The Article
The article Computer Science Education, Looking Back and Looking Ahead by Christopher Stephenson looks at the current state of computer science and seeks to relate it to the imagination that marked computer science of the past and the prospects for its future in schools. His purpose is to impress upon the reader the necessity for computer science courses in schools, courses that should provide both teachers and students viable tools and resources to maintain progress in the field. He achieves this purpose by remaining passionate about the subject, but also showing that he understands what the reality in education allows for Computer Science teachers nowadays.
Stephenson begins the article by explaining that Computer Science is really a field that has built on math and science knowledge from ages past, including the ancient Romans and Egyptians. Over time, new ideas and innovations have slowly led to the development of Computer Science as we know it now. In doing this he seeks to dispel myths of the filed as boring, as a filed in which a person only interacts with a machine. He defends the field, saying that computer science is more than that. If taught properly in schools, it has the potential to engage students and help develop a new workforce interested in computer science jobs. It has the potential of having students find an interest in connecting what they learn to the modern world, and applying their knowledge and creating new solutions for the future.
In connecting the field to how Computer science is taught in schools, Stephenson writes that schools need to update themselves and adapt to this new focus of study. He surveys the needs of schools and teachers, from choosing the appropriate programming language appropriate for teaching, to the need of actual curriculum for teachers to teach. One of the aspects I enjoyed the most from this article was the comprehensiveness with which Stephensons thought about teaching Computer Science in schools. On resources, he explains hown necessary it is for schools to be up to date. He emphasizes that in a lot of schools, the curriculum for AP Computer Science is the only one that exists if any exists at all, and pushes for schools and states to develop their own curriculum. He also stresses the professional development of teachers in the field, and how schools should support constant updating and training for these teaches. Stepheneson also addresses the issue of gender inequity in the field, writing that we must change the way Computer Science favors males (and how we discriminate against women) by developing teaching techniques that appeal to all students and encourage engagement from both the masculine and femenine. Stephenson finally ends the article by outlining the steps we need to move forward with Computer Science.
My Response & NETS
I have never taken a Computer Science course, and have limited experience with programming or learning how technology really works. While reading this article, I understood more about Computer Science as a whole. I have to admit, I am one of the people that Stephenson described when he said that people often think of Computer Science as a lonely field that has to do with machines only. Stephenson cleared this up, however, and really explained how the field has evolved over time. One of the points I enjoyed most learning about was the role of women in the field, as for example, it was The Countess of Lovelace who developed what was to become the first computer program in 1800. When he continued the article and touched on the gender inequity, I felt that he addressed one of the biggest issues that plague the Math and Science fields. If schools taught about the history of computer science in entry level courses, especially ones in middle school & high school, then maybe a more genuine interest will sprout. If broken down into understandable units and really explained with patience and the appropriate materials, then Computer Science will become the necessary staple that Stephenson hopes for in schools. Furthermore, as a future teacher, I identify with what he cites as a necessity in schools--well-informed teachers and up to date technologies in classrooms. Technology will continue to change and evolve, so as educators we will need to stay on top of the latest and greatest in order to best aid our students.
The article best addresses NETS standards #6-Technology Operations and Concepts and #1-Creativity and Innovation. NETS standard 6 is met through the understanding of Computer Science that the field requires of students. In particular, section d ("transfer current knowledge to learning and new technologies") will constantly be met, as students who learn about Computer Science will have to constantly update their knowledge. Standard #1 will be met through the activities that Computer Science emerges. For example, after learning how to use a programming language, students will be able to manipulate the information they know to create new projects that showcase their innovation and creativity. Also, NETS #4- Critical Thinking, Problem Solving and Decision Making can be met through students troubleshooting any technical issues that may come up while learning any new concept in a Computer Science course.
Source:
Stephenson, C. (2002, October). Computer science education looking back and looking ahead. Learning and Leading with Technology, 6-9, 44-45. ISTE: Eugene, OR.
Sunday, February 27, 2011
Monday, February 21, 2011
The Beginner's Guide to Interactive Virtual Field Trips
The Article
The article The Beginner's Guide to Interactive Virtual Field Trips by Jan Zanetis aims to demystify interactive virtual field trips and convince the reader to consider them as a viable learning tool to incorporate into classroom instruction. Zanetis begins by explaining what constitutes an interactive virtual field trip, and how that differs from a simple, virtual field trip. She writes that virtual field trips are asynchronous, not carried out in real time, while interactive virtual field trips (IVF's) are. IVF's require special videoconferencing equipment that some schools may not have readily available, which the author rationalizes as a worthy purchase anyways because the cost of an IVF is still less than that of a real field trip. By teaming up with museums, organizations like NASA, or other educational locations and people, IVF's make use of experts in the fields and puts students in direct contact with them. The format itself, of students talking to a screen, can become simple to get used to and the benefits from students interacting with experts and informal educators are impressive.
