Saturday, March 31, 2007
Disclaimer...
I did it...again. Veered off course. From changing my thought processes about the utility of educational technology to diminishing student engagement. My zeal got the best of me. However, I couldn't let the timing (post testing/Spring Break) pass without those observations and some personal research. Nor could I not see a relation between educational technology and needed improvements in this area. Thanks Mark. Sorry Joe. But this all works together for me!
Engagement...
For Spring being a time of new birth and growth, it can certainly be depressing seeing many of our students wither and die (metaphorically speaking, of course) as we get to this point in the school year. Testing is over, Spring Break comes and goes, and along with...student motivation. Obviously, this is not all inclusive, but for many students, Spring is simply a sentence that must be served until Summer rolls around and with it the parole many have been waiting so long for.
So what's the problem? Why do the ranks of the unmotivated seem to grow this time of the year? And what can educators do about it? I'll begin with the last question and I'll answer by saying that what we don't need to do is try and simply survive, all the while longing for the days when it seemed like all of the students were little paper dolls and knew how to behave and could focus longer (check this blog out for some ideas on students and engagement). Like our society and world, students have evolved and are more overtly diverse than ever before. They don't all respond to identical stimuli across educational disciplines, in fact, they likely need a multitude of various techniques and offerings to grab and hold them.
The first two questions' answers lie partially within the educator. Are we enthusiastic enough to keep searching for things to motivate the stagnant? Or are we simply marking off the days on the calendar along with the students? Does an over-emphasis on testing this time of the year add to this problem? Absolutely! But until the laws change, this situation will remain as it is. Overcoming this situation is, in my opinion, critical for our students, especially those in the middle and on down from an achievement standpoint. While searching for answers, I came a across a very simple and straightforward site from the Northwest Regional Educational Laboratory dealing with this very topic. I won't go over the entire article...but I will end with this quote that should inspire at a least casual glance if not some independent research beyond. " Whether the decrease in student engagement is the result of unmotivated students or of school practices that fail to sufficiently interest and engage all learners, an ample body of research suggests that the situation can be changed." I can't help but think that educational technology can play a vital role.
So what's the problem? Why do the ranks of the unmotivated seem to grow this time of the year? And what can educators do about it? I'll begin with the last question and I'll answer by saying that what we don't need to do is try and simply survive, all the while longing for the days when it seemed like all of the students were little paper dolls and knew how to behave and could focus longer (check this blog out for some ideas on students and engagement). Like our society and world, students have evolved and are more overtly diverse than ever before. They don't all respond to identical stimuli across educational disciplines, in fact, they likely need a multitude of various techniques and offerings to grab and hold them.
The first two questions' answers lie partially within the educator. Are we enthusiastic enough to keep searching for things to motivate the stagnant? Or are we simply marking off the days on the calendar along with the students? Does an over-emphasis on testing this time of the year add to this problem? Absolutely! But until the laws change, this situation will remain as it is. Overcoming this situation is, in my opinion, critical for our students, especially those in the middle and on down from an achievement standpoint. While searching for answers, I came a across a very simple and straightforward site from the Northwest Regional Educational Laboratory dealing with this very topic. I won't go over the entire article...but I will end with this quote that should inspire at a least casual glance if not some independent research beyond. " Whether the decrease in student engagement is the result of unmotivated students or of school practices that fail to sufficiently interest and engage all learners, an ample body of research suggests that the situation can be changed." I can't help but think that educational technology can play a vital role.
Friday, March 30, 2007
Podcasts...
I am in the process of learning as much as I can about how a personal consumer technological device can aid learning and I was amazed to find just how versatile the iPod can be, particularly where the podcasts are concerned. I looked at a site developed by Apple (no shock there, eh?!). and found it to be very simple but to the point about podcasts and related topics (how to create them as well as how they work and some examples).
I searched some sites and found a few that offered an educational mix that spanned a variety of subjects. One good one was The Educational Podcast Network, or EPN for short. I found a variety of educational podcasts that could be very useful in many educational settings. One I previewed was "Learning to Speak Spanish." I can tell you that from my own past experiences with learning a second language, having the ability to listen to the language (especially on the go, anytime and anywhere), as opposed to simply reading and saying, adds depth to the learning experience and adds some permanence. It is neat to think of students using their iPods in this manner as opposed to listening to Metallica, Snoop Dog, or Lawrence Welk (depending on your particular poison!).
