Thompson, K. (2095, April). Copyright 101. Learning and Leading with Technology, 10-13. ISTE: Eugene, OR.
The Article
This article by Kate Thompson seeks to inform the reader about the purpose of copyright and how it relates to the classroom. She devotes a portion of her article to discussing "Fair Use" of material, and frames it under education by providing specific examples that may present itself to educators. Thompson finishes the article by explaining how works in the public domain work, offering 2 rules-of-thumb that define what works may be considered to be in the public domain. Although a brief article, Thompson achieves what her article title claims. She offers a broad overview of copyright rules and applies it directly to a teacher's job.
Thompson begins her article by explaining that copyright laws are in place to protect original work. Basically, the exist to protect an owner's right to an intellectual work (and the right to profit from it) as well as to encourage original creative thought. Copyright covers everything from "novels, poetry, songs, motion pictures, computer software, and architectual works" (p.11). In terms of education, fair use laws do offer educators a way to integrate copyrighted work into the classroom. Educational fair use protects a teacher's right to use material to support or enhance educational purposes. In practice, this may be seen through a teacher who may lawfully make copies of a poem for his/her class. Fair use does not cover a teacher or educator who may want to copy and distribute a full textbook, as it will then negative affect the original work's commercial interest. Thompson offers several examples of this, as a way for readers wh owork in education to relate to what may seem intimidating copyright laws.
My Personal Response and NETS
Copyright laws seem to be very complicated and difficult to understand. Thompson does a good job of applying copyright laws to education careers. Fair Use laws seem to be a very helpful source to know and rely on when trying to share something with your class. Educational tools such as videos and articles often times enhance learning when used correctly in the classroom. To be able to use them and employ them in ways that will help student understanding is protected under Fair Use laws. Also, works that are considered in the public domain are also bery beneficial. For example, Google Books is a very good example of how novels and written work that is currently in the public domain can be used in the classroom. Thompson mentions Jane Austen, and her 6 written novels are currently completely free and available on Google Books. To be able to use these resources provide more ways to encourage students to have the original thoughts that copyright laws want to promote and protect.
This article and the copyright rules relate the most to the NETS for teachers. NETS 4 :Promote and Model Digital Citizenship and Responsibility, which teachers will be doing by learning about copyright rules and then transmitting that information to students. Expecting students to follow your example, on how to cite and research, will also encourage their own work to be responsible in terms of digital citizenship. Another NETS for teachers that this article relates to is NETS 5: Engage in Professional Growth and Leadership. By studying up on how to properly proceed in the gathering and sharing of materials in class, including learning all about copyright, teachers will be updating themselves with the newest knowledge. To truly understand and guide, teachers must first continue learning. To keep an open mind and investigate more on subjets like copyright is just one of the things that teachers can do to continue their professional growth.
Monday, April 25, 2011
Monday, March 28, 2011
Increasing Literacy; Reflecting on a Blog Pilot Project
Donohoo, J. (2006, May). Increasing literacy; reflecting on a blog pilot project. Learning and Leading with Technology, 34-35. ISTE: Eugene, OR.
The Article
Increasing Literacy by Jenni Donohoo recounts her experience in using blogging as a tool to help students expand their literacy skills. Her purpose in writing the article is to show how one can utilize new technology and effectively apply it to a classroom, for language arts in particular. She structures her article by first explaining what she did, how it benefited her students, and by then offering tips to any teacher who is interested in this kind of class project. Donohoo is concise and recognizes some of the difficulties teachers might face, especially of accessibility to computers and privacy options on blogging sites. This thoughtfulness makes her article more enjoyable and more effective, as she approached the blogging project realistically. She kept it simple and was able to maximize results for her students.
Donohoo partnered up with another teacher for the blogging project, and she recommends partnering up with a like-minded teacher who will have the same goals as you (she even encourages cross-curriculum aspects of the project). The project she used consisted of her setting up a special blog for her classroom. She used it mainly as a forum for discussion, where students posted there according to the prompts she put up. In other classrooms, the students collaborated with classmates and students from another school for the assignments. Studying the conventions of stories and creating examples of their own to be critiqued by their peers was one way of how to utilize blogging in the classroom. Another was partnering up classes and allowing the students to post their analysis of a quote, then share it and discuss it with others. Donohoo stresses setting up guidelines on appropriate blogging, which I found very reasonable. She stresses proper adherence to grammar and spelling. She also writes about the significance improving literacy (the language arts kind) with technological literacy. The relationship is extremely relevant to the students' daily lives and makes it an engaging way to improve writing and written communication skills.