I think that Zanetis is successful in conveying her enthusiasm for IVF's. She takes into consideration the students and the teachers, and addresses common worries. For example, she includes a multitude of web links and organizations for both virtual field trips and IVF's to help a teacher that might be interested get started. She approaches the money issue by citing a study in which it was found that about 30% U.S. schools already have the necessary equipment, and that grants and special pricing might be available to those who do not. Additionally, Zanetis stresses the benefits IVF's. They require no geographical limitations and some virtual field trips come with downloadable material that will ensure and facilitate a connection to classroom material. She finishes off the article by listing tips for teachers who may want to get started and encouraging them to look into virtual field trips as a real opportunity for students to learn and become engaged.
Personal Response & NETS
I remember that field trips were the most exciting part of my schooling. Learning in a classroom is great, but being able to see something in person or meet someone who works in what you are learning about is invaluable. For whatever school subject, field trips are essential for students to make the connection between the classroom material and the real world. I would love to try virtual field trips in a future classroom. However, my main concern would be the technical aspects of this. I would like to make sure the videos or videoconferencing (if an IVF) runs smoothly and appropriately. My question is, however, how to incorporate virtual field trips into the classroom if the necessary equipment is not all there? Is there a way to make use of some of the features if schools do not have the newest technology? What is the effectiveness of a virtual field trip (not an interactive one) if students work on it in small groups on one computer in a computer lab setting? From a classroom preojector? I think that working with what you have readily available is important, and it is up to us (as future educators) to really evaluate the benefits and methods to ensure students' success.
The idea of IVF's is a fascinating one though. My goal is to become an English/Language Arts teacher, and I definitely see ways IVF's could benefit students. For example, in studying famous writers, field trips to museums or libraries that display literary artifacts, or can tell us about a certain author would be fantastic. Another way to use them would be to visit famous places referenced in literary texts, or to interact with writers in interviews, or even sit in seminars that are student-friendly. In terms of NETS standards, virtual field trips would support standards: #2- Communication and Collaboration in that it would encourage student collaboration with experts using a variety of media, #3-Research and Information Fluency and #6-Technology Operations and Concepts. The concept of virtual field trips is one that is very interesting, and becomes increasingly fascinating when the field trips become interactive in real time. Students probably enjoy it to the fullest, and learn about the benefits of using technology for learning purposes. As Zanetis writes, "It may seem a little strange at first... but once students get engaged in lively discussion with those on the far end, the technology becomes invisible, and the classroom walls disappear" (p. 22).
Source:
Zanetis, J. (2010, March/April). The beginner's guide to interactive virtual field trips. Learning and Leading with Technology, 10-23. ISTE: Eugene, OR.
The article The Beginner's Guide to Interactive Virtual Field Trips by Jan Zanetis aims to demystify interactive virtual field trips and convince the reader to consider them as a viable learning tool to incorporate into classroom instruction. Zanetis begins by explaining what constitutes an interactive virtual field trip, and how that differs from a simple, virtual field trip. She writes that virtual field trips are asynchronous, not carried out in real time, while interactive virtual field trips (IVF's) are. IVF's require special videoconferencing equipment that some schools may not have readily available, which the author rationalizes as a worthy purchase anyways because the cost of an IVF is still less than that of a real field trip. By teaming up with museums, organizations like NASA, or other educational locations and people, IVF's make use of experts in the fields and puts students in direct contact with them. The format itself, of students talking to a screen, can become simple to get used to and the benefits from students interacting with experts and informal educators are impressive.
I think that Zanetis is successful in conveying her enthusiasm for IVF's. She takes into consideration the students and the teachers, and addresses common worries. For example, she includes a multitude of web links and organizations for both virtual field trips and IVF's to help a teacher that might be interested get started. She approaches the money issue by citing a study in which it was found that about 30% U.S. schools already have the necessary equipment, and that grants and special pricing might be available to those who do not. Additionally, Zanetis stresses the benefits IVF's. They require no geographical limitations and some virtual field trips come with downloadable material that will ensure and facilitate a connection to classroom material. She finishes off the article by listing tips for teachers who may want to get started and encouraging them to look into virtual field trips as a real opportunity for students to learn and become engaged.
