“Activating Your School: Movement-Oriented Learning”
By Pete Rognli
This article refers to a “School of the Future,” in which physical activity is embedded into every aspect of the day, not just recess and P.E. Physical activity at the School of the Future relies heavily on a concept called NEAT: Non-Exercise Activity Thermogenesis. Basically, this is the idea that students can burn calories and fight obesity without getting their heart rate up. The integration of wireless technology facilitates physical activity by allowing students to move freely, staying simultaneously physically and cognitively active. The author of this article highlights the importance of involving everyone in order to meet school physical activity goals: students, faculty, administrators, and parents. Technology is an important part of meeting physical activity goals at school, but it is not imperative. High-tech and expensive gadgets are not necessary. The point of the School of the Future is to fully integrate physical activity into the school day by finding a meeting point between physical and mental learning.
My Questions:
1. As a teacher, why would it be important to encourage parent involvement in a program like that at the School of the Future?
It is important to remember that students’ home lives are extremely influential. Parents have the power to reinforce what took place at school. Healthy habits should not stop at the end of the school day; they should be a part of the child’s life at home, as well. Parents have the responsibility to encourage, even enforce, healthy eating habits and physical activity outside of school.
2. What are some technology tools that I could use with my students to encourage simultaneous physical activity and learning?
Wireless technology would allow students to move around while working and learning. For example, students could work on laptops while sitting, standing, or moving to different work stations around the classroom. Ipods are another great way to allow physical activity. I could podcast a lesson, and my students could listen during periods of physical activity, like walking or jogging.
Thursday, April 26, 2007
Journal 8
“Virtual Schooling”
By Niki Davis and Dale S. Niederhauser
Virtual schooling (VS) is a rapidly growing trend in education. The trend is growing so rapidly, in fact, that the National Center for Educational Statistics reported that about one-third of public school districts had students enrolled in distance education courses. Virtual schooling allows K-12 courses and activities to be offered from a distance through digital communication technologies. Virtual schooling is a flexible form of education that accommodates students with restrictions based on their location or their schedule.
My Questions:
1. What skills would I need to develop in order to become a successful VS teacher?
As in a regular classroom, it would be very important to have strong communication skills. Although I would be meeting with my students from a distance, I would need to be able keep open communication with all of my students through a variety of digital technologies. Good communication would be an important part of developing a social presence in my virtual classroom. This involves creating a supportive, welcoming and accommodating learning environment for a diverse student population with different backgrounds and abilities. As a VS teacher, it would also be very important to effectively communicate and collaborate with administrators, system designers, and site facilitators in order to make sure that the program runs successfully.
2. What digital tools and software could be used to facilitate learning in a virtual classroom?
Learning management software, like WebCT, could be very useful. These types of programs provide access to curriculum materials, including syllabi and course calendars, as well as communication tools, such as e-mail and discussion boards. Another useful tool would be videoconferencing, which would allow students to speak with me directly.
By Niki Davis and Dale S. Niederhauser
Virtual schooling (VS) is a rapidly growing trend in education. The trend is growing so rapidly, in fact, that the National Center for Educational Statistics reported that about one-third of public school districts had students enrolled in distance education courses. Virtual schooling allows K-12 courses and activities to be offered from a distance through digital communication technologies. Virtual schooling is a flexible form of education that accommodates students with restrictions based on their location or their schedule.
My Questions:
1. What skills would I need to develop in order to become a successful VS teacher?
As in a regular classroom, it would be very important to have strong communication skills. Although I would be meeting with my students from a distance, I would need to be able keep open communication with all of my students through a variety of digital technologies. Good communication would be an important part of developing a social presence in my virtual classroom. This involves creating a supportive, welcoming and accommodating learning environment for a diverse student population with different backgrounds and abilities. As a VS teacher, it would also be very important to effectively communicate and collaborate with administrators, system designers, and site facilitators in order to make sure that the program runs successfully.
2. What digital tools and software could be used to facilitate learning in a virtual classroom?
Learning management software, like WebCT, could be very useful. These types of programs provide access to curriculum materials, including syllabi and course calendars, as well as communication tools, such as e-mail and discussion boards. Another useful tool would be videoconferencing, which would allow students to speak with me directly.