Personal Response and NETS
As a future language arts teacher, I truly enjoyed reading an article that is closely related to what I would like to work on with technology. The challenge that I have thought about with technology and classroom instruction is how to appropriately apply it to the curriculum and standards for language arts. Donohoo provides great examples of this, and I am interested in finding out more ways to approach language arts in a modern way. Reading and writing is oftentimes considered boring by students, but encouraging professionalism through blogging may be a good way to engage them in work that will be interesting as well as useful for them. I think other ways that blogging may be applied to language arts class could be to have students develop a story and then exchange it electronically and have other students review it. Working more with poetry would also be a way to step outside of the traditional read and respond way that poetry can be discussed and learned about in the classroom.
The work that this article describes addresses most of the student NETS standards. In particular, it addresses standard 2-Communication and Collaboration through the introduction of blogging to students. They are taught to interact with each other appropriately and digitally, using technology tools that are not traditionally learned in school. Also, it applies to standard 1-Creativity and Innovation because it encourages students to apply what they know about language arts to a real-world medium and work creatively with it. Using a blogging site, students are no longer limited to pencil and paper, but to a plethora of resources that can enhance a writing project through new resources and access to distinct points of view. Finally, this article shows how effective blogging is for students with standard 3-Research and Information Fluency. Students are learning to how to use new media for a specific purpose in language arts, and exploring the different functions of blogging as well as the connection between classroom literacy and real world skills.
The Article
Increasing Literacy by Jenni Donohoo recounts her experience in using blogging as a tool to help students expand their literacy skills. Her purpose in writing the article is to show how one can utilize new technology and effectively apply it to a classroom, for language arts in particular. She structures her article by first explaining what she did, how it benefited her students, and by then offering tips to any teacher who is interested in this kind of class project. Donohoo is concise and recognizes some of the difficulties teachers might face, especially of accessibility to computers and privacy options on blogging sites. This thoughtfulness makes her article more enjoyable and more effective, as she approached the blogging project realistically. She kept it simple and was able to maximize results for her students.
Donohoo partnered up with another teacher for the blogging project, and she recommends partnering up with a like-minded teacher who will have the same goals as you (she even encourages cross-curriculum aspects of the project). The project she used consisted of her setting up a special blog for her classroom. She used it mainly as a forum for discussion, where students posted there according to the prompts she put up. In other classrooms, the students collaborated with classmates and students from another school for the assignments. Studying the conventions of stories and creating examples of their own to be critiqued by their peers was one way of how to utilize blogging in the classroom. Another was partnering up classes and allowing the students to post their analysis of a quote, then share it and discuss it with others. Donohoo stresses setting up guidelines on appropriate blogging, which I found very reasonable. She stresses proper adherence to grammar and spelling. She also writes about the significance improving literacy (the language arts kind) with technological literacy. The relationship is extremely relevant to the students' daily lives and makes it an engaging way to improve writing and written communication skills.
Personal Response and NETS
As a future language arts teacher, I truly enjoyed reading an article that is closely related to what I would like to work on with technology. The challenge that I have thought about with technology and classroom instruction is how to appropriately apply it to the curriculum and standards for language arts. Donohoo provides great examples of this, and I am interested in finding out more ways to approach language arts in a modern way. Reading and writing is oftentimes considered boring by students, but encouraging professionalism through blogging may be a good way to engage them in work that will be interesting as well as useful for them. I think other ways that blogging may be applied to language arts class could be to have students develop a story and then exchange it electronically and have other students review it. Working more with poetry would also be a way to step outside of the traditional read and respond way that poetry can be discussed and learned about in the classroom.