To be fair, I searched a little to see just what you could find on podcasts and like the web itself, there is virtually anything available and a ton of sites dedicated to everything "from the sublime to the ridiculous!" Podcastalley was one such site. It is a little disturbing to know that one can download just about anything, but I guess we should be used to that by now since the web has been that way for some time.
I will close by saying that it is nice that you can also utilize your PC for the podcasts. But how powerful is this concept of being able to take any audio information you would like with you to use at your discretion? I wish this wold have been available when I was doing my undergrad. Who knows, I might have been able to listen to the Organic Chemistry lectures while I was working out or riding somewhere as opposed to only going over my shabby notes. I might have been a doctor instead of an educator. Hmmmm?!
I searched some sites and found a few that offered an educational mix that spanned a variety of subjects. One good one was The Educational Podcast Network, or EPN for short. I found a variety of educational podcasts that could be very useful in many educational settings. One I previewed was "Learning to Speak Spanish." I can tell you that from my own past experiences with learning a second language, having the ability to listen to the language (especially on the go, anytime and anywhere), as opposed to simply reading and saying, adds depth to the learning experience and adds some permanence. It is neat to think of students using their iPods in this manner as opposed to listening to Metallica, Snoop Dog, or Lawrence Welk (depending on your particular poison!).
To be fair, I searched a little to see just what you could find on podcasts and like the web itself, there is virtually anything available and a ton of sites dedicated to everything "from the sublime to the ridiculous!" Podcastalley was one such site. It is a little disturbing to know that one can download just about anything, but I guess we should be used to that by now since the web has been that way for some time.
I will close by saying that it is nice that you can also utilize your PC for the podcasts. But how powerful is this concept of being able to take any audio information you would like with you to use at your discretion? I wish this wold have been available when I was doing my undergrad. Who knows, I might have been able to listen to the Organic Chemistry lectures while I was working out or riding somewhere as opposed to only going over my shabby notes. I might have been a doctor instead of an educator. Hmmmm?!
Wednesday, March 28, 2007
Cathartic Thoughts
I find myself in the midst of a shift in my thinking toward modern technology. In many schools still, iPods and cell phones are the stuff that maddens educators and allows the students to drift off into the nether reaches, minds closed and impervious to intelligent ideas! Of course, it wasn't that long ago (or was it?) that many of my teachers thought chewing gum was to be the ruin of our generation!
My point is this: personal consumer technology is here to stay; it will only get smaller and more sophisticated in my opinion and virtually every student is seemingly captivated by it. Why not tap into it as a means of enhancement? I have stood upon this electronic soapbox in the past weeks and railed about the problems that it causes in schools. What has become apparent is that it remains despite our best efforts to have it removed. I must admit to some lingering fundamental misgivings, but there is still too much potential to help.
Thus, I begin my journey into learning more about how to better utilize what the kids have and what they like in order to aid in their quest for higher learning. I think I'll start by learning as much as I can about iPods (sorry Mark, not copy-catting!) and podcasts. It helps that my 10 year-old saved his Christmas and birthday money and bought an iPod Nano so that I can experiment a little. What I hear from colleagues (both at work and in my classes thus far) is that using and creating podcasts can add a lot to the educational experiences. Hopefully, I'll know a little more by my next post!
My point is this: personal consumer technology is here to stay; it will only get smaller and more sophisticated in my opinion and virtually every student is seemingly captivated by it. Why not tap into it as a means of enhancement? I have stood upon this electronic soapbox in the past weeks and railed about the problems that it causes in schools. What has become apparent is that it remains despite our best efforts to have it removed. I must admit to some lingering fundamental misgivings, but there is still too much potential to help.
Thus, I begin my journey into learning more about how to better utilize what the kids have and what they like in order to aid in their quest for higher learning. I think I'll start by learning as much as I can about iPods (sorry Mark, not copy-catting!) and podcasts. It helps that my 10 year-old saved his Christmas and birthday money and bought an iPod Nano so that I can experiment a little. What I hear from colleagues (both at work and in my classes thus far) is that using and creating podcasts can add a lot to the educational experiences. Hopefully, I'll know a little more by my next post!