Journal 7
“Technology Integration: What Happens Now”
By Linda Merillat, Jennifer Holvoet, and Doug Adams
Schools needing assistance with the integration of instructional technology received federal funding for professional development and technical assistance. Included in this funding was a nationwide initiative called R*TEC (Regional Technology in Education Consortia). Unfortunately, much of this federal funding is now being redirected to other priorities. Responsibility for technology integration has shifted to the state-level, with all funding going to the states. However, technology is continuing to change and improve, and knowledge and skills soon become outdated. Without initiatives like R*TEC, it is difficult to make sure that educators are staying current. It is important for state leadership, school districts, and individual teachers to take a more active role in technology integration. Luckily, many of the resources developed during the R*TEC era are still available.
My Questions:
1. As a teacher, how can I make sure that my technology knowledge and skills are effective and up to date?
Even though the funding for the R*TEC program is no longer in place, there are plenty of resources to help me stay up to date with emerging technologies. As this article points out, many of the resources from the R*TEC program are still in place and available on the Web. It would also be extremely helpful to maintain my membership with the International Society for Technology in Education and receive their monthly journal called "Learning and Leading." The articles in this journal will keep me informed about new technology tools and potential uses in the classroom. These articles will also help me to be aware of pressing issues in educational technology.
2. How could I make sure that the district in which I work is implementing technology effectively?
Now that federal funding like R*TEC has been withdrawn, individual school districts will have to take a more active role in technology integration. In the April 2007 issue of "Learning and Leading," author Howard Pitler suggests that a technology audit is a great way for a district to assess the efficiency of its network. An audit would gather useful data on the current condition of technology in the district. With this data, the district could plan for needed changes and improvements.
By Linda Merillat, Jennifer Holvoet, and Doug Adams
Schools needing assistance with the integration of instructional technology received federal funding for professional development and technical assistance. Included in this funding was a nationwide initiative called R*TEC (Regional Technology in Education Consortia). Unfortunately, much of this federal funding is now being redirected to other priorities. Responsibility for technology integration has shifted to the state-level, with all funding going to the states. However, technology is continuing to change and improve, and knowledge and skills soon become outdated. Without initiatives like R*TEC, it is difficult to make sure that educators are staying current. It is important for state leadership, school districts, and individual teachers to take a more active role in technology integration. Luckily, many of the resources developed during the R*TEC era are still available.
My Questions:
1. As a teacher, how can I make sure that my technology knowledge and skills are effective and up to date?
Even though the funding for the R*TEC program is no longer in place, there are plenty of resources to help me stay up to date with emerging technologies. As this article points out, many of the resources from the R*TEC program are still in place and available on the Web. It would also be extremely helpful to maintain my membership with the International Society for Technology in Education and receive their monthly journal called "Learning and Leading." The articles in this journal will keep me informed about new technology tools and potential uses in the classroom. These articles will also help me to be aware of pressing issues in educational technology.
2. How could I make sure that the district in which I work is implementing technology effectively?
Now that federal funding like R*TEC has been withdrawn, individual school districts will have to take a more active role in technology integration. In the April 2007 issue of "Learning and Leading," author Howard Pitler suggests that a technology audit is a great way for a district to assess the efficiency of its network. An audit would gather useful data on the current condition of technology in the district. With this data, the district could plan for needed changes and improvements.
Journal 6
“Social Justice: Choice or Necessity”
By Colleen Swain and David Edyburn
This article explores the social justice implications of instructional technology. When teachers decide not to use technology in learning environments, students are disadvantaged. Teachers can increase students’ future opportunities by providing access to technology. However, simply providing access to instructional technology is not enough; students must become technologically fluent. A lack of technological proficiency can negatively affect students’ futures by limiting their education and employment opportunities in a society that is becoming more and more dependant on technology. According to the authors of this article, technology is equitably implemented when: it is available and used routinely; it is used to enhance learning opportunities for all students; it is used in ways that reflect the real world; and when it is used to monitor progress over time.
My Questions:
1. As a teacher, how can I make sure that technology use in my classroom is promoting social justice?
I will have to be reflective about the technology use that takes place in my classroom. This could be accomplished by keeping notes that describe how instructional technologies are being used in my lessons. I could survey students in order to assess their thoughts on and experiences with technology. These surveys would also allow me to find out which students have access to computers and the Internet at home and which students need to be directed to other resources in the community where they could gain access.
