly how he looked and acted in front of his fellow classmates. This creates a confidence within the students as they can improve on things that they might be embarrassed about or not like. The webcams help students improve their reading literacy by recording themselves first, then reviewing the videos to check for errors and room for improvement. This creates a sense of pride in their improvements and it is a very important part of learning and growing in the students' education.
Webcam exercises have shown that over time, students increase the word count per minute in their reading and reduce errors in comprehension and public speaking. They are more adept at noticing errors in their reading and correcting them before they happen. Their oral reading fluency greatly excels as well. Listening comprehension is also a big part of the webcam exercise, and studies have shown that it helps with social interaction as well. Students can participate in educational exercises outside of their classrooms by sharing their ideas and work with other students, reflecting on their strengths and weaknesses with others in the educational field. Webcams in the classroom correlate with the ISTE NETS standard 2.a "interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media"
Frey, T., Houlton, A. and Gruis, E. (2010). I Can See Me:Webcams in the Classroom. Learning and Leading with Technology, 38(3), 36-37. Retrieved from http://www.learningandleading-digital.com/learning_leading/201011#pg38
Thursday, October 4, 2012
Blog #4: Digital Libraries: Shifting the Landscape
This article by Glen Bull and Martha Sites focuses on the technological advancement of the "kindle" back in 2009. Though dated, the article is still valuable today as it shows an example of educating based on electronic readers. My mom and two sisters are elementary and middle school teachers and in the past few years, all of them have more or less embraced these types of educational devices. When I first saw ads for the Kindle about three to four years ago, I thought it was ridiculous. Why would anybody want to stare at a screen to read a book? I've never been open-minded to them and I am still old-fashioned when it comes to reading. I even prefer to print out my historical articles rather than read them on a computer screen. There is just some sort of good feeling when you can highlight with a real highlighter, or fold a corner of a page over to mark your place. You can't so that on a screen...well, not entirely- you can still "digitally highlight" things I suppose.
The article strives to find educational value for the Kindles and other such electronic reading devices by starting off with the argument that it will help those who may be visually impaired. Guess what? So do glasses and lighting. There second argument is a little more valid, and one that I could agree with on those late-night readings of an article that's due the next day: text-to-speech options. They claim this helps students better understand comprehension and word pronunciation, which I can agree with. But then again, it spawns an idea in my head of robots teaching our children...is that really a good idea? Nothing is better than an actual human being teaching us in my opinion, and it provides the right kind of feedback when you actually interact with someone.The authors also claim that electronic reading devices may just in fact replace physical book stock in your local library, but I can't see that happening anytime soon. Books and writing have gone hand-in-hand for over 500 years and I believe these electronic devices are simply a new alternative, if nothing else- a fad.
I will state that ipads, Kindles, and other such electronic reading/research devices would fall under the NETS-S category of "technology operations and concepts" because they allow students to demonstrate a sound understanding of technology concepts, systems, and operations. These devices offer various aps that can be educational, and students can learn how to use them effectively while learning.
Bull, G. and Sites, M. (2009). Digital Libraries: Shifting the Landscape. Learning and Leading with Technology, 37(1), 12-13. Retrieved from: http://www.learningandleading-digital.com/learning_leading/200908#pg14
This article by Glen Bull and Martha Sites focuses on the technological advancement of the "kindle" back in 2009. Though dated, the article is still valuable today as it shows an example of educating based on electronic readers. My mom and two sisters are elementary and middle school teachers and in the past few years, all of them have more or less embraced these types of educational devices. When I first saw ads for the Kindle about three to four years ago, I thought it was ridiculous. Why would anybody want to stare at a screen to read a book? I've never been open-minded to them and I am still old-fashioned when it comes to reading. I even prefer to print out my historical articles rather than read them on a computer screen. There is just some sort of good feeling when you can highlight with a real highlighter, or fold a corner of a page over to mark your place. You can't so that on a screen...well, not entirely- you can still "digitally highlight" things I suppose.
The article strives to find educational value for the Kindles and other such electronic reading devices by starting off with the argument that it will help those who may be visually impaired. Guess what? So do glasses and lighting. There second argument is a little more valid, and one that I could agree with on those late-night readings of an article that's due the next day: text-to-speech options. They claim this helps students better understand comprehension and word pronunciation, which I can agree with. But then again, it spawns an idea in my head of robots teaching our children...is that really a good idea? Nothing is better than an actual human being teaching us in my opinion, and it provides the right kind of feedback when you actually interact with someone.The authors also claim that electronic reading devices may just in fact replace physical book stock in your local library, but I can't see that happening anytime soon. Books and writing have gone hand-in-hand for over 500 years and I believe these electronic devices are simply a new alternative, if nothing else- a fad.
