Social Justice: Choice or Necessity?
By Colleen Swain and David Edyburn
In this article, Swain and Edyburn break down social justice to the level of instructional technology. It is interesting that although students of today must be able to fluently use technology, namely computers to get ahead in their future education and employment. However, existing framework only allows for the access to technology in school (for example limited computer lab time and standardized testing on the computer), not enough instruction to produce effective users of technology. More than this is in the instances when teachers do not allow for equal hands on time for all students or assigning students activities based on achievement scores (practicing “vocational” skills vs “advanced problem solving” skills). These are examples of social injustices in technology instruction. To correct these social injustices, Swain and Edyburn give several suggestions such as ways of improving classroom access to technology, using the resources you have gained effectively, and reflecting on the use of technology and the meaningful interactions the students have.
1. What are some ways to ensure that technology is equitably implemented?
Technology can be equitably implemented when it is made readily available to students and they use in routinely. It is important that all students use technology to enhance learning opportunities and in ways that reflect real-world applications.
2. What are some resources to help teachers gain access to technology for their classrooms and close the digital divide?
There are ways for schools to get discounted computers, new or refurbished, as well as many resources to get free or open source software. A great resource to help with this along with how to make instructional technology a regular part of the classroom, is the free Digital Equity Portal and Toolkit (http://digitalequity.edreform.net).
Wednesday, March 14, 2007
Friday, March 9, 2007
Journal #4
From Toy to Tool: Audioblogging with Cell Phones
By Liz Kolb
In this article Kolb, discusses the many practical and engaging ways in which cell phones can be used as an educational tool. As many students are already carrying cell phones, using cell phones to add a new dynamic to learning while building a connection to the students lives outside of school is innovative and definitely thinking outside of the box. Audioblogging with cell phones provides a convenient way for students to interview, journal, and record people, things and experiences in the world around them.
1. How do you include those students who may not have the resources ( cell phone, money, etc.) to participate in audioblogging assignments?
There are sites that allow for free audioblogging, for example Gabcast, and charge no more than a phone call. Teachers can offer the use of their own personal cell phones to students who may not have one. Another option is write mini technology grants to purchase classroom cell phones. There are also free online phone services, such as Skype, that allow for free phone calls if the student does not have a cell phone or long distance calling.
2. What are some of the major concerns with audioblogging and how could they be dealt with?
Major concerns that go with audioblogging in the classroom are privacy, copyright, cost and control issues. Privacy issues can be dealt with by upgrading to include password protection or using a service, such as blogzy.com, that includes it. Also ensuring that students identities are not given in the audioblogging. It is also important to make sure students understand the importance of copyright laws and that they cannot use copyrighted materials in their audioblogs without permission. Cost issues can be dealt with by using the many free resources such as Blogger.com, Skype, Blogzy.com, etc… To deal with possible control issues it is important to have a contract with the students that set out guidelines and rules for use in school and the classroom.
By Liz Kolb
In this article Kolb, discusses the many practical and engaging ways in which cell phones can be used as an educational tool. As many students are already carrying cell phones, using cell phones to add a new dynamic to learning while building a connection to the students lives outside of school is innovative and definitely thinking outside of the box. Audioblogging with cell phones provides a convenient way for students to interview, journal, and record people, things and experiences in the world around them.
1. How do you include those students who may not have the resources ( cell phone, money, etc.) to participate in audioblogging assignments?
There are sites that allow for free audioblogging, for example Gabcast, and charge no more than a phone call. Teachers can offer the use of their own personal cell phones to students who may not have one. Another option is write mini technology grants to purchase classroom cell phones. There are also free online phone services, such as Skype, that allow for free phone calls if the student does not have a cell phone or long distance calling.
2. What are some of the major concerns with audioblogging and how could they be dealt with?
Major concerns that go with audioblogging in the classroom are privacy, copyright, cost and control issues. Privacy issues can be dealt with by upgrading to include password protection or using a service, such as blogzy.com, that includes it. Also ensuring that students identities are not given in the audioblogging. It is also important to make sure students understand the importance of copyright laws and that they cannot use copyrighted materials in their audioblogs without permission. Cost issues can be dealt with by using the many free resources such as Blogger.com, Skype, Blogzy.com, etc… To deal with possible control issues it is important to have a contract with the students that set out guidelines and rules for use in school and the classroom.
Journal #3
Video in the Age of Participation by Glen Bull
In this article Bull discusses the large number of digital videos being used on the web. He goes on to highlight some educational sites that allow educators access to digital videos along with resources to content the video to curriculum standards. It is suggested that by using these online databanks to supplement the curriculum, the technological gap in digital video between the world at large and the classroom communities will be significantly decreased with this rapidly evolving tool.
1. What are some of the resources that can help a teacher connect digital videos for the internet to the content standards for curriculum?