Friday, March 23, 2007
Week Three Conclusion
I'll end this week as I started: the subject is cell phones in the schools. I found a really nice article from Glencoe online dealing with the cell phone issue in schools by Elizabeth Melville. It is not very long but touches on some of the problems I have previously alluded to (with some good links) as well as some of the educational benefits cell phones could provide, such as the function of "a calculator, digital camera, internet access, and dictionary." Of course, other more creative uses can be devised and some are referenced in the article.
What continues to ring out to me is that regardless of how far we advance as a society, especially from a technological standpoint, we appear to be going backwards in terms of teaching and requiring self-control from our students as well as keeping our human yearning for self-indulgence in check. The author refers to many school districts giving in altogether to the wishes of parents and students where the phones are concerned with some allowing unrestricted use and others asking that they be left off. One can only imagine how the latter scenario generally works out!
This type of nagging problem may well be the constant spawn of the union between schools and technology. I can recall how wonderful the first internet connection in our school was...right up until the first access of a site hosting explicit photos! Of course that battle is still constantly being waged with the victors alternating between tech support and innovative students. We must remember, however, that the first fiery crash did not spell the end of the automobile and I suppose the history of educational technology will closely mirror that of the auto industry. That is, the models will keep changing along with better performance and options and the safety features will evolve right alongside!
What continues to ring out to me is that regardless of how far we advance as a society, especially from a technological standpoint, we appear to be going backwards in terms of teaching and requiring self-control from our students as well as keeping our human yearning for self-indulgence in check. The author refers to many school districts giving in altogether to the wishes of parents and students where the phones are concerned with some allowing unrestricted use and others asking that they be left off. One can only imagine how the latter scenario generally works out!
This type of nagging problem may well be the constant spawn of the union between schools and technology. I can recall how wonderful the first internet connection in our school was...right up until the first access of a site hosting explicit photos! Of course that battle is still constantly being waged with the victors alternating between tech support and innovative students. We must remember, however, that the first fiery crash did not spell the end of the automobile and I suppose the history of educational technology will closely mirror that of the auto industry. That is, the models will keep changing along with better performance and options and the safety features will evolve right alongside!
Thursday, March 22, 2007
Heat Index
Here is an interesting turn of events related to technology. Georgia High School Association (athletic governing body) through the state Board of Education has mandated that each member school adopt a policy outlining acceptable heat index levels and precautionary methods to employ for each sport practicing and playing during the late spring through the fall. This is in response to an increase in heat-related deaths over the last few years, especially during football. Once a table has been detemined with acceptable thresholds, the practice or game time heat index must be measured and the decision whether to proceed, suspend, or cancel is made.
Now, how is the heat index determined? Local weather? Actually, each school will likely have to purchase an instrument for on-field measurement at the time of practice. An example of such a device can be seen here. A daily record must also be kept in the event that a heat-related medical emergency occur. Of course, us old-timers often grunt and say things like "this new generation isn't as tough as we were" or "they spend all of their time in the AC!" Regardless of whether such statements are true or not, it is incumbent that the schools and their agents do everything in their power to ensure the safety of each participant. Requiring the purchase and use of instruments such as the digital heat index measurement devices is a step in a positive direction. One thing is for certain, it has to be a lot easier than using the old wet bulb or sling psychrometer!
Now, how is the heat index determined? Local weather? Actually, each school will likely have to purchase an instrument for on-field measurement at the time of practice. An example of such a device can be seen here. A daily record must also be kept in the event that a heat-related medical emergency occur. Of course, us old-timers often grunt and say things like "this new generation isn't as tough as we were" or "they spend all of their time in the AC!" Regardless of whether such statements are true or not, it is incumbent that the schools and their agents do everything in their power to ensure the safety of each participant. Requiring the purchase and use of instruments such as the digital heat index measurement devices is a step in a positive direction. One thing is for certain, it has to be a lot easier than using the old wet bulb or sling psychrometer!
Monday, March 19, 2007
Considering Ideas From My Group...