Personal Response & NETS
I remember that field trips were the most exciting part of my schooling. Learning in a classroom is great, but being able to see something in person or meet someone who works in what you are learning about is invaluable. For whatever school subject, field trips are essential for students to make the connection between the classroom material and the real world. I would love to try virtual field trips in a future classroom. However, my main concern would be the technical aspects of this. I would like to make sure the videos or videoconferencing (if an IVF) runs smoothly and appropriately. My question is, however, how to incorporate virtual field trips into the classroom if the necessary equipment is not all there? Is there a way to make use of some of the features if schools do not have the newest technology? What is the effectiveness of a virtual field trip (not an interactive one) if students work on it in small groups on one computer in a computer lab setting? From a classroom preojector? I think that working with what you have readily available is important, and it is up to us (as future educators) to really evaluate the benefits and methods to ensure students' success.
The idea of IVF's is a fascinating one though. My goal is to become an English/Language Arts teacher, and I definitely see ways IVF's could benefit students. For example, in studying famous writers, field trips to museums or libraries that display literary artifacts, or can tell us about a certain author would be fantastic. Another way to use them would be to visit famous places referenced in literary texts, or to interact with writers in interviews, or even sit in seminars that are student-friendly. In terms of NETS standards, virtual field trips would support standards: #2- Communication and Collaboration in that it would encourage student collaboration with experts using a variety of media, #3-Research and Information Fluency and #6-Technology Operations and Concepts. The concept of virtual field trips is one that is very interesting, and becomes increasingly fascinating when the field trips become interactive in real time. Students probably enjoy it to the fullest, and learn about the benefits of using technology for learning purposes. As Zanetis writes, "It may seem a little strange at first... but once students get engaged in lively discussion with those on the far end, the technology becomes invisible, and the classroom walls disappear" (p. 22).
Source:
Zanetis, J. (2010, March/April). The beginner's guide to interactive virtual field trips. Learning and Leading with Technology, 10-23. ISTE: Eugene, OR.
Monday, February 14, 2011
The Power and Peril of Web 3.0
The Article
The article The Power and Peril of Web 3.0 by Jason Ohler predicts the next step in technology--Semantic Web. The concept of Semantic Web is that of a new tagging system that will educate the machine, the internet and computer technologies, to tag in a type of universal kind of commands that will transform the information overload that we find today into more manageable and to-the-point source of information. The Semantic Web, also called Web 3.0, would make it easier to find information that is true and completely relative to what it is that we are doing. It would make full use of cross-referencing to give you only the information that you need, compiled from different kinds of sources. For example, he writes that if there existed a code that would accompany our phone number whenever we type it or submit it online, then through the intelligent tagging system, the next time we search for our phone number, it would be our main result. There would be no need for sifting through the many results that usually accompany a search on Google or Yahoo; the Semantic Web would eliminate that. Ohler writes that the Semantic Web is the logical next step, but that we know and theorize about it without really knowing how it will come about. He stresses that educating ourselves about the possibilities of the Semantic Web, as we will also play a role in formulating and forming part of the public for this next step in technology.
In the Classroom & NETS
In the classroom, the benefits of the Semantic Web would be tremendous. As teachers, we could truly find new information about whatever topic we need quickly and efficiently. As Ohler stated, only results that are completely relevant would result from your search. Furthermore, he writes that information in multimedia formats would also results. There would be text, pictures, audio, videos, all compiled together for you to work with and organized in whatever way you prefer and train the system to recognize through your user profile. In terms of student research, it would definitely simplify the process of having to go through a large amount of result pages from a search. The problem of information overload would be eliminated. However, it seems that the problem of accuracy and veracity in sources is not quite worked out yet. So for students, education about relevancy and veracity of sources would still be necessary, as evaluating sources and their origins would still be necessary. Another possible issue that might arise is student plagiarism, which they will need to be taught about and encouraged to avoid, especially since so much free information that is exactly what they need will result from their searches (NETS #5 & 6). As educators, we would need to emphasize the art of reading, digesting, and then creating original work, based on research that draws from all kinds of references and multimedia (NETS 1, 3 & 4).
