Point/Counterpoint
by Hope Benton-Borghi and Marc Simmons
L&L with Technology
April 2007 Vol.34 No.7'
In this two part column each authors takes a differing view as to whether or not our education system is better off today than it was 20 years ago. Benton-Borghi thinks our schools are better off, Marc Simmons doesn't. Benton-Borghi supports her argument by providing evidence of how students today are able to communicate with other students, teachers, and experts from around the world with a few clicks of a mouse. She believes this is the main factor that students today are receiving a better education than students of twenty years ago. Simmons believes that schools are there to produce "critical thinkers' and the purpose of technology is to increase efficiency. With this in mind Simmons makes the claim that our education system has not improved in the last 2o years. He asserts that although our schools have become more technologically based the actual learning within those schools has decreased. However Benton-Borghi points out that due to the communication ability afforded by technology students can interact with other students globally, and therefore gain knowledge from a different perspective and through the lens of different cultures. Both make interesting and valid points in their arguments either for or against the current education system and how technology has either improved it or hurt it.
1)How can technology help those students with disabilities today that wasn't possible twenty years ago?
Twenty years ago disabled or gifted students weren't able to attend schools with their own social cohort, however because of new technological advances those students can now remain within their cohorts.
2) What can teachers gain from technology in the classroom?
Through the use of and implementation of technology in the classroom teachers are able to teach the more effectively and engaging to students across America.
Friday, April 27, 2007
Does Your District Need a Technology Audit? #9
By Howard Pitler
Learning & Leading with Technology
April 2007 Vol. 34 No.7
Mr.Pitler makes a great case for auditing school districts on their technological status. He makes the great point that districts are always looking at the financial statements and their accuracy. So he makes the point that school districts should conduct a technological audit to better assess a districts capabilities. Technological audits would provide better views of teachers feelings concerning the use of technology as well as how students actually use that technology. Furthermore Pitler makes the case that an audit would help break down any barriers between students and teachers that might prevent effective use of technology. Districts can develop their own personal tech plans for auditors to help maximize their effectiveness and integrate it into the system.
The use of focus groups can also be helpful in these audits. These groups should be comprised of staff members, parents,students, and local business leaders. By forming groups of diverse individuals the technological audits for school districts will be much more effective in determining what they need for the future. Although some may argue that the cost associated with an audit would cost too much but Pitler argues these costs will be worth the investment.
1) What planning processes exist for the upgrade of hardware and software assets to stay technologically current?
A current audit of a particular school district would be a valuable resource in determining those assets.
2)What should a technological audit look at first?
A quality audit will look at the perspective of those involved first. Staff and students should be at the beginning of the process.
Learning & Leading with Technology
April 2007 Vol. 34 No.7
Mr.Pitler makes a great case for auditing school districts on their technological status. He makes the great point that districts are always looking at the financial statements and their accuracy. So he makes the point that school districts should conduct a technological audit to better assess a districts capabilities. Technological audits would provide better views of teachers feelings concerning the use of technology as well as how students actually use that technology. Furthermore Pitler makes the case that an audit would help break down any barriers between students and teachers that might prevent effective use of technology. Districts can develop their own personal tech plans for auditors to help maximize their effectiveness and integrate it into the system.
The use of focus groups can also be helpful in these audits. These groups should be comprised of staff members, parents,students, and local business leaders. By forming groups of diverse individuals the technological audits for school districts will be much more effective in determining what they need for the future. Although some may argue that the cost associated with an audit would cost too much but Pitler argues these costs will be worth the investment.
1) What planning processes exist for the upgrade of hardware and software assets to stay technologically current?
A current audit of a particular school district would be a valuable resource in determining those assets.
2)What should a technological audit look at first?
A quality audit will look at the perspective of those involved first. Staff and students should be at the beginning of the process.
Journal 8 "Virtual Schooling"
By Niki Davis and Dale S. Niederhauser
In this article the authors describe the ever growing and widely expanding world of "virtual schooling." Virtual schooling is the term used for all the elements associated with learning in an online environment. This new educational medium offers several incentives for students. One reason enrollment is increasing in this area is due to its ability to cater and personalize curriculum as well as assisting students with the No Child Left Behind legislation. Other students are able to enroll in Advanced Placement courses not offered elsewhere or students who have been displaced such as those children hit by Katrina in the gulf area.
The three core roles as described by the authors are teacher,designer and VS facilitator. Each one play a key role in making the online experience a successful one. Teachers need to be highly organized and provide sufficient instruction for virtual schooling to be effective. The overall benefits to online schooling are tremendous and can have a profound impact on the future of education around the world.
1) What if the student or instructor need to have a block of instruction that requires a demonstration?
Video conferencing can be used in this situation to help students and instructors speak directly to each other as well as for presentations.
2) How are students able to take possible science courses that would require a lab?
Formal science labs can be set up at regional locations with the proper scientific equipment and blended together to complete the required coursework.
In this article the authors describe the ever growing and widely expanding world of "virtual schooling." Virtual schooling is the term used for all the elements associated with learning in an online environment. This new educational medium offers several incentives for students. One reason enrollment is increasing in this area is due to its ability to cater and personalize curriculum as well as assisting students with the No Child Left Behind legislation. Other students are able to enroll in Advanced Placement courses not offered elsewhere or students who have been displaced such as those children hit by Katrina in the gulf area.