Since reading a classmate's posting on the GLIDES program, I have been somewhat intrigued by one of the student responses that essentially said that with all of the different technology to which students have access, it makes sense to utilize them for educational puposes (e.g. iPods for podcasts). While one part of me (the teacher side, I think) agrees whole-heartedly, the other side (definitely the administrator) cringes a little to think of some of these gizmos being allowed in school when most have heretofore been used for purposes about as non-educational as can be!
Cell phones, for instance (depending on the features), could be used by groups to take photos and transmit information from a remote site back to the classroom for a variety of projects across several curricula. Unfortunately, a recent experience proved that students can't always be counted-on to use these devices for such noble reasons. We had a shooting in our small town and the perpetrator (since apprehended) was on the loose. Rumors of invading gangs and drive-by shootings were rampant from the time the first bus arrived the next day and thanks to digital communications, almost half of our students had called home or their parents had been alerted by the parents of their kid's friends and we were left with a "ghost town," inhabited by the remaining terrified few. Of course, all the rumors turned out to be false, but a day of education was sacrificed.
I guess the point I am trying to make is that without student maturity and self-control, utilizing current technology can be hampered if not stymied altogether. Cell phones have gotten so bad in some schools (for reasons similar to what I have alluded to as well as cheating, drug deals, threats, etc.) that they have been banned. In searching for ways to combat unwanted cell phone use, I came across devices called "jammers" that render the phones useless in certain areas. Unfortunately, it seems that they are currently illegal in the US, likely due to the fact that they might interfere with certain emergency frequencies or those making legitimate calls. Perhaps as technology advances, something else will come along that will be useful in this way without disrupting legitimate communication.
Obviously cell phones aren't the only techno-culprits. In reality, it is the societal problem of wanting what we want when we want it, with little or no regard for impacts or consequences. Which is a shame because current (and future) technology has so much that it could offer to enhance educational experiences. It seems that for the time being at least, only isolated pockets will be able to utilize it in the school setting.
Cell phones, for instance (depending on the features), could be used by groups to take photos and transmit information from a remote site back to the classroom for a variety of projects across several curricula. Unfortunately, a recent experience proved that students can't always be counted-on to use these devices for such noble reasons. We had a shooting in our small town and the perpetrator (since apprehended) was on the loose. Rumors of invading gangs and drive-by shootings were rampant from the time the first bus arrived the next day and thanks to digital communications, almost half of our students had called home or their parents had been alerted by the parents of their kid's friends and we were left with a "ghost town," inhabited by the remaining terrified few. Of course, all the rumors turned out to be false, but a day of education was sacrificed.
I guess the point I am trying to make is that without student maturity and self-control, utilizing current technology can be hampered if not stymied altogether. Cell phones have gotten so bad in some schools (for reasons similar to what I have alluded to as well as cheating, drug deals, threats, etc.) that they have been banned. In searching for ways to combat unwanted cell phone use, I came across devices called "jammers" that render the phones useless in certain areas. Unfortunately, it seems that they are currently illegal in the US, likely due to the fact that they might interfere with certain emergency frequencies or those making legitimate calls. Perhaps as technology advances, something else will come along that will be useful in this way without disrupting legitimate communication.
Obviously cell phones aren't the only techno-culprits. In reality, it is the societal problem of wanting what we want when we want it, with little or no regard for impacts or consequences. Which is a shame because current (and future) technology has so much that it could offer to enhance educational experiences. It seems that for the time being at least, only isolated pockets will be able to utilize it in the school setting.
Thursday, March 15, 2007
WebQuest Finale!
My final posting this week will also wrap up my re-discovery of WebQuests. I have enjoyed going back through the different hosting sites (there are a ton!) and also those that give good descriptions of how to create. I have tried to share some that I have come across with my blog group and I hope I have not bored them to tears!