Bull lists several online resources to help teachers with the connection of videos to content standards. The main resource mentioned is the Discovery Educators Network. DEN offers not only digital video clips that have been flagged and condensed to help eliminate wasted time spent cueing videos in the classroom, but allows for the teachers and students to participate by giving the capability to edit and remix licensed unitedstreaming content. Some other resources were Annenberg Media (http://www.learner.org), PBS (http://www.pbs.org/teachersource) and Next Vista (http://www.nextvista.org) for digital video clips.
2. How does digital video fit into the age of participation?
Bull discussed how a major characteristic of the age of participation was “ a two-way flow of information”. These new online resources, such as Discovery Educators Network, allow for that two-way flow. While students and educators have access to video clips, they are also given the capability to give their own input on these clips. They now have the ability to submit video clips along with instructional materials that they have edited, remixed and commented on.
In this article Bull discusses the large number of digital videos being used on the web. He goes on to highlight some educational sites that allow educators access to digital videos along with resources to content the video to curriculum standards. It is suggested that by using these online databanks to supplement the curriculum, the technological gap in digital video between the world at large and the classroom communities will be significantly decreased with this rapidly evolving tool.
1. What are some of the resources that can help a teacher connect digital videos for the internet to the content standards for curriculum?
Bull lists several online resources to help teachers with the connection of videos to content standards. The main resource mentioned is the Discovery Educators Network. DEN offers not only digital video clips that have been flagged and condensed to help eliminate wasted time spent cueing videos in the classroom, but allows for the teachers and students to participate by giving the capability to edit and remix licensed unitedstreaming content. Some other resources were Annenberg Media (http://www.learner.org), PBS (http://www.pbs.org/teachersource) and Next Vista (http://www.nextvista.org) for digital video clips.
2. How does digital video fit into the age of participation?
Bull discussed how a major characteristic of the age of participation was “ a two-way flow of information”. These new online resources, such as Discovery Educators Network, allow for that two-way flow. While students and educators have access to video clips, they are also given the capability to give their own input on these clips. They now have the ability to submit video clips along with instructional materials that they have edited, remixed and commented on.
Journal #2
Breathing Fire into Web 2.0. By Justin Hardman and David Carpenter
In this article, Hardman and Carpenter discuss the advantages to using classroom and curriculum management software that has been integrated into a web-based tool, myDragonNet. The article explains the transition the software made, originally being file storage and calendar to becoming a tool for communication, collaboration, and maintaining individual portfolios for students, teachers and administrators, in addition to mapping and managing curriculum. The goal was to develop software and a web-based tool that would prepare and allow students, teachers and administrators a connection to the technological world outside of school.
1. Why was myDragonNet developed? And what were some of the criteria it was expected to meet?
Schools tend to be unconnected with the technological world outside their walls. MyDragonNet was a way to help schools adapt to and “fully engage with the Web 2.0 world”. While it originally was file storage and calendar, there was a need for a program that also included a way to “enhance communication and collaboration” for teachers and students, “provide curriculum mapping…[and] development”, and “serve as an online portfolio management system”.
2. Why is it important that myDragonNet be able to store and showcase individual’s work?
The reason to allow students and teachers to showcase their work on myDragonNet is to illustrate the growth and progress made by individuals and allow for reflection. It also allows for a diversity of work to be demonstrated. MyDragonNet also allows for a personalization of the work showcased, reflecting each individual’s “creativity” and “passions”. Since myDragonNet also includes storage, teachers can reference prior years work for examples.
In this article, Hardman and Carpenter discuss the advantages to using classroom and curriculum management software that has been integrated into a web-based tool, myDragonNet. The article explains the transition the software made, originally being file storage and calendar to becoming a tool for communication, collaboration, and maintaining individual portfolios for students, teachers and administrators, in addition to mapping and managing curriculum. The goal was to develop software and a web-based tool that would prepare and allow students, teachers and administrators a connection to the technological world outside of school.
1. Why was myDragonNet developed? And what were some of the criteria it was expected to meet?
Schools tend to be unconnected with the technological world outside their walls. MyDragonNet was a way to help schools adapt to and “fully engage with the Web 2.0 world”. While it originally was file storage and calendar, there was a need for a program that also included a way to “enhance communication and collaboration” for teachers and students, “provide curriculum mapping…[and] development”, and “serve as an online portfolio management system”.
2. Why is it important that myDragonNet be able to store and showcase individual’s work?
The reason to allow students and teachers to showcase their work on myDragonNet is to illustrate the growth and progress made by individuals and allow for reflection. It also allows for a diversity of work to be demonstrated. MyDragonNet also allows for a personalization of the work showcased, reflecting each individual’s “creativity” and “passions”. Since myDragonNet also includes storage, teachers can reference prior years work for examples.
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