“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.
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