The work that this article describes addresses most of the student NETS standards. In particular, it addresses standard 2-Communication and Collaboration through the introduction of blogging to students. They are taught to interact with each other appropriately and digitally, using technology tools that are not traditionally learned in school. Also, it applies to standard 1-Creativity and Innovation because it encourages students to apply what they know about language arts to a real-world medium and work creatively with it. Using a blogging site, students are no longer limited to pencil and paper, but to a plethora of resources that can enhance a writing project through new resources and access to distinct points of view. Finally, this article shows how effective blogging is for students with standard 3-Research and Information Fluency. Students are learning to how to use new media for a specific purpose in language arts, and exploring the different functions of blogging as well as the connection between classroom literacy and real world skills.
Saturday, March 12, 2011
Not Your Grandmother's Library!
Source:
Perez, L. (2011, March/April). Not your grandmother's library!. Learning and Leading with Technology, 16-19. ISTE: Eugene, OR.
The Article
The article Not Your Grandmother's Library! by Lisa Perez explores how certain school librarians are adapting to the latest technologies in order to best help their students succeed. Perez's purpose in writing the article is to show how even without the most high-tech facilities or resources, librarians with determination can find effective ways to stimulate students. In other words, with some savvy tech knowledge and creative uses for easily accessible Web 2.0 sites, a little can go a long way in terms of how much students learn. I think that Perez is successful in her purpose because of the examples she gives and the resources she offers.
Perez focuses on three librarians and their work in their respective schools. She also finishes up the article by commenting on the way that technology is used by librarians will empower students, and again shares examples. The librarians she talks about represent different locations in the United States, from Pennsylvania to Alabama and California. They also represent the different income levels that schools have, and showcase how librarians work with their specific situation. I think that trying to give more than one viewpoint and trying to represent differences that readers will identify with helps the article become stronger. It is interesting to note that the librarians she writes about mention some of the Web 2.0 tools we have learned about in class as well, such as VoiceThread, wikis, blogging, and specially-funded programs for schools to use at no cost, like the Streetside Stories program for students in Los Angeles.
My Response and NETS
I believe that in the midst of so much advancement in technology, school libraries definitely have a hard time modernizing in order to fit their students needs. Like Perez states, a lot of libraries are still fashioned in antiquated ways, ways that do not suit 21st-century learners. For example, I remember my high school having a library that had a lot of books, but a computer system that was not very developed. The computers were outdated and the internet was more often than not, very slow. We had two librarians, and they worked very hard to try to accommodate to changing times, but struggled with the process. I believe that a website for our school library would have been very helpful, as many of the resources that librarians did not get to talk to us about could have been listed there. Many of these could have been Web 2.0 tools that help with common projects that were assigned at our school, or resources to help us learn more about classroom topics in creative ways. Related to this is one of the aspects that interested me the most about Perez's article is how a librarian from Alabama found a way to incorporate podcasts and wiki pages to an English class's reading of Hamlet. That was definitely an interesting way to approach a well-established component of the literary canon, one that goes beyond the usual read-and-watch a movie approach.
The topics that this article touches on relates to NETS for Students #3-Research and Information Fluency and #6-Technology Operations and Concepts. Standard #3 is met through students using the tools librarians teach them about in order to research and apply information learned through digital tools into their schoolwork. #6 is met through their learning how to use these tools effectively, as best relates to their specific purpose with them. Because this article is aimed at school librarians and the teachers who work with them, the NETS for students can also be applied. Specifically, NETS #1-Facilitate and Inspire Student Learning and Innovation, #2-Design and Develop Digital-Age Learning Experiences and Assessments, and #3-Model Digital-Age Work and Learning. By constantly learning about what is available for students to use, analyzing and then modeling for students, librarians and teachers are looking out for students. They truly will be preparing them to the best of their abilities.
Perez, L. (2011, March/April). Not your grandmother's library!. Learning and Leading with Technology, 16-19. ISTE: Eugene, OR.
The Article
The article Not Your Grandmother's Library! by Lisa Perez explores how certain school librarians are adapting to the latest technologies in order to best help their students succeed. Perez's purpose in writing the article is to show how even without the most high-tech facilities or resources, librarians with determination can find effective ways to stimulate students. In other words, with some savvy tech knowledge and creative uses for easily accessible Web 2.0 sites, a little can go a long way in terms of how much students learn. I think that Perez is successful in her purpose because of the examples she gives and the resources she offers.
