"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.
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