The three core roles as described by the authors are teacher,designer and VS facilitator. Each one play a key role in making the online experience a successful one. Teachers need to be highly organized and provide sufficient instruction for virtual schooling to be effective. The overall benefits to online schooling are tremendous and can have a profound impact on the future of education around the world.
1) What if the student or instructor need to have a block of instruction that requires a demonstration?
Video conferencing can be used in this situation to help students and instructors speak directly to each other as well as for presentations.
2) How are students able to take possible science courses that would require a lab?
Formal science labs can be set up at regional locations with the proper scientific equipment and blended together to complete the required coursework.
Tuesday, April 24, 2007
#7 "Should Schools Regulate Offsite Online Behavior?"
Point/Counter Point by Nancy E.Willard and Lynn Wietcha
This article addresses a key issue in our schools as well as our communities. How far should teachers be allowed to go in order to protect students from online bullying? Nancy Willard believes that teachers should have that right to engage harmful material even if it occurred off school grounds. She argues that whether the bullying is taking place off campus the conflict almost always eventually boils over at the school grounds. Lynn Wietecha argues that teachers have enough on their plates already without having to monitor students actions off campus. She believes it is reasonable for schools to be accountable for students and being required to meet state mandated content standards to name only a few requirements, they have enough responsibility already.
1) How could a teacher help and or monitor the situations of students off campus behavior?
Teachers can advise students about this issue and give students helpful tips on how to avoid "cyber bullying." Such as, don't hang out on sites where students treat you badly, save any evidence of harassment to help determine the identity of the aggressor, and remember to not "retaliate" against the aggressor, this only gives the bully a "win".
2) Can school officials respond to to these types of harmful acts against students that occur away from school?
The current legal standard is that "school officials may respond with formal discipline if the off-campus online speech creates,threatens to create, a substantial and material disruption of the school or interference with the rights of students to be secure."
I believe teachers should do what they can under the legal standard to protect students and provide a safe learning environment. Because there is no such thing as an "un-safe learning environment." Learning environments are safe environments.
This article addresses a key issue in our schools as well as our communities. How far should teachers be allowed to go in order to protect students from online bullying? Nancy Willard believes that teachers should have that right to engage harmful material even if it occurred off school grounds. She argues that whether the bullying is taking place off campus the conflict almost always eventually boils over at the school grounds. Lynn Wietecha argues that teachers have enough on their plates already without having to monitor students actions off campus. She believes it is reasonable for schools to be accountable for students and being required to meet state mandated content standards to name only a few requirements, they have enough responsibility already.
1) How could a teacher help and or monitor the situations of students off campus behavior?
Teachers can advise students about this issue and give students helpful tips on how to avoid "cyber bullying." Such as, don't hang out on sites where students treat you badly, save any evidence of harassment to help determine the identity of the aggressor, and remember to not "retaliate" against the aggressor, this only gives the bully a "win".
2) Can school officials respond to to these types of harmful acts against students that occur away from school?
The current legal standard is that "school officials may respond with formal discipline if the off-campus online speech creates,threatens to create, a substantial and material disruption of the school or interference with the rights of students to be secure."
I believe teachers should do what they can under the legal standard to protect students and provide a safe learning environment. Because there is no such thing as an "un-safe learning environment." Learning environments are safe environments.
Monday, April 23, 2007
Social Justice: Choice or Necessity? Journal 6
Article by Colleen Swain and David Edyburn
The main theme of this article is that if technology within classrooms is not being taught, and taught effectively then students are being disadvantaged. The authors use statistics from the US Dept. of Labor that note at least 80% of jobs in the next two decades will require employees to be technologically efficient. Where some educators feel it is their choice whether to employ technology in the classroom, this article argues it is no choice at all but rather imperative for the success of students. Access to technology is not the answer either but actual hands on instruction for students to demonstrate competence as well. A great quote from the article reads, "Teachers can influence the gap in the digital divide."Two questions raised in the article are helpful in answering questions regarding this topic for future educators.
The main theme of this article is that if technology within classrooms is not being taught, and taught effectively then students are being disadvantaged. The authors use statistics from the US Dept. of Labor that note at least 80% of jobs in the next two decades will require employees to be technologically efficient. Where some educators feel it is their choice whether to employ technology in the classroom, this article argues it is no choice at all but rather imperative for the success of students. Access to technology is not the answer either but actual hands on instruction for students to demonstrate competence as well. A great quote from the article reads, "Teachers can influence the gap in the digital divide."Two questions raised in the article are helpful in answering questions regarding this topic for future educators.
- Using a "social justice" lens in the classroom how can one effectively observe the use of technology in the classroom?
Students can be expected to hand write select portions of class papers in order to demonstrate effective word processing skills within the classroom. They could also use technology to demonstrate their comprehension of lessons using various "drill and practice" programs.
2. How can an educator be sure his methods are getting through and impacting the students learning?
An important and critical tool for an educator to use to better gauge new lessons is to be reflective on past assignments. Open up for feedback from students to get a feel for what has worked and what needs improvement.
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