2. As a teacher, what are some steps that I can take to improve computer access at my school or in my classroom?
I will need to be proactive in looking for opportunities to acquire technology. This could involve looking for potential donors, and making parents and members of the community aware of the school’s need for computers. It is also important to remember that there is a growing collection of free or open source software available, particularly online. According to the authors of the above article, another useful resource is a Website called the “Digital Equity Portal and Toolkit.” This site offers a number of valuable strategies and resources for improving computer access.
By Colleen Swain and David Edyburn
This article explores the social justice implications of instructional technology. When teachers decide not to use technology in learning environments, students are disadvantaged. Teachers can increase students’ future opportunities by providing access to technology. However, simply providing access to instructional technology is not enough; students must become technologically fluent. A lack of technological proficiency can negatively affect students’ futures by limiting their education and employment opportunities in a society that is becoming more and more dependant on technology. According to the authors of this article, technology is equitably implemented when: it is available and used routinely; it is used to enhance learning opportunities for all students; it is used in ways that reflect the real world; and when it is used to monitor progress over time.
My Questions:
1. As a teacher, how can I make sure that technology use in my classroom is promoting social justice?
I will have to be reflective about the technology use that takes place in my classroom. This could be accomplished by keeping notes that describe how instructional technologies are being used in my lessons. I could survey students in order to assess their thoughts on and experiences with technology. These surveys would also allow me to find out which students have access to computers and the Internet at home and which students need to be directed to other resources in the community where they could gain access.
2. As a teacher, what are some steps that I can take to improve computer access at my school or in my classroom?
I will need to be proactive in looking for opportunities to acquire technology. This could involve looking for potential donors, and making parents and members of the community aware of the school’s need for computers. It is also important to remember that there is a growing collection of free or open source software available, particularly online. According to the authors of the above article, another useful resource is a Website called the “Digital Equity Portal and Toolkit.” This site offers a number of valuable strategies and resources for improving computer access.
Monday, March 5, 2007
Journal 4
"From Toy to Tool: Audioblogging with Cell Phones"
By Liz Kolb
Many teachers are opposed to the use of cell phones in the classroom, but this article presents a different view. The author of this article argues that cell phones are not harmful to classroom environments; in fact, they can be used as learning tools. She suggests that using cell phones in the classroom allows students to communicate and collaborate with the world around them using a familiar piece of technology that is already an integral part of their everyday lives. The focus of this article is audioblogging, a process by which students can use their cell phones to send audio input to an online blog.
My Questions:
1. What would be some of the benefits of using audioblogging in the classroom?
I think that education is at it's best when students are able to learn through experience. Many students do not have the opportunity to actually experience the things that they learn about, but audioblogging would allow teachers and students to share interesting experiences with others in the classroom. By posting actual audio clips, teachers can use technology to help students relate to the subject matter, adding an interesting and interactive dimension to the class content.
2. What rules would need to be established in order to ensure that cell phone use was both appropriate and responsible during class time?
While this article points out that there are indeed some constructive uses for cell phones in the classroom, it would definitely be important to remember that allowing students to use cell phones during class time could have some drawbacks. While many students would be familiar with cell phones from personal use outside of class, it would be important to differentiate the cell phone use that would take place at school for educational purposes. It would be very important to set up some guidelines for using cell phones while at school. Personal text messaging and phone calls would be strictly prohibited, and cell phones would not be used outside of designated activities.
By Liz Kolb
Many teachers are opposed to the use of cell phones in the classroom, but this article presents a different view. The author of this article argues that cell phones are not harmful to classroom environments; in fact, they can be used as learning tools. She suggests that using cell phones in the classroom allows students to communicate and collaborate with the world around them using a familiar piece of technology that is already an integral part of their everyday lives. The focus of this article is audioblogging, a process by which students can use their cell phones to send audio input to an online blog.
My Questions:
1. What would be some of the benefits of using audioblogging in the classroom?
I think that education is at it's best when students are able to learn through experience. Many students do not have the opportunity to actually experience the things that they learn about, but audioblogging would allow teachers and students to share interesting experiences with others in the classroom. By posting actual audio clips, teachers can use technology to help students relate to the subject matter, adding an interesting and interactive dimension to the class content.
2. What rules would need to be established in order to ensure that cell phone use was both appropriate and responsible during class time?
While this article points out that there are indeed some constructive uses for cell phones in the classroom, it would definitely be important to remember that allowing students to use cell phones during class time could have some drawbacks. While many students would be familiar with cell phones from personal use outside of class, it would be important to differentiate the cell phone use that would take place at school for educational purposes. It would be very important to set up some guidelines for using cell phones while at school. Personal text messaging and phone calls would be strictly prohibited, and cell phones would not be used outside of designated activities.
