"Are schools better than they were 20 years ago?" by Hope Benton-Borghi and Marc Simmons.
This article is written in a point/counterpoint style and is put together nicely. Both authors of the article address the question asked within the title. Hope Benton-Borghi responds yes and backs up her argument while Marc Simmons claims no and reinforces his argument as well. Ms. Benton-Borghi claims that with the advances in technology our students are able to perform and experience things that were not possible twenty years ago. She uses the example of how a classroom in the Midwest can now within an instant connect to another area far away and experience that distant culture and perhaps gain a new perspective in the process. With new technology old methods of teacher and limitations fade away and a new world of education is available. Mr. Simmons believes that the technology to do all of these wonderful exist but that our current educational system is not prepared to implement them. He uses the example of Hercules and his battle with Hydra and how after cutting off one head two grew back. Mr. Simmons claims that there is an ever growing gap between what our schools teach and what our society needs and we need to learn and teach this new technology as it advances.
I agree with both of these authors but feel that Ms. Benton-Borghi is being a bit idealistic. It is true that the technology exist to create the scenarios she described and i would assume that some of that is happening but not enough to make a real difference. I would have to side more with Mr. Simmons in that the technology is there we simply are not utilizing it properly.
Question 1: What can be done to really push the use of technology into our schools? I don't believe that forcing this upon teachers is a good idea but i do think that a sufficient amount of technology must be taught to new teachers. I also feel that in colleges the growth and use of technology is important to further prepare those entering the workforce. As for K-12 i still feel that it is the responsibility of the individual teacher to expos their student to technology as much as possible. This should be addressed as any other problem where as a school should be like a community and those who are proficient should help and urge those who are not.
Question 2: will the gap between what we need and what we teach ever close? This is a difficult task to accomplish. Because technology advances as fast and often as it does whatever methods we teach (which takes time) is sure to be slightly outdated by the time of its implementation. Perhaps if workshops were offered on a continuous basis teacher could stay more up to date to deal with the ever changing technology.
Wednesday, April 25, 2007
Monday, April 23, 2007
Jopurnal #8
"Virtual Schooling" by Niki Davis and Dale S. Niederhauser
This article looks at the positive aspects of virtual schooling (VS). It first mentions that schools of this nature are becoming more and more popular. On the first page of the article they have a subtext of Terms and Definitions. Here they summarize five different aspects of online learning. The first is "distance learning "where teacher and student are not in the same area. This can be done via Internet or more tradition methods such as video or even mail. The second term is "online learning". This includes activities solely on the Internet. The course work and material for this are all online. The third term is "course shell". This is the material for an online learning class. The fourth term is "virtual classroom". This is the content of a class that will be taught online. Lastly "virtual schooling" which encompasses all or parts of the above. The article has a comprehensive diagram demonstrating how a VS could work including the members that make it happen. There is the administrator, the designer, facilitator, IT coordinator, parent, student and teacher.
The article continues with examples of successful online schooling experiences. The article also mentions that many qualities that traditional teachers have are also necessary for a virtual teacher but stresses organization and include "comprehensive informational material". The article points out that this is the future and teachers need to be trained to be ready for the VS experience.
Question 1: Have there been studies about the harm of isolation that a VS might create? And if not what would you think it to be? I do not know of any studies but know from experience that students who were home schooled have had a more difficult time adjusting to normal society and usually have some anti-social traits. These traits may have been what prompted them out of traditional educational system but with constant exposure perhaps they could have worked through their difficulties.
Question 2: Who should decide if education K-12 should get to experience VS? More and more colleges are going this route and it is K-12 education that is supposed to prepare our students to for college. I feel that each district should decide if this is an appropriate format for learning.
This article looks at the positive aspects of virtual schooling (VS). It first mentions that schools of this nature are becoming more and more popular. On the first page of the article they have a subtext of Terms and Definitions. Here they summarize five different aspects of online learning. The first is "distance learning "where teacher and student are not in the same area. This can be done via Internet or more tradition methods such as video or even mail. The second term is "online learning". This includes activities solely on the Internet. The course work and material for this are all online. The third term is "course shell". This is the material for an online learning class. The fourth term is "virtual classroom". This is the content of a class that will be taught online. Lastly "virtual schooling" which encompasses all or parts of the above. The article has a comprehensive diagram demonstrating how a VS could work including the members that make it happen. There is the administrator, the designer, facilitator, IT coordinator, parent, student and teacher.
