Sitting at the airport in San Francisco and came across this handy dandy Blogger iPhone app. :D How's that for an introduction?
But seriously, technology integration in the classroom: how have my thoughts changed? I'm not sure that they have, but they've certainly been realized. I'd known that the use of technology in the classroom was crucial to provide the optimal engaging learning environment. Moreover, I'd felt it was doing a disservice to students to not adequately integrate something that is so deeply imbedded in all of our lives.
I feel the same way today, the only difference is that now I feel like I'm actually able to do so. The extent of online resources available to educators today is insurmountable, and it continues to grow exponentially each day. I have learned so much from this class and the knowledge I've gained has allowed me to replace my anxiety with enthusiasm for the days and weeks ahead. I have so many tools to use in all of my classes, and I eagerly look forward to doing so.
As I'd said before, I plan to develop and use my Wix webquest in my 7th grade History class, and I will most likely incorporate my Voicethread lesson plan with my 9th graders as a means for evaluation on The Merchant of Venice. But it's not just the tools that I'm already planning to use- it's the broad knowledge of such resources that makes me feel confident in my ability to incorporate technology into the classroom environment.
Well, we're boarding soon, but I can't stress enough how grateful I am to have had this course. As technologically savvy as I thought I was, I had no idea how much I needed to learn! Hats off to you Mr. Chamberlain- & congratulations on a job well done!
Thursday, August 18, 2011
Tuesday, August 9, 2011
SNHU Lit Review 2
In her article, "Can Turnitin be used to provide instant formative feedback?” in the July 2011 edition of the British Journal of Educational Technology, Vivien Rolfe discusses the value of the up and coming academic submission program, Turnitin. She provides the data of various studies conducted between 2006 and 2009 on the effectiveness of the program in terms of preventing inadvertent and intentional plagiarism, the production of higher quality papers, and as a tool for furthering student comprehension in regards to proper citation and etc.
“More often, plagiarism is not deliberate -- for example, it can be because of the student not understanding what it is (Yeo, 2007) or having a poor understanding of how to correctly cite and reference sources (Ellery, 2008)” (Rolfe, 701). Accordingly, Turnitin seeks to provide a viable alternative to the crash and burn method of inadequate citation experienced by most early learners. Moreover, it was the intention of developers to enable students to evolve their writing and citation skills with the instant feedback that the program provides. Regarding the effectiveness of the system Rolfe contends: “The current findings indicate that, with guidance, students can use a plagiarism detection system to submit draft assignments and receive instant feedback on their work, with large numbers doing so with no reported problems. The results show that the majority of students chose to view the feedback and claimed that it helped improve their writing” Rolfe, 706).
In her analysis, Rolfe seeks to answer those who argue that such programs encourage a trend of laziness when it comes to bibliographies and textual citations. She writes: “It is acknowledged that so-called 'generation Y' students are motivated by seeking information rather than critiquing it (Weiler, 2004). Increasingly, universities are addressing the development of student skills through partnerships between programmed teams and library services (Galvin, 2005). The current study suggests that using an online solution (which was viewed positively by staff and students) can be a useful tool for motivating students to improve their literacy skills and, at least, for increasing awareness of their importance” (Rolfe, 707-708).
Rolfe provides an excellent argument for a tool in very little need of defense. The student-teacher data and popular opinion agree: Turnitin as an extremely effective academic tool. The program eases the burden on teachers in regards to identifying and addressing issues regarding plagiarism, while at the same time enabling students to identify and address issues on their own. It was nice to get a broad overview of relevant information & etc., but the content seemed to be a bit rudimentary. The article is well written for the most part, I did find one error on word choice and improper use of tense, but that was in the midst of data provision rather than the meat of the article itself. Would I read it again? Not for pleasure, but it might prove a valuable source in some essay or assignment of the future.
Work Cited:
| Title: | Can Turnitin be used to provide instant formative feedback? |
|---|---|
| Personal Author: | Rolfe, Vivien |
| Journal Name: | British Journal of Educational Technology |
| Source: | British Journal of Educational Technology v. 42 no. 4 (July 2011) p. 701-10 |
| Publication Year: | 2011 |
Wednesday, July 27, 2011
SNHU Literature Review
In "Teaching Where We Are: Place Based Language Arts" Merrilyne Lundahl presents her concurrence with the place based language arts approach of educator and academic David Orr. In her articule Lundahl demonstrates this concurrence in asserting her agreement that "all education is environmental education. By what is included or excluded, students are taught they are part of or apart from the natural world" (Orr, 12).