Monday, February 19, 2007
Journal 3
"Video in the Age of Participation"
By Glen Bull
At present, schoolwork is primarily based on text materials. However, the author of this article suggests that digital video "is the next frontier in the digital world." Teachers are now able to use movies and videos more effectively as classroom tools. In connected classrooms, teachers can now stream video over the internet, without the hassle of having to isolate the appropriate portion of video. The availability of resources and tools on the Web is increasing the development and accessibility of digital video among teachers, helping digital video to become an increasingly effective tool in schools.
Even though there are a number of free classroom-oriented video clips available on the Internet, it is up to individual teachers to find ways to link these videos to instructional objectives. The Discovery Education website provides digital video resources and connects them to curricular objectives according to content area and grade level. By subscribing to unitedstreaming services, teachers can edit and remix video content. They can then make these instructional materials available to other unitedstreaming users. According to the author, this two-way flow of information is what characterizes the current "Age of Participation."
My Questions:
1. How could I use digital video as an instructional tool in my classroom?
I think that visual aids are great way to engage students and facilitate learning: a really interesting visual aid is not only entertaining, it also helps students to connect what they are learning to a specific image from the real-world. Video clips can be great instructional aids, and they are becoming more and more accessible to teachers. In my classroom, I would try to find and use video clips that would help students to better understand and contextualize class materials.
2. What would be some of the benefits of connecting with other teachers online and sharing digital video materials?
As the author of this article points out, it is up to individual teachers to use video to enhance learning objectives. As a teacher, it could be difficult to stay up to date with the video resources that are available online. It could also be challenging to find ways to connect online videos with specific content areas and educational standards. Connection and communication with other teachers would be a great way to overcome these challenges. Teachers could share video resources and exchange ideas on how to effectively and creatively connect classroom content with available videos.
By Glen Bull
At present, schoolwork is primarily based on text materials. However, the author of this article suggests that digital video "is the next frontier in the digital world." Teachers are now able to use movies and videos more effectively as classroom tools. In connected classrooms, teachers can now stream video over the internet, without the hassle of having to isolate the appropriate portion of video. The availability of resources and tools on the Web is increasing the development and accessibility of digital video among teachers, helping digital video to become an increasingly effective tool in schools.
Even though there are a number of free classroom-oriented video clips available on the Internet, it is up to individual teachers to find ways to link these videos to instructional objectives. The Discovery Education website provides digital video resources and connects them to curricular objectives according to content area and grade level. By subscribing to unitedstreaming services, teachers can edit and remix video content. They can then make these instructional materials available to other unitedstreaming users. According to the author, this two-way flow of information is what characterizes the current "Age of Participation."
My Questions:
1. How could I use digital video as an instructional tool in my classroom?
I think that visual aids are great way to engage students and facilitate learning: a really interesting visual aid is not only entertaining, it also helps students to connect what they are learning to a specific image from the real-world. Video clips can be great instructional aids, and they are becoming more and more accessible to teachers. In my classroom, I would try to find and use video clips that would help students to better understand and contextualize class materials.
2. What would be some of the benefits of connecting with other teachers online and sharing digital video materials?
As the author of this article points out, it is up to individual teachers to use video to enhance learning objectives. As a teacher, it could be difficult to stay up to date with the video resources that are available online. It could also be challenging to find ways to connect online videos with specific content areas and educational standards. Connection and communication with other teachers would be a great way to overcome these challenges. Teachers could share video resources and exchange ideas on how to effectively and creatively connect classroom content with available videos.
Journal 2
"Breathing Fire into Web 2.0"
By Justin Hardman and David Carpenter
Many schools and classrooms do not reflect the same level of technological integration that is seen in the “real world.” However, teachers and schools are beginning to use social networking technology to communicate with students in a more modern and tech-savvy manner. Social networking technology is a powerful resource that allows educators to better connect with their students.
Administrators are already using classroom management software and curriculum mapping systems at their schools. The author of this article argues that the next logical step in building online learning communities is the creation of an all-in-one, online communication and collaboration system for schools.