The article continues with examples of successful online schooling experiences. The article also mentions that many qualities that traditional teachers have are also necessary for a virtual teacher but stresses organization and include "comprehensive informational material". The article points out that this is the future and teachers need to be trained to be ready for the VS experience.
Question 1: Have there been studies about the harm of isolation that a VS might create? And if not what would you think it to be? I do not know of any studies but know from experience that students who were home schooled have had a more difficult time adjusting to normal society and usually have some anti-social traits. These traits may have been what prompted them out of traditional educational system but with constant exposure perhaps they could have worked through their difficulties.
Question 2: Who should decide if education K-12 should get to experience VS? More and more colleges are going this route and it is K-12 education that is supposed to prepare our students to for college. I feel that each district should decide if this is an appropriate format for learning.
Thursday, April 19, 2007
Journal #7
"Technology and Teacher Retention" by Robert Kadel
Robert Kadel bring up the relationship between technology and those that implement it in the classroom , mostly teachers. He begins his article with the question of "what effect does technology have on teacher retention?" He then gives three examples of school districts each with a different level of technology ingrained within their curriculum. The first district is the ideal being rich in technological resources and therefore attracting the most amount of teachers especially the newer teachers fresh out of an environment also rich in technological resources (college). The second two districts are not quiet as ideal. One has technological resources but no teachers that can utilize them and no support to teach these teachers how to do it. The second a district that does not have such technological resources. Kadel asks if these last two scenarios would attract as many teachers and/or keep as many teachers.
Kadel cites Banister and Vannatta as describing what is necessary to create an atmosphere where teachers are trained to understand technology. There are four main points to focus on. they consist of making technology a priority, having a technological infrastructure, focusing on development and having opportunities to train. the article ends with the three phases of a course over the span of 2and a 1/2 years and consist of a planning phase, implementation phase and transfer phase.
Question 1: Does the reward outweigh the cost to implement programs to educate our educators in the importance and use of technology? Yes. Once the importance of technology is accepted by all or most of the educating profession a strong desire on how to implement should arise. For most of the younger teachers this should have been addresses as part of their education to be a teacher. For older generation teachers this is not the case. Workshops or something of the sort should be established in order to educate all those willing to learn.
Question 2: How should such programs be funded? This is difficult. Should money come from the state or federal and how should it be distributed? Because each district has a different set of needs there is no way to equally distribute money. Some sort of system would have to be created (which would cost money) to figure out who deserves what. There would have to be certain ways this money could be spent as well.
Robert Kadel bring up the relationship between technology and those that implement it in the classroom , mostly teachers. He begins his article with the question of "what effect does technology have on teacher retention?" He then gives three examples of school districts each with a different level of technology ingrained within their curriculum. The first district is the ideal being rich in technological resources and therefore attracting the most amount of teachers especially the newer teachers fresh out of an environment also rich in technological resources (college). The second two districts are not quiet as ideal. One has technological resources but no teachers that can utilize them and no support to teach these teachers how to do it. The second a district that does not have such technological resources. Kadel asks if these last two scenarios would attract as many teachers and/or keep as many teachers.
Kadel cites Banister and Vannatta as describing what is necessary to create an atmosphere where teachers are trained to understand technology. There are four main points to focus on. they consist of making technology a priority, having a technological infrastructure, focusing on development and having opportunities to train. the article ends with the three phases of a course over the span of 2and a 1/2 years and consist of a planning phase, implementation phase and transfer phase.
Question 1: Does the reward outweigh the cost to implement programs to educate our educators in the importance and use of technology? Yes. Once the importance of technology is accepted by all or most of the educating profession a strong desire on how to implement should arise. For most of the younger teachers this should have been addresses as part of their education to be a teacher. For older generation teachers this is not the case. Workshops or something of the sort should be established in order to educate all those willing to learn.