Lundahl goes on to explain that she opts to be "deliberate about helping students recognize their connection to the natural world in the hope that doing so will allow for a more just and sustainable world." By using the "context students live and learn in," it is her belief that we can "create a relevant and engaging curriculum" using "local places, environmental issues ... and people's natural biophilia to improve English education, literacy, and citizenship." Like Orr, Lundahl rebuffs the claim that "environmental education" belongs to science teachers, arguing that "it's the work of us all, and it is a natural fit for the engaging English classroom."
This is revolutionary thinking for many language arts teachers today. Aside from bringing classes outside to have discussions on Plato, Homer, Wilder, and Shakespeare, I can't say that many of my childhood language arts teachers made much of an attempt to immerse our language arts learning into the environment in which we were (and are) so deeply imbedded.
That being said, there is only so much that can be done to incorporate our environments into our writing, reading, and other literary skills. One example Lundahl provides is that of students in rural Utah, who were "asked to create a map of their home-places," during this activity "many [students] who had previously been disengaged lit up." Lundahl purports that through "inviting them to create maps that include places of significance, students bring in authority and can gain access to memories and stories that help them construct and articulate a sense of place."
There is no doubt that this is a wonderful way to engage students in the enterprise of learning, but how does this mapping activity relate to language as we (and our core curriculum standards) know it? Lundahl states that such maps "are rich with prewriting activities" and points out that "published memoirs and fiction frequently include maps in the front matter." But that's not exactly central to the actual acts of writing, reading, or analyzing such memoirs and works of fiction. It is, however, a start. An opening way to engage students through a personal environmentally relevant exercise, and perhaps in some cases that's all it really takes.
All in all I enjoyed this article and thought the author made some really interesting and enriching points. I just think that many teachers attempts at executing the place based curriculum in language arts settings have been feeble at best. Perhaps a further engagement of students within their technological environment would yield better results. Many students are now more acquainted with their facebook groups than the geographic landmarks within their environments.
Work Cited:
Teaching Where We Are: Place-Based Language Arts
Merrilyne Lundahl, Lisa Storm Fink. English Journal. (High school edition). Urbana: Jan 2011. Vol. 100, Iss. 3; pg. 44, 5 pgs
(As found on SNHU online library resource links)
Lundahl goes on to explain that she opts to be "deliberate about helping students recognize their connection to the natural world in the hope that doing so will allow for a more just and sustainable world." By using the "context students live and learn in," it is her belief that we can "create a relevant and engaging curriculum" using "local places, environmental issues ... and people's natural biophilia to improve English education, literacy, and citizenship." Like Orr, Lundahl rebuffs the claim that "environmental education" belongs to science teachers, arguing that "it's the work of us all, and it is a natural fit for the engaging English classroom."
This is revolutionary thinking for many language arts teachers today. Aside from bringing classes outside to have discussions on Plato, Homer, Wilder, and Shakespeare, I can't say that many of my childhood language arts teachers made much of an attempt to immerse our language arts learning into the environment in which we were (and are) so deeply imbedded.
That being said, there is only so much that can be done to incorporate our environments into our writing, reading, and other literary skills. One example Lundahl provides is that of students in rural Utah, who were "asked to create a map of their home-places," during this activity "many [students] who had previously been disengaged lit up." Lundahl purports that through "inviting them to create maps that include places of significance, students bring in authority and can gain access to memories and stories that help them construct and articulate a sense of place."
There is no doubt that this is a wonderful way to engage students in the enterprise of learning, but how does this mapping activity relate to language as we (and our core curriculum standards) know it? Lundahl states that such maps "are rich with prewriting activities" and points out that "published memoirs and fiction frequently include maps in the front matter." But that's not exactly central to the actual acts of writing, reading, or analyzing such memoirs and works of fiction. It is, however, a start. An opening way to engage students through a personal environmentally relevant exercise, and perhaps in some cases that's all it really takes.