Perez focuses on three librarians and their work in their respective schools. She also finishes up the article by commenting on the way that technology is used by librarians will empower students, and again shares examples. The librarians she talks about represent different locations in the United States, from Pennsylvania to Alabama and California. They also represent the different income levels that schools have, and showcase how librarians work with their specific situation. I think that trying to give more than one viewpoint and trying to represent differences that readers will identify with helps the article become stronger. It is interesting to note that the librarians she writes about mention some of the Web 2.0 tools we have learned about in class as well, such as VoiceThread, wikis, blogging, and specially-funded programs for schools to use at no cost, like the Streetside Stories program for students in Los Angeles.
My Response and NETS
I believe that in the midst of so much advancement in technology, school libraries definitely have a hard time modernizing in order to fit their students needs. Like Perez states, a lot of libraries are still fashioned in antiquated ways, ways that do not suit 21st-century learners. For example, I remember my high school having a library that had a lot of books, but a computer system that was not very developed. The computers were outdated and the internet was more often than not, very slow. We had two librarians, and they worked very hard to try to accommodate to changing times, but struggled with the process. I believe that a website for our school library would have been very helpful, as many of the resources that librarians did not get to talk to us about could have been listed there. Many of these could have been Web 2.0 tools that help with common projects that were assigned at our school, or resources to help us learn more about classroom topics in creative ways. Related to this is one of the aspects that interested me the most about Perez's article is how a librarian from Alabama found a way to incorporate podcasts and wiki pages to an English class's reading of Hamlet. That was definitely an interesting way to approach a well-established component of the literary canon, one that goes beyond the usual read-and-watch a movie approach.
The topics that this article touches on relates to NETS for Students #3-Research and Information Fluency and #6-Technology Operations and Concepts. Standard #3 is met through students using the tools librarians teach them about in order to research and apply information learned through digital tools into their schoolwork. #6 is met through their learning how to use these tools effectively, as best relates to their specific purpose with them. Because this article is aimed at school librarians and the teachers who work with them, the NETS for students can also be applied. Specifically, NETS #1-Facilitate and Inspire Student Learning and Innovation, #2-Design and Develop Digital-Age Learning Experiences and Assessments, and #3-Model Digital-Age Work and Learning. By constantly learning about what is available for students to use, analyzing and then modeling for students, librarians and teachers are looking out for students. They truly will be preparing them to the best of their abilities.
Sunday, March 6, 2011
Filming Compassion
Source:
Bremer, J., Clark, M. (2005, April). Filming compassion. Learning and Leading with Technology, 39-41. ISTE: Eugene, OR.
The Article
The main purpose for authors Bremer and Clark writing Filming Compassion is to explain how educators can use technology courses as a way to allows students to give back to their community. Bremer and Clark describe the process of how a video production course addressed a school's service learning requirement by creating a project that would help both students and nonprofit organizations in the community. They partnered up their students and assigned each group a nonprofit to work with and create a video for, be it a promotional video for the nonprofit to use in advertising their group or an instructional one for the organizations to use for training purposes.
The article was organized in a way that explained each step of the project and was written so that it is successful in its purpose. It begins with an introduction, and continues into a detailed recounting of the process. It even includes the rubric with which each group's video was graded on. At the end, it explained what some of the difficulties faced were, both technological in terms of video equipment and personal, such as the issues faced when working with an outside organization. One the points that struck me the most about the article is how honest the tone was, and how it sought to prove how beneficial a project like that is for students. The students not only learned about video technology, but were also able to help out organizations that greatly benefited from their efforts. Not only did that teach them how to work in a real-life kind of situation, in which one has deadlines and clients to meet with, but it also encouraged them to see how the things they learn in class can be used in the community. They felt proud of their accomplishment, while their teachers were able to see them succeed in both video technology and service learning.
My Response & NETS
I feel that this article connects technology, which we usually see as something impersonal, to something that is extremely necessary, teaching students the importance of service. The concept itself is one that I think is effective in engaging students. Because they are working with real nonprofit companies, they know they must do their best and work hard in order to produce work they are proud to show. The fact that each group is paired up with a different nonprofit organization also keeps the project interesting, as students will feel how unique their contribution is and will find a network of support in their teachers and classmates, as the article explained.