Question 2: How should such programs be funded? This is difficult. Should money come from the state or federal and how should it be distributed? Because each district has a different set of needs there is no way to equally distribute money. Some sort of system would have to be created (which would cost money) to figure out who deserves what. There would have to be certain ways this money could be spent as well.
Journal #6
"Social Justice, Choice or Necessity?" by Colleen Swain and David Edyburn
This article begins with a question. It asks if it should be left to personal choice to integrate technology in a challenging way? It then comments on the current emphasis on the achievement gap and how technology as been over looked. Social justice is the next topic. The article asks what social justice is and then gives a vague and general quote from David Miller. The importance of technology is then addressed. The article mentions how important a firm grasp of technology is in today's world. There are two interesting statistics to reinforce this claim. One is the U.S. departments Labor reports claiming that by the year 2012 80% of jobs will require their workers to be technologically fluent. The other example discusses the ever rising standards imposed on incoming college freshman and the emphasis on technological knowledge.
Examples of technology being used in a inequitable fashion follows. This section is under the heading of "Examining the Framework". This takes a look at how technology if used incorrectly can create barriers to achieving social justice. The authors then give examples of solutions, something not seen enough. The fact that some teachers students and schools still don't have computers and the opportunity for technology is the next point. This is an important point and the following section is a solution for that problem. The next section is "Reflection" and urges the instructor to utilize the time given in contact with technology. It suggest taking notes tracking students and ensuring that time is well spent.The conclusion begins by answering the opening question claiming that today the use of technology is a personal choice. The authors then claim that because the future of students depend on their grasp of technology this use is a matter of social justice.
Question 1:If the use of technology is forced will a greater resentment from older teachers grow? I feel that a resentment may grow but that teacher old and young alike are teaching to benifit their students. If it is proven and known that the use of technology is helpful and practicall ynecesary for the succes of their students most teacher would be on board.
Question 2: Would it be worth investing more in teaching teachers the importance and skills of technology? Absolutley. It is important that our teachers are as well prepared as possible. With the incrtease of our daily use of technology it is important to only to educate new teachers how to use technology but more experienced teachers shouldb e taught as well. Again if the importance of technology is understood by all workshops and other resources should then be made available to more experienced teachers so they too can learn how to use technology.
This article begins with a question. It asks if it should be left to personal choice to integrate technology in a challenging way? It then comments on the current emphasis on the achievement gap and how technology as been over looked. Social justice is the next topic. The article asks what social justice is and then gives a vague and general quote from David Miller. The importance of technology is then addressed. The article mentions how important a firm grasp of technology is in today's world. There are two interesting statistics to reinforce this claim. One is the U.S. departments Labor reports claiming that by the year 2012 80% of jobs will require their workers to be technologically fluent. The other example discusses the ever rising standards imposed on incoming college freshman and the emphasis on technological knowledge.
Examples of technology being used in a inequitable fashion follows. This section is under the heading of "Examining the Framework". This takes a look at how technology if used incorrectly can create barriers to achieving social justice. The authors then give examples of solutions, something not seen enough. The fact that some teachers students and schools still don't have computers and the opportunity for technology is the next point. This is an important point and the following section is a solution for that problem. The next section is "Reflection" and urges the instructor to utilize the time given in contact with technology. It suggest taking notes tracking students and ensuring that time is well spent.The conclusion begins by answering the opening question claiming that today the use of technology is a personal choice. The authors then claim that because the future of students depend on their grasp of technology this use is a matter of social justice.
Question 1:If the use of technology is forced will a greater resentment from older teachers grow? I feel that a resentment may grow but that teacher old and young alike are teaching to benifit their students. If it is proven and known that the use of technology is helpful and practicall ynecesary for the succes of their students most teacher would be on board.
Question 2: Would it be worth investing more in teaching teachers the importance and skills of technology? Absolutley. It is important that our teachers are as well prepared as possible. With the incrtease of our daily use of technology it is important to only to educate new teachers how to use technology but more experienced teachers shouldb e taught as well. Again if the importance of technology is understood by all workshops and other resources should then be made available to more experienced teachers so they too can learn how to use technology.
