Journal #9

Activating Your School: Movement-Oriented Learning
By Pete Rognli

Rognli discusses the need for more physical activity during the school day for students. This article highlights several recommendations for physical activity, such as the 30 minute a day recommendation for the American Heart Association as well as research done by Dr. James Levine on Non-Exercise Activity Thermogenesis (NEAT). The research behind NEAT showed that you can work your body without a sweat, and led to the project The School of the Future. With the help of wireless technology, Elton Hills Elementary was able to put this project into action and add movement to their learning. For example, students were able to listen to their lessons as podcasts while walking the track. However, Rognli goes on to say that expensive technology, such as the iPod, is not necessary to get the students moving. It is important just to add the 30 minute block of activity a day and get the school, community and parents involved to promote good health for students.

1. What activities do the American Heart Association recommend for schools to promote?
The American Heart Association recommends that schools promote students walking or biking to school as well as have a variety of intramural sports available. Schools also need to set a “mandatory” thirty minutes of physical activity per school day. This thirty minutes can be broken up into 10 minute chunks and still be just as effective as one large chunk of activity.

2. What are some things teachers can do in the classroom to get students moving without expensive technology?
The first thing teachers can do is set a goal, such as thirty minutes of physical activity every school day. Utilizing the space in your classroom can be important, which means possibly moving the desks aside for group work or other activities to provide more space for movement. Activity breaks instead of rest breaks are recommended as well as even a last minute movement activity such as a relay.

Journal #8

Virtual Schooling
By Niki Davis and Dale S. Niederhauser

In this article, Davis and Niederhausen give a detailed look at what virtual schooling is. They discuss the rising enrollment in such schooling as well the reasons for choosing virtual schooling. The article cites “the National Center for Educational Statistics reported that about one-third of public school districts had students enrolled in distance education courses during the 2002-03 school year”. Some of the reasons students are enrolling in virtual schooling include courses were unavailable in traditional setting, to access advance placement courses, credit recovery, and flexible scheduling, as well as an opportunity for students unable to attend traditional school environments. Davis and Niederhausen discuss in depth the roles in a typical VS course, such as the teacher, designer, IT coordinator, administrator and facilitator, in both VS provider and the K-12 school. They also discuss the interactions that take place in the VS classroom and responsibilities of everyone involved.

1. What is virtual schooling?
Virtual schooling is a type of distance learning that takes place online in a virtual classroom. Internet is used to deliver instruction and with the use of a learning management system allows students and teachers to interact with each other and course materials. There is extensive infrastructure and support provided by both the VS provider and the K-12 school.

2. What are some of the key roles in Virtual Schooling?
There are three main roles in virtual schooling: teacher, designer, and VS site facilitator. A support system is necessary as well and includes the principals, counselors, IT coordinators and parents or guardians. To make VS work organization is key and all of the main roles and support system must work together, at times even overlapping these roles.

Journal #7

Technology in the Early Childhood Classroom
By Elizabeth Ross Hubbell

In this article, Hubbell starts by pointing out articles discussing technology in the classroom are not directed towards children ages 3-6. She goes on to discuss that many educational models in use, such as those of Maria Montessori and John Dewey, put emphasis on learning through “practical life” exercises and everyday tasks. Since technology is rapidly becoming part of daily life for citizens in today’s society, Hubbell suggests that it technology fits into these educational models and then becomes a necessary part of the “practical life” exercises. Many age appropriate websites and software resources for early childhood education are listed in the article as well.

1. How can technology be used as part of a “practical life” exercise?
Just by having children use the computer, mouse and software, and become familiar with these tools are considered “practical life” exercises. This is especially true since many children have seen technology in use even before entering elementary school, for example, adults e-mailing, scanning items in the store, and surfing the Internet.

2. What software or website can help children ages 3-6, that are pre- or early readers utilize the computer and how?
Hubbell recommends www.starfall.com as a good source to help build reading skills, also software like kidspiration use graphical organizers to help support written materials. The pictures and graphs as well as the kinesthetics of building them on the computer help the many different kinds of learners to process information.