All in all I enjoyed this article and thought the author made some really interesting and enriching points. I just think that many teachers attempts at executing the place based curriculum in language arts settings have been feeble at best. Perhaps a further engagement of students within their technological environment would yield better results. Many students are now more acquainted with their facebook groups than the geographic landmarks within their environments.
Work Cited:
Teaching Where We Are: Place-Based Language Arts
Merrilyne Lundahl, Lisa Storm Fink. English Journal. (High school edition). Urbana: Jan 2011. Vol. 100, Iss. 3; pg. 44, 5 pgs
(As found on SNHU online library resource links)
Wednesday, July 6, 2011
Cyber Bullying: Parental Awareness
Technology makes the world more efficient. With every digital innovation our burden is lightened, and thus our productive potential heightened, ad infinitum. Yet, with the instantly gratifying connection of cyber social networking comes an increase in online bullying, threats, & etc. There are a number of reasons for it, and even more reasons for parents to take a more proactive approach against bullying by monitoring their children's online interactions.
Parents need to be aware of the possible consequences of not keeping track of their children's online interactions. In cases of cyber bullying children have taken their own lives after feeling so completely desperate and out of control- in many cases to the complete shock and surprise of their loved ones. Bullying has been around forever, but never at such an intrusive and ostentatious level. The home used to be a haven for victims of bullying, not anymore. Children endure some of the most harmful and threatening comments while they sit in their rooms in silence. Those doing the bullying are generally worse than they would be in other environments. There is no supervision. No time for reflection, no time to cool down. Parents need to understand this and act accordingly. No child should end up like Ryan Halligan and Megan Meier. No child should be driven to take their own life from conversations they've had online. Parents need to be watching, they need to be aware.
As for the issue of digital immigrant parents not knowing how to engage in monitoring their children's internet lives, communities need to educate them on how to adequately and appropriately supervise their children's interactions online. They need to be versed in ways to educate and protect their children from becoming victims of cyber crimes. They need to be aware of the possible consequences of their inaction. We as educators need to ensure that this information is easily accessible to these adults. We need to be aware of the various ways that cyber bullying can impact our students classroom lives. We need to vigilant. We need to be informed.
How can you provide equal access to the digital world to all learners?
How can you provide equal access to the digital world to all learners? You can't. Plain and simple. What you as an educator can control is the provision of equal access within the classroom environment, and can attempt to ensure that those who do not have equal access to the digital world at home are not at too much of a disadvantage for it. They are still going to be at a disadvantage- make no mistake about that- but by catering to your less digitally endowed students needs you can attempt to make this disadvantage as minimal as possible.
Within the classroom setting it's easy, it's totally in your control. You are the task master and it is your obligation to ensure that each learner has equal access to the digital mediums that you provide. Whether you are using computers, iPads, smart boards, or nooks, it is your duty to provide students with equal access to the technology utilized. Outside of the classroom, not so much. Students without a computer, Internet access, or Microsoft Word are at a severe disadvantage for technologically derived assignments. This doesn't just range from research projects, discussion forums, or online assignment submission, but even the simple task of writing a book report or essay. Spell check is something our digital students take for granted, but those without these luxuries will score lower without the auto correct option on written work. So what do we do? Sure we can send these students to the library, or let them stay with us after school, but let's not kid ourselves, this is putting these students at a disadvantage over those who have access to these digital benefits in the comfort of their own homes at the literal click of a button. These students are the majority in America, and there is little we can do to change the disadvantage this puts on the minority of students with little to no digital access.
Even on assignments that don't require digital access, you'd be hard pressed to find one that can't in some way benefit from technological means. Even artwork can be augmented by the use of google images for endless examples & etc. So what do we do? What can we do? Ultimately nothing. Or at least precious little to tip the scales in reverse. But then, that's the nature of the beast when it comes to social adversity and perhaps that's the best education one can give on the social state of the real world. There will always be those who are at less of an advantage than others in some regard. It's not fair, but it's reality.