Saturday, March 3, 2007
Journal # 5
"How To Fight the New Bullies" by Rosalind Wiseman
This article addresses a new concern of online communication. The author admits that it is usually over looked since parents are more aware or concerned with their child being a victim than being a perpetrator of a crime. These "Cyberbullies" use many forms of online communication such as email text messaging and more to intimidate or humiliate other kids. One reason Wiseman believes this to be so prevalent is the anonymity of the crime. Now kids can do or say what they want about someone true or not and have absolutely no negative repercussions. In a response to this article a Laura M. commented that simply taking the means to do this away from a child is not punishment enough but a face to face confrontation is necessary. I agree but as Wiseman also claims that is not always so easy. First one would have to be found guilty of the act and second the parent of this child would have to care. Sounds silly but telling a parent that their child is guilty of something might not go as smooth as Laura M. may think.
This is a serious problem though and measures need to be taken to ensure that these occurrences do not continue.
Question 1: At what level should rules addressing "Cyberbullying" be created and enforced?
Rules addressing "Cyberbullying" should be discussed at all levels of school administration. At the district level certain basic guidelines should be established. Within each school those guidelines should be followed and any other more specific issues should be addressed and discussed with faculty and parents. Within the classroom any suspicious activity should be noted and relayed to parents. Parents themselves need to monitor their child's activities and check bills and other records of cell phones to monitor text messages and other communication activity.
Question 2: Would it be more productive to teach etiquette or punish those accuse of such "Cyberbullying" Crimes?
It is always better to educate one about the pros and con's of their actions but with the sudden emergence of technology and the generation gap between those commonly using it and those enforcing etiquette their needs to be a set of guidelines enforced. If these guidelines are not enforced punishments need to be distributed.
This article addresses a new concern of online communication. The author admits that it is usually over looked since parents are more aware or concerned with their child being a victim than being a perpetrator of a crime. These "Cyberbullies" use many forms of online communication such as email text messaging and more to intimidate or humiliate other kids. One reason Wiseman believes this to be so prevalent is the anonymity of the crime. Now kids can do or say what they want about someone true or not and have absolutely no negative repercussions. In a response to this article a Laura M. commented that simply taking the means to do this away from a child is not punishment enough but a face to face confrontation is necessary. I agree but as Wiseman also claims that is not always so easy. First one would have to be found guilty of the act and second the parent of this child would have to care. Sounds silly but telling a parent that their child is guilty of something might not go as smooth as Laura M. may think.
This is a serious problem though and measures need to be taken to ensure that these occurrences do not continue.
Question 1: At what level should rules addressing "Cyberbullying" be created and enforced?
Rules addressing "Cyberbullying" should be discussed at all levels of school administration. At the district level certain basic guidelines should be established. Within each school those guidelines should be followed and any other more specific issues should be addressed and discussed with faculty and parents. Within the classroom any suspicious activity should be noted and relayed to parents. Parents themselves need to monitor their child's activities and check bills and other records of cell phones to monitor text messages and other communication activity.
Question 2: Would it be more productive to teach etiquette or punish those accuse of such "Cyberbullying" Crimes?
It is always better to educate one about the pros and con's of their actions but with the sudden emergence of technology and the generation gap between those commonly using it and those enforcing etiquette their needs to be a set of guidelines enforced. If these guidelines are not enforced punishments need to be distributed.
Journal # 4
"From Toy to Tool" by Liz Kolb
This article is about cell phone use in the classroom. Liz Kolb makes an excellent point when addressing cell phone use and schools. Most see these two as conflicting, even Kolb did at first, but within this article she urges teachers to embrace this new technology and use it instead of fear it. It is true that cell phones are part of our students life today and to use something that the students feel comfortable using would help in getting the students attention about such a project. Kolb mentions that by using a cell phone students could set up blogs add audio and create very interesting and in depth interviews. By adding audio to a blog gives in a greater since of authenticity and would boost a students confidence. I also like the idea of capturing Zoo animal sounds to coincide with the picture or description of that animal.
Kolb seems to have all the bases covered. She addresses how to ensure that all students in the classroom benefit equally with such a project. By lending out her personal phone or purchasing a phone plan for around sixty dollars phones could be made available to all the students. She also talks of security and responsibility issues. I too feel that this would be a good opportunity to address these issues under the supervision of a teacher and in a classroom setting. I found Kolb's article both interesting and informative.