This article looks at the example of the Hong Kong International School, which created an all-in-one Web-based system called myDragonNet. MyDragonNet expanded from an online file storage and calendar system into a multifaceted virtual community. It uses the Web to meet the user’s educational, collaboration, and communication needs. In addition to handy features such as a messaging system, resource library, calendars, and user profiles, this system serves teachers in three primary ways:
1. It enhances communication and collaboration for teachers and students, focusing on activities both inside and outside the classroom.
2. It facilitates curriculum development by providing a number of tools and resources including: curriculum storage, archives, standards mapping, and unit planning.
3. It serves as an online portfolio system that supports teacher and student reflection by saving, storing, and showcasing student work. This system not only serves as an assessment tool for classes, it also helps to document student achievement.
My Questions:
1. When I become a teacher how will I use the web to enhance student learning, collaboration, and communication even if my particular district or school does not have an all-inclusive online system like MyDragonNet?
Most schools do not use an all-inclusive online system like myDragonNet; however, it is important to remember that teachers can still use the Web as a useful and informative educational tool. When I become a teacher, I will make use of the Internet even if the school where I am working does not have a comprehensive online system. There are a variety of ways that I could integrate the Web into my educational strategies. Most importantly, the Internet is an extremely useful way to communicate with students, parents, and other teachers. I could set up a class website that included a calendar, list of assignments, and class announcements. This site could also include a discussion board where students could comment on class content and communicate with their peers. Another really interesting feature of the myDragonNet system that I would someday like to incorporate into my teaching is an online portfolio of student work. Although a comprehensive portfolio system could be difficult to set up, I could use the class website to feature interesting and exemplary student work.
2. As a teacher, how could I try to convince my district or school administration to develop and implement an all-in-one online system like myDragonNet?
An all-inclusive online system would allow students to participate in the school and classroom communities in a manner that reflects their communication outside of school. The Internet is becoming more and more important in the lives of students, and an online system could help to boost student participation. In addition, faculty, students, and parents would be able to readily access school and class information at one all-inclusive website.
By Justin Hardman and David Carpenter
Many schools and classrooms do not reflect the same level of technological integration that is seen in the “real world.” However, teachers and schools are beginning to use social networking technology to communicate with students in a more modern and tech-savvy manner. Social networking technology is a powerful resource that allows educators to better connect with their students.
Administrators are already using classroom management software and curriculum mapping systems at their schools. The author of this article argues that the next logical step in building online learning communities is the creation of an all-in-one, online communication and collaboration system for schools.
This article looks at the example of the Hong Kong International School, which created an all-in-one Web-based system called myDragonNet. MyDragonNet expanded from an online file storage and calendar system into a multifaceted virtual community. It uses the Web to meet the user’s educational, collaboration, and communication needs. In addition to handy features such as a messaging system, resource library, calendars, and user profiles, this system serves teachers in three primary ways:
1. It enhances communication and collaboration for teachers and students, focusing on activities both inside and outside the classroom.
2. It facilitates curriculum development by providing a number of tools and resources including: curriculum storage, archives, standards mapping, and unit planning.
3. It serves as an online portfolio system that supports teacher and student reflection by saving, storing, and showcasing student work. This system not only serves as an assessment tool for classes, it also helps to document student achievement.
My Questions:
1. When I become a teacher how will I use the web to enhance student learning, collaboration, and communication even if my particular district or school does not have an all-inclusive online system like MyDragonNet?
Most schools do not use an all-inclusive online system like myDragonNet; however, it is important to remember that teachers can still use the Web as a useful and informative educational tool. When I become a teacher, I will make use of the Internet even if the school where I am working does not have a comprehensive online system. There are a variety of ways that I could integrate the Web into my educational strategies. Most importantly, the Internet is an extremely useful way to communicate with students, parents, and other teachers. I could set up a class website that included a calendar, list of assignments, and class announcements. This site could also include a discussion board where students could comment on class content and communicate with their peers. Another really interesting feature of the myDragonNet system that I would someday like to incorporate into my teaching is an online portfolio of student work. Although a comprehensive portfolio system could be difficult to set up, I could use the class website to feature interesting and exemplary student work.
2. As a teacher, how could I try to convince my district or school administration to develop and implement an all-in-one online system like myDragonNet?
An all-inclusive online system would allow students to participate in the school and classroom communities in a manner that reflects their communication outside of school. The Internet is becoming more and more important in the lives of students, and an online system could help to boost student participation. In addition, faculty, students, and parents would be able to readily access school and class information at one all-inclusive website.
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