Within the classroom setting it's easy, it's totally in your control. You are the task master and it is your obligation to ensure that each learner has equal access to the digital mediums that you provide. Whether you are using computers, iPads, smart boards, or nooks, it is your duty to provide students with equal access to the technology utilized. Outside of the classroom, not so much. Students without a computer, Internet access, or Microsoft Word are at a severe disadvantage for technologically derived assignments. This doesn't just range from research projects, discussion forums, or online assignment submission, but even the simple task of writing a book report or essay. Spell check is something our digital students take for granted, but those without these luxuries will score lower without the auto correct option on written work. So what do we do? Sure we can send these students to the library, or let them stay with us after school, but let's not kid ourselves, this is putting these students at a disadvantage over those who have access to these digital benefits in the comfort of their own homes at the literal click of a button. These students are the majority in America, and there is little we can do to change the disadvantage this puts on the minority of students with little to no digital access.
Even on assignments that don't require digital access, you'd be hard pressed to find one that can't in some way benefit from technological means. Even artwork can be augmented by the use of google images for endless examples & etc. So what do we do? What can we do? Ultimately nothing. Or at least precious little to tip the scales in reverse. But then, that's the nature of the beast when it comes to social adversity and perhaps that's the best education one can give on the social state of the real world. There will always be those who are at less of an advantage than others in some regard. It's not fair, but it's reality.
Tuesday, July 5, 2011
Ed. Tech Talk Reflection
Ed Tech Talk:Teachers Teaching Teachers 247
High School-College Transition and the “Framework for Success in Post-secondary Writing” 5.18.11
Okay, so while there was definitely a lot to take away from this conversation- it was nice to have a multifaceted perspective on the high school to college transition regarding the necessary framework for post secondary writing success- I found the lack of structure and organization of the talk frustrating to say the least. I suppose there is something to be said for actually participating in the conversation, but listening to it and trying to glean valuable information after the fact was just downright boring. The conversation started out strong, with contributions on the habits of the mind and the psychological underpinnings of student success by the head of the writing center at the University of Minnesota, but then the conversation meandered away from the topic at hand with mildly relevant contributions from several students followed by convoluted contributions by various educators trying to get back on track. I get the importance of high school student contributions to the conversation- how else are we to determine what strategies would work best for them?- but if they want talks like these to be of benefit to the general public and their intended audience, something needs to be done in terms of structure.
Very basically the talk went over the difficulty in transitioning from the structure and content oriented nature of high school writing classes to that of self discipline and structural aspects necessary for college writing success. College student Jake, a music major in Chicago, provided insight into the major differences he observed as a new college student. For him the primary issue was fine-tuning his time management skills. The educators in the discussion, however, cited the lack of education on essay structure as one of the greatest issues they encounter with first year college students. All in all the information allowed me to gain a better understanding of topics to address in my 9th-12th grade English classes, but the discussion could have been condensed to fifteen or twenty minutes and I think we'd all be better for it.
Wednesday, June 29, 2011
What is the single most important digital technology in your life?
What is the single most important digital technology in your life -- the one that you couldn't do without?
Technology is so immersed in the framework of our modern lives that it is sometimes hard to imagine what it would be like to not have our laptops, desktops, iPhone, iPods, iPads, Nooks, Blackberrys, and GPSs. What would our lives be like if we suddenly couldn't text our family and friends? If we couldn't email while walking down the street, Skype at the click of a button, or pick a restaurant and look up directions while driving downtown? The answer that sometimes comes to mind is: easy. Yes, easy. I think about these things and about the amount of time and space they occupy in our lives (okay not necessarily physical space - I've seen the size of those chart filing cabinets that they used to have in the dark ages-- you know back before files went digital- way back in 95.) But when you think about the height of our expectations today- the amount of achievement now immediately possible, and thus expected, on a day to day basis verses that of twenty, or even fifteen years ago it's a little overwhelming. How are we to meet our daily potential when the limits are forever being broken by the new and latest technological means?
So life would be easier, less stressful, perhaps even more enjoyable without the mass of technological enterprises at the forefront of each of our lives. But the problem is. We love it. We rely on it. We need it. Or so it seems. The reality is that our lives are centered around the ever extending technological realm, and without it we virtually can't function on the same level as our technologically oriented peers. Plus there are those aspects of technology that we just simply can't do without. That we have placed in such a central part of our existence that the idea of going without them is likened to the notion of going without water or food. No iPad?! But how will I live? I need to trade stalks, read books, chat with friends, plan my life, my retirement, my children's education, write my grocery list- I NEED my iPad. Okay, so maybe I'm being a bit dramatic, but seriously, we use these things in virtually every arena of our lives in some respect or another. To take it away would be devastating to the efficiency of our technologically centered lives.