Question 1: Other then interviews or reports what else could a cell phone be used for?
As technology advances cell phones will either become obsolete (like the pager) or they will advance alongside. With text messaging and the additions of cameras into phones i feel that cell phones are advancing alongside technology. Because of this coexisting advancement there are many things that cell phones can be used for today and even more things they may be used for tomorrow.
Question 2: How much responsibility should the teacher bear when presenting a project like Kolb described in the classroom?
I feel that the teacher would have to bear 100% of the responsibility and think that it would be a difficult task, since it is difficult that does mean it is possible. Ensuring the students all have access, making sure that students are working on the project and not goofing off and making sure they only use phones for the project are three issues Kolb mentioned and three issues that a teacher would have to be very diligent to monitor.
This article is about cell phone use in the classroom. Liz Kolb makes an excellent point when addressing cell phone use and schools. Most see these two as conflicting, even Kolb did at first, but within this article she urges teachers to embrace this new technology and use it instead of fear it. It is true that cell phones are part of our students life today and to use something that the students feel comfortable using would help in getting the students attention about such a project. Kolb mentions that by using a cell phone students could set up blogs add audio and create very interesting and in depth interviews. By adding audio to a blog gives in a greater since of authenticity and would boost a students confidence. I also like the idea of capturing Zoo animal sounds to coincide with the picture or description of that animal.
Kolb seems to have all the bases covered. She addresses how to ensure that all students in the classroom benefit equally with such a project. By lending out her personal phone or purchasing a phone plan for around sixty dollars phones could be made available to all the students. She also talks of security and responsibility issues. I too feel that this would be a good opportunity to address these issues under the supervision of a teacher and in a classroom setting. I found Kolb's article both interesting and informative.
Question 1: Other then interviews or reports what else could a cell phone be used for?
As technology advances cell phones will either become obsolete (like the pager) or they will advance alongside. With text messaging and the additions of cameras into phones i feel that cell phones are advancing alongside technology. Because of this coexisting advancement there are many things that cell phones can be used for today and even more things they may be used for tomorrow.
Question 2: How much responsibility should the teacher bear when presenting a project like Kolb described in the classroom?
I feel that the teacher would have to bear 100% of the responsibility and think that it would be a difficult task, since it is difficult that does mean it is possible. Ensuring the students all have access, making sure that students are working on the project and not goofing off and making sure they only use phones for the project are three issues Kolb mentioned and three issues that a teacher would have to be very diligent to monitor.
Monday, February 19, 2007
Journal #3
"Video in the Age of Participation" by Glenn Bull.
In this article Glenn Bull points out how popular video clips on the Web have become. He claims that more than 65,000 video clips are uploaded every day and the fact that Youtube sold for over 1 billion dollars reinforces his statement. He admits that teachers have Incorporated video in the class room before but now it is easier and more efficient. Bull lists PBS with its NOVA science programs and the National Geographic Society as two pioneers in this. PBS allows its shows to be viewed online while National Geographic has live feeds to areas of interest, one such as this is a watering hole in Botswana. Even though teachers have taken the initiative to include video in the classroom there have been few to no standards addresses this issue. The discovery Education unitedstreaming Web site has made things easier by connecting certain video clips to explicit curricular objectives.
Another advancement of late is the Discovery Educators Network (DEN) which allows for students and teachers with the capabilities to edit and remix licensed unitedstreaming content. This can only be accessed by those whose districts that join but if one is in such a district all have access. Bull sees this as the start of something that could spread nation wide. There is also more video sharing then ever before and with diligence may be able to bring such technology into every classroom.
Question 1: If standards were to be made who would make them and would this not create more money and attention going outside of the classroom? There is a chance that this would cause problems at first but anything new has to progress and this new technology is no different. If their is a trickle effect from the district still allowing teachers ample room for making decisions, teachers would be able to still custom plan their lesson plans. This may cost money but everything does and in time, once the kinks are worked out, it would have been more then worth the time and money.
Question 2: What kind of safeguards would be installed to ensure that only beneficial information entered the classroom? If only certain companies such as PBS, or National Geographic are accessed only educational material would enter the classroom. These decisions would have to be left in the teachers best interest and responsibility should also be with the4 teacher to ensure appropriate material.