This article was written in 2005, bu technology has changed very much in the six years that have passed. Video technology has become much more accessible, as well as more simple to work with in terms of basic editing. VCR's and videocassettes are no longer necessary, as the majority of camcorders are digital nowadays and are small in size (for easy transportation). Similarly, the internet has advanced the way we can view and share our work. Sharing their work with the organizations they are working for will not be a hassle, as video sharing sites as well as e-mailing are viable ways for students to keep their clients updated constantly. As for actual editing of their videos, computers come pre-installed with programs like Windows Movie Maker or iMovie, which represent no cost to school districts and help student perform basic editing jobs. In other words, projects like these are much more accessible than ever, and it supports the idea of students helping out their community.
I feel that this project can address all NETS for students, but in particular encourage NETS 1-Creativity and Innovation because of the creative side that the project encourages from students in terms of concepts and in execution. Taking into consideration how technology has progressed, the project also addresses NETS 2- Communication and Collaboration if students use technology to communicate with their classmates, teachers, and clients. Be it chatting online, e-mailing, or video chatting, communication and collaboration would be a big component of the project if completed in the present day. NETS 6- Technology Operations and Concepts are also addressed in the technological side of video production and in working with editing software.
Bremer, J., Clark, M. (2005, April). Filming compassion. Learning and Leading with Technology, 39-41. ISTE: Eugene, OR.
The Article
The main purpose for authors Bremer and Clark writing Filming Compassion is to explain how educators can use technology courses as a way to allows students to give back to their community. Bremer and Clark describe the process of how a video production course addressed a school's service learning requirement by creating a project that would help both students and nonprofit organizations in the community. They partnered up their students and assigned each group a nonprofit to work with and create a video for, be it a promotional video for the nonprofit to use in advertising their group or an instructional one for the organizations to use for training purposes.
The article was organized in a way that explained each step of the project and was written so that it is successful in its purpose. It begins with an introduction, and continues into a detailed recounting of the process. It even includes the rubric with which each group's video was graded on. At the end, it explained what some of the difficulties faced were, both technological in terms of video equipment and personal, such as the issues faced when working with an outside organization. One the points that struck me the most about the article is how honest the tone was, and how it sought to prove how beneficial a project like that is for students. The students not only learned about video technology, but were also able to help out organizations that greatly benefited from their efforts. Not only did that teach them how to work in a real-life kind of situation, in which one has deadlines and clients to meet with, but it also encouraged them to see how the things they learn in class can be used in the community. They felt proud of their accomplishment, while their teachers were able to see them succeed in both video technology and service learning.
My Response & NETS
I feel that this article connects technology, which we usually see as something impersonal, to something that is extremely necessary, teaching students the importance of service. The concept itself is one that I think is effective in engaging students. Because they are working with real nonprofit companies, they know they must do their best and work hard in order to produce work they are proud to show. The fact that each group is paired up with a different nonprofit organization also keeps the project interesting, as students will feel how unique their contribution is and will find a network of support in their teachers and classmates, as the article explained.
This article was written in 2005, bu technology has changed very much in the six years that have passed. Video technology has become much more accessible, as well as more simple to work with in terms of basic editing. VCR's and videocassettes are no longer necessary, as the majority of camcorders are digital nowadays and are small in size (for easy transportation). Similarly, the internet has advanced the way we can view and share our work. Sharing their work with the organizations they are working for will not be a hassle, as video sharing sites as well as e-mailing are viable ways for students to keep their clients updated constantly. As for actual editing of their videos, computers come pre-installed with programs like Windows Movie Maker or iMovie, which represent no cost to school districts and help student perform basic editing jobs. In other words, projects like these are much more accessible than ever, and it supports the idea of students helping out their community.
I feel that this project can address all NETS for students, but in particular encourage NETS 1-Creativity and Innovation because of the creative side that the project encourages from students in terms of concepts and in execution. Taking into consideration how technology has progressed, the project also addresses NETS 2- Communication and Collaboration if students use technology to communicate with their classmates, teachers, and clients. Be it chatting online, e-mailing, or video chatting, communication and collaboration would be a big component of the project if completed in the present day. NETS 6- Technology Operations and Concepts are also addressed in the technological side of video production and in working with editing software.
Sunday, February 27, 2011
Computer Science Education, Looking Back and Looking Ahead
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.
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.
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.
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