This go to item for me is my iPhone. I know, I know, everyone says that, but maybe that's because its true. My iPhone is the primary portal for my phone calls, text messages, facebook chat, IMs, and email. With my iPhone I manage my finances, take pictures and videos, write lists, listen to music, and play games. Its especially central to my communication with my husband who is in the military and equally reliant on his iPhone. Without it we would be at the mercy of the limited computer access at Marine Corps installations in places like Afghanistan and Kuwait. While most of these bases are equipped with wifi they're not exactly handing out laptops to their men. With his iPhone Danny is able to use the wifi so that the two of us can actually have a face-time conversation.
SO what would life be like without it? I don't know, but I know I don't really want to find out. Sure, life might have been easier if I had never known the ease and efficiency of leading an iPhone life; if I had never know the joys and benefits of seeing my husband and accessing facebook via my cell while at the grocery store. But I do know these things, and I have come to expect them, to depend on them, and even enjoy the benefits of them. The stress generated by the every expanding realms of these technologies wouldn't be alleviated by their elimination, it would be heightened by our subsequently expanding expectations.
Technology is so immersed in the framework of our modern lives that it is sometimes hard to imagine what it would be like to not have our laptops, desktops, iPhone, iPods, iPads, Nooks, Blackberrys, and GPSs. What would our lives be like if we suddenly couldn't text our family and friends? If we couldn't email while walking down the street, Skype at the click of a button, or pick a restaurant and look up directions while driving downtown? The answer that sometimes comes to mind is: easy. Yes, easy. I think about these things and about the amount of time and space they occupy in our lives (okay not necessarily physical space - I've seen the size of those chart filing cabinets that they used to have in the dark ages-- you know back before files went digital- way back in 95.) But when you think about the height of our expectations today- the amount of achievement now immediately possible, and thus expected, on a day to day basis verses that of twenty, or even fifteen years ago it's a little overwhelming. How are we to meet our daily potential when the limits are forever being broken by the new and latest technological means?
So life would be easier, less stressful, perhaps even more enjoyable without the mass of technological enterprises at the forefront of each of our lives. But the problem is. We love it. We rely on it. We need it. Or so it seems. The reality is that our lives are centered around the ever extending technological realm, and without it we virtually can't function on the same level as our technologically oriented peers. Plus there are those aspects of technology that we just simply can't do without. That we have placed in such a central part of our existence that the idea of going without them is likened to the notion of going without water or food. No iPad?! But how will I live? I need to trade stalks, read books, chat with friends, plan my life, my retirement, my children's education, write my grocery list- I NEED my iPad. Okay, so maybe I'm being a bit dramatic, but seriously, we use these things in virtually every arena of our lives in some respect or another. To take it away would be devastating to the efficiency of our technologically centered lives.
This go to item for me is my iPhone. I know, I know, everyone says that, but maybe that's because its true. My iPhone is the primary portal for my phone calls, text messages, facebook chat, IMs, and email. With my iPhone I manage my finances, take pictures and videos, write lists, listen to music, and play games. Its especially central to my communication with my husband who is in the military and equally reliant on his iPhone. Without it we would be at the mercy of the limited computer access at Marine Corps installations in places like Afghanistan and Kuwait. While most of these bases are equipped with wifi they're not exactly handing out laptops to their men. With his iPhone Danny is able to use the wifi so that the two of us can actually have a face-time conversation.
SO what would life be like without it? I don't know, but I know I don't really want to find out. Sure, life might have been easier if I had never known the ease and efficiency of leading an iPhone life; if I had never know the joys and benefits of seeing my husband and accessing facebook via my cell while at the grocery store. But I do know these things, and I have come to expect them, to depend on them, and even enjoy the benefits of them. The stress generated by the every expanding realms of these technologies wouldn't be alleviated by their elimination, it would be heightened by our subsequently expanding expectations.
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