In this article Glenn Bull points out how popular video clips on the Web have become. He claims that more than 65,000 video clips are uploaded every day and the fact that Youtube sold for over 1 billion dollars reinforces his statement. He admits that teachers have Incorporated video in the class room before but now it is easier and more efficient. Bull lists PBS with its NOVA science programs and the National Geographic Society as two pioneers in this. PBS allows its shows to be viewed online while National Geographic has live feeds to areas of interest, one such as this is a watering hole in Botswana. Even though teachers have taken the initiative to include video in the classroom there have been few to no standards addresses this issue. The discovery Education unitedstreaming Web site has made things easier by connecting certain video clips to explicit curricular objectives.
Another advancement of late is the Discovery Educators Network (DEN) which allows for students and teachers with the capabilities to edit and remix licensed unitedstreaming content. This can only be accessed by those whose districts that join but if one is in such a district all have access. Bull sees this as the start of something that could spread nation wide. There is also more video sharing then ever before and with diligence may be able to bring such technology into every classroom.
Question 1: If standards were to be made who would make them and would this not create more money and attention going outside of the classroom? There is a chance that this would cause problems at first but anything new has to progress and this new technology is no different. If their is a trickle effect from the district still allowing teachers ample room for making decisions, teachers would be able to still custom plan their lesson plans. This may cost money but everything does and in time, once the kinks are worked out, it would have been more then worth the time and money.
Question 2: What kind of safeguards would be installed to ensure that only beneficial information entered the classroom? If only certain companies such as PBS, or National Geographic are accessed only educational material would enter the classroom. These decisions would have to be left in the teachers best interest and responsibility should also be with the4 teacher to ensure appropriate material.
Sunday, February 11, 2007
Journal #2
Breathing Fire into the Web 2.0. by Justin Hardman and David Carpenter
This article talks about how the average classroom in this country is without some of the new technological advances. For many, it claims, it is like stepping into the past. Hardman and Carpenter found a way to integrate technology into a productive, encompassing safe environment for teachers and students to interact. They produced a three component system: the first component is to enhance communication, the second component is to provide curriculum mapping while the third component is an online portfolio.
These three components help students and teachers alike. The teachers each have their own homepage to assist with communication. The teachers are able to manage this them selves enabling them control of what when and where. There is also a connection between the curriculum, the faculty and the students. This enhanced communication keeps everyone on the same page and makes it possible for students to learn not only inside the classroom but outside the classroom as well. As for the curriculum not only is it shared by both teachers and students but it is integrated with classroom management and certain resources can be added transferred and shared. Lastly the portfolio helps keep track of students work which may be an asset to gauge where a student is concerning their course work.
Question 1: This sounds great but how much time and money does it take to make this a reality? This would probably take a good amount of money and considerable amount of time and energy to integrate a system like this. It has to start sometime might as well be now.
Question 2: Does this advancement include those that still can not afford to have a computer at home or does it just isolate them further? Their is a chance that it will isolate some students so certain methods would have to be taken to prevent this. Thier are programs such as this in place today with labtops being available to loan. A school district willing to adopt such a program should also look into this to enable all students a fair chance to participate.
This article talks about how the average classroom in this country is without some of the new technological advances. For many, it claims, it is like stepping into the past. Hardman and Carpenter found a way to integrate technology into a productive, encompassing safe environment for teachers and students to interact. They produced a three component system: the first component is to enhance communication, the second component is to provide curriculum mapping while the third component is an online portfolio.
These three components help students and teachers alike. The teachers each have their own homepage to assist with communication. The teachers are able to manage this them selves enabling them control of what when and where. There is also a connection between the curriculum, the faculty and the students. This enhanced communication keeps everyone on the same page and makes it possible for students to learn not only inside the classroom but outside the classroom as well. As for the curriculum not only is it shared by both teachers and students but it is integrated with classroom management and certain resources can be added transferred and shared. Lastly the portfolio helps keep track of students work which may be an asset to gauge where a student is concerning their course work.
Question 1: This sounds great but how much time and money does it take to make this a reality? This would probably take a good amount of money and considerable amount of time and energy to integrate a system like this. It has to start sometime might as well be now.
