Tuesday, March 1, 2011

Article # 4



Schaffhauser, Dian. (2010). It's Time to Trust Teachers with the Internet: A Discussion with Meg Ormiston. the JOURNAL, Retrieved from http://thejournal.com/articles/2010/12/01/its-time-to-trust-teachers-with-the-internet-a-conversation-with-meg-ormiston.aspx c_lang=en  

It’s Time to Trust Teachers with the Internet: A Discussion with Meg Ormiston
stephanieclayton.blogspot.com

(NETS-T 4a, 4b, 4c, 5a, 5b)

    
In this candid discussion Meg Ormiston answers questions about many frustrating challenges educators face when trying to access technology for their classes. Dian Schaffhausser first provides a brief resume about Meg Ormiston is and how she is qualified in the area of technology. Then very quickly the article takes a turn and focuses on the issues at hand, the challenge for educators to use the tools available on the market today. OrmistonOrmiston also discusses the effects of districts and schools limiting access to sites and many social networks. First she states that it is very challenging and deflating for the teachers. They are expected to have current practices, using technology, but are not provided the tools to do the job. How frustrating!!! Next, she states that many times the reasoning for the limits are shallow, and if true limits to access exist, schedules can help with this challenge. Finally, she states that students do not have filters or parents at home limiting what they read on-line or with their cell phones, so there is a disconnect between the attempt to create responsible Web guidelines and actual practices in most students’ lives.
    As an educator, who has worked with students in the classroom, I agree with Ormiston in many ways. While I do understand certain information on the Web is not appropriate for the class, so many things are. In my own experiences I have found that student learning opportunities have been limited or lost due to filters, and I have personally been frustrated by not being allowed access to sites I found during lesson preparation. Additionally, I have found that IT departments in some districts use antiquated methods of service and do not provide service in a timely fashion. Ormiston also has issues with the IT processes within districts. Why can’t teachers make changes to their computers, or access programs that have a function for their individual classroom? Also, why does the IT “guy” have to physically come to the location to fix computers or make changes? Aren’t we in the 21st century using proxy servers? If we had the majority of issues being resolved by the IT employee, working through proxy, money could be saved on time traveled. Then teachers could request the use of programs, have tools assessed and have them approved within a timely fashion. As things stand today, it can take weeks to merely change logins, computer formatting glitches and many other silly computer issues we all encounter every day.
Question 1: Is there a viable reason for IT practices to remain as they are within education or are the practices outdated as Ormiston indicates?
I believe similarly to Ormiston that many of the reasons are flawed and even the true challenges can be addressed if one took the time to find the value in the possibilities.

Question 2: As the current methods of filtering and IT assistance are not working, in some districts, what suggestions could improve technology access and IT assistance?  
First, teachers should be trained on basic computer maintenance along with all the other teacher-in-service courses. With this done many of the silly and easy to resolve issues can be done by a teacher when it needs done. Second, IT personnel should be able to work on all district computers from one remote master computer. If IT could remotely access a computer with a problem, it would save time and money. Finally, there should be a process for teachers to submit requests, have them reviewed within a timely (1-2 week) fashion, and then have access to use the tool for the class. Allowing educators access to tools like Voki not only make learning fun, but provide additional access to learning for some individuals with disabilities. Many times programs created for these purposes are extremely expensive. By using tools available on the Web, teachers are helping their districts save money and time.  

Article # 1

Light, Daniel. (2011). Do web 2.0 right. Learning & Leading with Technology, 38(5),
leading/issues/Feature_Article_Do_Web_2_0_Right.aspx
Do Web 2.0 Right
(NETS-T 1a, 1c, 1d, 2a, 3b, 3c, 3d, 4a, 4c)                           View Full Size Image

     The article Do Web 2.0 Right, serves a resource and reminder to educators who are transitioning from the older paper and pencil classroom to a technology driven class. The article was extremely useful in many ways. As most educators know, there are certain procedures that are followed to promote constructive and effective classroom assignment. These basic rules are that the teacher creates a safe and appropriate learning environment for the students, promotes daily practice of the skill being taught and uses modeling and reinforcement to ensure student success. This article helps the educator remember that many of these basic principles hold true when using technology tools for class assignments as well.

     The article identifies three basic necessities for creating an effective technology tool for class use. These needs are daily practice using the tool, careful consideration of the assignment to the audience and the teaching and reinforcement of appropriate behaviors.  As with all lessons and classroom skills daily practice is vital for students to gain a full understanding and long term usefulness. Just as teachers have been doing for decades in the paper and pencil classroom, teachers using Blogs and Wikis are eliciting prior knowledge, creating interest in topics, supporting peer interaction and review as well as instructor review. In the past these were the main components to a successful lesson plan. This article effectively reminds that those principals hold true in the virtual classroom as well. Additionally, Light writes that the second item for educators to remember is the audience. While teachers have always done this, being aware of the audience as being either student-teacher, the class or the world when using Web 2.0 makes a huge difference for two main reasons. First, students are inherently self conscious about what they create or publish. If the educator wants trust and honesty, the smaller the audience, the safer the students will feel. Second, as students are self conscious it is important to determine what tool will be used, personal Blogs, class Blog or Wikis, and what assignments will be posted or discussed using the tool. The idea behind using technology in teaching is to motivate and promote learning not shut learning down due to fear of embarrassment. The final factor to success using Web 2.0 is digital etiquette. As in any physical classroom treating others with respect and dignity is mandatory. With this in mind the article discusses and promotes effective methods for allowing positive, open and constructive learning through Web 2.0.

 
Question 1: As a student from elementary through high school, what is your most memorable assignment and why?
The assignment I will never forget was given to me by Mr. Rossman in either 5th or 6th grade. The students were asked to create a map of the world, to scale at 1 inch per 100 miles, and name all the oceans, seas, continents, countries, country capitals, US states and state capitals. It took almost two months, but I knew every country in the world… at least until the USSR dissolved, which caused many changes. The project was also a culmination of all the skills I had learned in the school year. It covered math, history, geography, and language arts. It constantly made me think reflectively, ask questions and problem solve.   

Question 2: In that favorite assignment, did you use technology? If so, how and if not, how could technology improved the activity?
I did this assignment in 1985 or 1986 so technology wasn’t available. I had to use an up to date atlas, ruler, pencils, lots of erasers and any help my brother may give. Technology would have been a great resource for this project. As it was, I not only had a huge book to use, but I had to measure out and hand draw a grid on the maps I was using and tag board to create my map. While I think technology may take a little of the fun in discovery out of the project, it would have definitely helped with the math.