I would love to one day be able to use this kind of technology. As the programming becomes more complicated, it seems the user experience would become simplified and more streamlined for what we need when we search. It would be a huge help in companies, our daily lives in terms of looking up facts or even managing our normal bill-paying or accounts that we manage, and schools. As Ohler mentioned, schools can use it to create a kind of universal system of student information that will be easier to exchange from school to school. In the more immediate classroom, it would give a whole new meaning to research. It would take away some of the stress of searching through thousands of pages, and allow the student or teacher to focus on the power of their creativity and dialogue with the information itself.
NETS referenced:
The article The Power and Peril of Web 3.0 by Jason Ohler predicts the next step in technology--Semantic Web. The concept of Semantic Web is that of a new tagging system that will educate the machine, the internet and computer technologies, to tag in a type of universal kind of commands that will transform the information overload that we find today into more manageable and to-the-point source of information. The Semantic Web, also called Web 3.0, would make it easier to find information that is true and completely relative to what it is that we are doing. It would make full use of cross-referencing to give you only the information that you need, compiled from different kinds of sources. For example, he writes that if there existed a code that would accompany our phone number whenever we type it or submit it online, then through the intelligent tagging system, the next time we search for our phone number, it would be our main result. There would be no need for sifting through the many results that usually accompany a search on Google or Yahoo; the Semantic Web would eliminate that. Ohler writes that the Semantic Web is the logical next step, but that we know and theorize about it without really knowing how it will come about. He stresses that educating ourselves about the possibilities of the Semantic Web, as we will also play a role in formulating and forming part of the public for this next step in technology.
In the Classroom & NETS
In the classroom, the benefits of the Semantic Web would be tremendous. As teachers, we could truly find new information about whatever topic we need quickly and efficiently. As Ohler stated, only results that are completely relevant would result from your search. Furthermore, he writes that information in multimedia formats would also results. There would be text, pictures, audio, videos, all compiled together for you to work with and organized in whatever way you prefer and train the system to recognize through your user profile. In terms of student research, it would definitely simplify the process of having to go through a large amount of result pages from a search. The problem of information overload would be eliminated. However, it seems that the problem of accuracy and veracity in sources is not quite worked out yet. So for students, education about relevancy and veracity of sources would still be necessary, as evaluating sources and their origins would still be necessary. Another possible issue that might arise is student plagiarism, which they will need to be taught about and encouraged to avoid, especially since so much free information that is exactly what they need will result from their searches (NETS #5 & 6). As educators, we would need to emphasize the art of reading, digesting, and then creating original work, based on research that draws from all kinds of references and multimedia (NETS 1, 3 & 4).
I would love to one day be able to use this kind of technology. As the programming becomes more complicated, it seems the user experience would become simplified and more streamlined for what we need when we search. It would be a huge help in companies, our daily lives in terms of looking up facts or even managing our normal bill-paying or accounts that we manage, and schools. As Ohler mentioned, schools can use it to create a kind of universal system of student information that will be easier to exchange from school to school. In the more immediate classroom, it would give a whole new meaning to research. It would take away some of the stress of searching through thousands of pages, and allow the student or teacher to focus on the power of their creativity and dialogue with the information itself.
NETS referenced:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Thursday, February 3, 2011
Journal Post 1: Speak Up Report by Project Tomorrow
My Reaction to the Report
It is often said that technology is revolutionizing our world, promoting globalization and making what seemed impossible decades ago a complete reality. We can now connect and interact with people hundreds of miles away on a real-time basis. We can find information almost instantly, only a few seconds away on our smartphones. The internet, cell phones, digital video and photography, to name a few, all form part of the new technologies that have taken hold of our society. Reading the Speak Up Report by Project Tomorrow was something that I assumed would simply confirm this through showcasing education's relationship with technology. I thought educators were constantly updating school curriculum with new and appropriate lessons when it comes to technology. I was wrong.
I learned that students feel they are not learning and utilizing technology in the ways they wish they were while in school. The lesson I took away from this report is the idea that students are "Free Agent Learners." Whether or not they are taught about technology in school, they will take it upon themselves to employ the latest technology that is relevant to them and use it for their own purposes, including school and learning. The reading outlined that three important elements comprise the way students use technology for educational purposes: social-based learning, un-tethered learning, and digitally-rich learning.