Question 2: Does this advancement include those that still can not afford to have a computer at home or does it just isolate them further? Their is a chance that it will isolate some students so certain methods would have to be taken to prevent this. Thier are programs such as this in place today with labtops being available to loan. A school district willing to adopt such a program should also look into this to enable all students a fair chance to participate.
Wednesday, January 31, 2007
Journal #1
Finding new ways to connect: Professors adjust their methods to reach technology-savvy generation. By Eleanor Yang Su
This article makes the good point of how fast technology is advancing. The younger generations are growing up with so much technology at hand it has become second nature to them. Teachers and Professors are smart enough to realize they have to keep up and attempt to use this same technology to their advantage. For professors who don't, not only will learning be minimized but i feel the student will lose a certain amount of respect for the teacher. Teachers need to exude a grasp of knowledge and when a student is capable of a higher grasp of technology the student may wonder, what else does the teacher lack?
In and out of the class room students of the new generation or the "millenial generation" are constantly using new technology, claiming that even Email is out of date. With the use of these advances multi-tasking is an everyday occurrence. One of the students Su wrote about claimed she limited her online chatting while in class, she did not stop her chatting but limited it. The attitude of students has not changed , most still try to get away with as much as they can but the way in which to do so has become much easier and efficient.
Question 1: Where does one draw the line between teaching and entertaining? I feel it depends on the subject matter but as long as a student can retain relevant information it is learning.
Question 2: With multi-tasking becoming such a everyday thing and responses happening so fast are we further "spoiling" our youth with a need for instant gratification? I seems that waiting is a thing of the pass (unless one drives in San Diego County). But perhaps this is the way of the future and as long a persistence is valued there should be no social deterioration.
This article makes the good point of how fast technology is advancing. The younger generations are growing up with so much technology at hand it has become second nature to them. Teachers and Professors are smart enough to realize they have to keep up and attempt to use this same technology to their advantage. For professors who don't, not only will learning be minimized but i feel the student will lose a certain amount of respect for the teacher. Teachers need to exude a grasp of knowledge and when a student is capable of a higher grasp of technology the student may wonder, what else does the teacher lack?
In and out of the class room students of the new generation or the "millenial generation" are constantly using new technology, claiming that even Email is out of date. With the use of these advances multi-tasking is an everyday occurrence. One of the students Su wrote about claimed she limited her online chatting while in class, she did not stop her chatting but limited it. The attitude of students has not changed , most still try to get away with as much as they can but the way in which to do so has become much easier and efficient.
Question 1: Where does one draw the line between teaching and entertaining? I feel it depends on the subject matter but as long as a student can retain relevant information it is learning.
Question 2: With multi-tasking becoming such a everyday thing and responses happening so fast are we further "spoiling" our youth with a need for instant gratification? I seems that waiting is a thing of the pass (unless one drives in San Diego County). But perhaps this is the way of the future and as long a persistence is valued there should be no social deterioration.
Monday, January 29, 2007
And away we go
Hello everyone,
My name is Sam Phinney and I was born in Madison, Wisconsin. I moved out to Santa Barbara, California when I was only a few weeks old so I consider myself a California native. I went to school, K through 12, in Santa Barbara and even attended some city college courses there. During summers a worked as a tree trimmer and in my senior year of high school I began waiting tables. At the age of twenty two I got offered a job managing the same restaurant and quit the tree work. At twenty six I was burned out and my wife and I quit our jobs and traveled around the world. Now we are back and she is working and I am attending CSUSM.
Technology has never been a friend to me. Even as a manager we did the accounting by hand using pen and paper. I even joke that computers don’t like me since they seem to malfunction when I am present. Sorry class, hopefully this semester will change all that. I do have a PC and am becoming more and more comfortable using it, thanks mostly to video games. I have accepted that technology is important but still have a tendency to shy away from all the cool things it can do.
The mission statement seems to cover all the bases. There is a tone of competence and acceptance. It is different then most business mission statements and if it proves to be practiced by professors and students alike it will create a great learning environment.
Here is a picture of my wife Alison and I outside of Angkor Wat in Cambodia.
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