I will state that ipads, Kindles, and other such electronic reading/research devices would fall under the NETS-S category of "technology operations and concepts" because they allow students to demonstrate a sound understanding of technology concepts, systems, and operations. These devices offer various aps that can be educational, and students can learn how to use them effectively while learning.
Bull, G. and Sites, M. (2009). Digital Libraries: Shifting the Landscape. Learning and Leading with Technology, 37(1), 12-13. Retrieved from: http://www.learningandleading-digital.com/learning_leading/200908#pg14
Blog #3: Who Will Prepare Our Students to Be Good Teachers?
This is a short but meaningful "Blogger's Beat" article by Diana Fingal on the importance of online citizenship and making sure our children or the future generations have a strong experience with it. Fingal examines a number of blogs and articles to try and answer questions of just how we should approach educating our children about online citizenship- should we be forcing a biased criteria on our children so they will exceed in a particular field? She also focuses on David Warlick's blogs as he asks whether or not the science, technology, engineering, and math (STEM) program has a certain slant on their agenda? He notes that these particular fields have very financially-stable backers behind them and although he approves of their vision, he really wants to know who's teaching our children about civic awareness and the ability to appreciate others and express one's self.
While I think Fingal brings out an important argument of what type of education the next generation is getting- industry-minded or self-fulfilling, I personally feel that both are just as important as one another. Some of the comments within the article ask what the importance of education is, and I agree with all of them- we do need to show children the importance of education as a personal reflection and as a way to come together with others. Education should be based on both our individual thoughts, ideas, and opinions, but it should also make us collaborate and work in groups to derive the best possible information pertaining to our studies.
I believe this type of learning focus would fall under the "communications and collaborations" section of the NETS-S profiles because it is asking students to use digital technology to create an environment to communicate among each other. It also supports individual learning that will contribute to the learning of others through groups work and collaboration.
Fingal, D. (2011). Who Will Prepare Our Students to Be Good Teachers?. Learning and Leading With Technology, 39(1), 37. Retrieved from: http://www.learningandleading-digital.com/learning_leading/201108#pg39
This is a short but meaningful "Blogger's Beat" article by Diana Fingal on the importance of online citizenship and making sure our children or the future generations have a strong experience with it. Fingal examines a number of blogs and articles to try and answer questions of just how we should approach educating our children about online citizenship- should we be forcing a biased criteria on our children so they will exceed in a particular field? She also focuses on David Warlick's blogs as he asks whether or not the science, technology, engineering, and math (STEM) program has a certain slant on their agenda? He notes that these particular fields have very financially-stable backers behind them and although he approves of their vision, he really wants to know who's teaching our children about civic awareness and the ability to appreciate others and express one's self.
While I think Fingal brings out an important argument of what type of education the next generation is getting- industry-minded or self-fulfilling, I personally feel that both are just as important as one another. Some of the comments within the article ask what the importance of education is, and I agree with all of them- we do need to show children the importance of education as a personal reflection and as a way to come together with others. Education should be based on both our individual thoughts, ideas, and opinions, but it should also make us collaborate and work in groups to derive the best possible information pertaining to our studies.
I believe this type of learning focus would fall under the "communications and collaborations" section of the NETS-S profiles because it is asking students to use digital technology to create an environment to communicate among each other. It also supports individual learning that will contribute to the learning of others through groups work and collaboration.
Fingal, D. (2011). Who Will Prepare Our Students to Be Good Teachers?. Learning and Leading With Technology, 39(1), 37. Retrieved from: http://www.learningandleading-digital.com/learning_leading/201108#pg39
Thursday, September 27, 2012
EDUC 422/ Quick Write: Effective Online Searching
When researching online information or double-checking the credibility of my sources, I would first make note of the database- whether it is Google, Yahoo, or my college library. Once I established that the information database was credible, I would check who the sponsor was, who the author was, and whether or not the information or article has been peer reviewed. The type of media is important as well- is it a blog, an actual organization website, or someone's personal website? Next I would notice the quality of writing and grammar- has the information in question been revised and edited? How is the tone of language? The date is also an important thing to make note of- how old is the information posted? Being a History major in my senior year, these are all things that I have always taken into consideration when doing online research.
When researching online information or double-checking the credibility of my sources, I would first make note of the database- whether it is Google, Yahoo, or my college library. Once I established that the information database was credible, I would check who the sponsor was, who the author was, and whether or not the information or article has been peer reviewed. The type of media is important as well- is it a blog, an actual organization website, or someone's personal website? Next I would notice the quality of writing and grammar- has the information in question been revised and edited? How is the tone of language? The date is also an important thing to make note of- how old is the information posted? Being a History major in my senior year, these are all things that I have always taken into consideration when doing online research.
Subscribe to:
Posts (Atom)