To read that students are not receiving the education they feel they deserve when it comes to utilizing and learning about technology is interesting, as we rarely seem to think about the connection between the outside world and the classroom. Even parents recognize this connection in ways educators sometimes haven't, as they seem to realize that they themselves use technology in diverse ways. Teachers, however, legitimately worry about their children being distracted by the technology they use instead of using it productively (Table 2, page 12). Although we are weary of letting kids use technology in ways that we feel are unrestricted, as there is no way to really know 100% of the time if a student is typing for homework help on their cell phone or simply gossiping with a fellow student, I think educators need to really take into consideration how important technology is in the lives of their students. Instead of resisting the popular new forms of technology, I feel that we should prepare for them and embrace them as a way to really teach kids how to use it for learning purposes, whether they are in class or outside of class.
As I Prepare to Teach...Important Information to Learn From
1) Figure 3 (page 7 of Speak Up Report)
What struck me about this figure is that the age range of the students that were surveyed were middle school and high school, yet they used technology for what they felt they needed, including homework help. The top two percentages are 26% for seeking help via a social network and 24% for tutoring students. I think this table serves to re-imagine what some social networking sites are usually regarded as. Rather than seeing social networking sites as a nuisance, I think teachers (and me as a future teacher) should realize that students are much more resourceful than they seem. The simple change in they way we see social networking can open up more possibilities for a teacher, such as establishing a site or forum that functions like social networking that allows students to focus on homework specifically or receive tutoring and help, as is recognizing that sites that already exist (such as Facebook) are not always the enemy and may actually prove beneficial when students are allowed to access it at school.
2) Figure 17 (page 27 of Speak Up Report)
Gone are the days when a textbook is all one had available when it came to learning more information. When asked to design the perfect online textbook, students all responded with wanting a variety of tools when it came to the presentation of learning material. With an emphasis on textbooks that would be interactive and up to date, it is important to remember that students of the 21st century are used to different sources and potentially, different modes of learning. To remain engaginf and educational is what the students seek from their online textbooks, as well as an opportunity to receive personalized help, which can prove invaluable when it comes to nailing down difficult concepts. When the time to teach a group of students that is willing to try new things in regards to technology comes, I will try to vary the methods and styles of presentation of material. This new generation of students are more than ready and willing to be hands-on when it comes to using technology for education.
A lot can be learned from a comprehensive survey. Students, their parents, and teachers, hold the power to really use technology in beneficial ways. As a future educator, I must learn from these kinds of surveys in order to best prepare myself for teaching in the 21st century.
It is often said that technology is revolutionizing our world, promoting globalization and making what seemed impossible decades ago a complete reality. We can now connect and interact with people hundreds of miles away on a real-time basis. We can find information almost instantly, only a few seconds away on our smartphones. The internet, cell phones, digital video and photography, to name a few, all form part of the new technologies that have taken hold of our society. Reading the Speak Up Report by Project Tomorrow was something that I assumed would simply confirm this through showcasing education's relationship with technology. I thought educators were constantly updating school curriculum with new and appropriate lessons when it comes to technology. I was wrong.
I learned that students feel they are not learning and utilizing technology in the ways they wish they were while in school. The lesson I took away from this report is the idea that students are "Free Agent Learners." Whether or not they are taught about technology in school, they will take it upon themselves to employ the latest technology that is relevant to them and use it for their own purposes, including school and learning. The reading outlined that three important elements comprise the way students use technology for educational purposes: social-based learning, un-tethered learning, and digitally-rich learning.
To read that students are not receiving the education they feel they deserve when it comes to utilizing and learning about technology is interesting, as we rarely seem to think about the connection between the outside world and the classroom. Even parents recognize this connection in ways educators sometimes haven't, as they seem to realize that they themselves use technology in diverse ways. Teachers, however, legitimately worry about their children being distracted by the technology they use instead of using it productively (Table 2, page 12). Although we are weary of letting kids use technology in ways that we feel are unrestricted, as there is no way to really know 100% of the time if a student is typing for homework help on their cell phone or simply gossiping with a fellow student, I think educators need to really take into consideration how important technology is in the lives of their students. Instead of resisting the popular new forms of technology, I feel that we should prepare for them and embrace them as a way to really teach kids how to use it for learning purposes, whether they are in class or outside of class.
As I Prepare to Teach...Important Information to Learn From
1) Figure 3 (page 7 of Speak Up Report)
2) Figure 17 (page 27 of Speak Up Report)
A lot can be learned from a comprehensive survey. Students, their parents, and teachers, hold the power to really use technology in beneficial ways. As a future educator, I must learn from these kinds of surveys in order to best prepare myself for teaching in the 21st century.
Subscribe to:
Posts (Atom)