For this posting, I decided to look into a subject that would be of interest to my son, who is a 4th grader and has just wrapped up a unit on the Civil War. Like many boys his age, this is part of American history that holds his attention. In fact, we took a family trip south of Tallahassee (to Woodville) and watched the reenactment of the Battle of Natural Bridge. It was fun seeing the actors portraying the Union and Southern troops and it was quite realistic as the Park Rangers passed out ear plugs (the cannon were very loud and you could feel the concussion of each report). Needless to say, my son was full of questions all the way home. So, I couldn't help but think about how great it would be to find activities that would relate to his interest in the Civil War and maybe even share them with his teacher. Thus, I found two that were interesting and appropriate for his age group. The first was a group project that dealt with researching and rating 5 critical battles from the viewpoint of a newspaper person. The second was also a group project and asked the participants to create a Civil War scrapbook from their research, which included soldier and civilian life, music, spies and codes, battles, etc. The rubric used for evaluation for this one was quite creative. Instead of "does not meet" to "exceeds expectations," it ranked the students from"deserter" to "general!" I can't wait to test this out on my son! After all, he has to have something to do educationally over Spring Break!
To close out this chapter, I will reiterate that WebQuests are great augmentations to virtually any curricula across disciplines and grade levels. They are not, however, meant to be day-after-day substitutes for creative instruction. A parallel may be drawn to all Ed Tech media in that none of it is meant to take the place of teacher and student effort, if if there are some who think otherwise!
For this posting, I decided to look into a subject that would be of interest to my son, who is a 4th grader and has just wrapped up a unit on the Civil War. Like many boys his age, this is part of American history that holds his attention. In fact, we took a family trip south of Tallahassee (to Woodville) and watched the reenactment of the Battle of Natural Bridge. It was fun seeing the actors portraying the Union and Southern troops and it was quite realistic as the Park Rangers passed out ear plugs (the cannon were very loud and you could feel the concussion of each report). Needless to say, my son was full of questions all the way home. So, I couldn't help but think about how great it would be to find activities that would relate to his interest in the Civil War and maybe even share them with his teacher. Thus, I found two that were interesting and appropriate for his age group. The first was a group project that dealt with researching and rating 5 critical battles from the viewpoint of a newspaper person. The second was also a group project and asked the participants to create a Civil War scrapbook from their research, which included soldier and civilian life, music, spies and codes, battles, etc. The rubric used for evaluation for this one was quite creative. Instead of "does not meet" to "exceeds expectations," it ranked the students from"deserter" to "general!" I can't wait to test this out on my son! After all, he has to have something to do educationally over Spring Break!
To close out this chapter, I will reiterate that WebQuests are great augmentations to virtually any curricula across disciplines and grade levels. They are not, however, meant to be day-after-day substitutes for creative instruction. A parallel may be drawn to all Ed Tech media in that none of it is meant to take the place of teacher and student effort, if if there are some who think otherwise!
Wednesday, March 14, 2007
A Little More on WebQuests
I have sent some WebQuest ideas to a couple of my colleagues. Obviously, I think that they have a lot of usefulness, particularly with the lower grades (but not exclusively). Many can be like a scavenger hunt or they can involve some really good research practices. WebQuest Direct has some very helpful ideas for using them in the classroom and even links to some very good supporting articles. As with all Ed Tech ideas, I think one should use WebQuests about like salting your food: just enough to enhance the flavor but too much and you don't want to eat what's on your plate!
One of the best sources that I have found is through San Diego State University (go to "examples" and search in a particular subject area to see some of what is available). They have obviously done a lot of work in this area and provide a pretty good database of how-to's as well as a huge selection of available WebQuests in every subject and grade level imaginable. Of course, there are many sources that require some searching, but I have found a lot of quality associated with this group.
I would not, however, limit myself to these two suggestions as there are seemingly limitless ideas for existing WebQuests as well as tutorials on creating your own. Who knows, it might be neat to have a class help create one or more!
One of the best sources that I have found is through San Diego State University (go to "examples" and search in a particular subject area to see some of what is available). They have obviously done a lot of work in this area and provide a pretty good database of how-to's as well as a huge selection of available WebQuests in every subject and grade level imaginable. Of course, there are many sources that require some searching, but I have found a lot of quality associated with this group.
I would not, however, limit myself to these two suggestions as there are seemingly limitless ideas for existing WebQuests as well as tutorials on creating your own. Who knows, it might be neat to have a class help create one or more!
Saturday, March 10, 2007
Seeking Technology for Educational Use
As an educator, administrator, student, and parent, my goal for this blog is to interact with and gain insight/ideas about technological aspects that may be used across curricula and grade levels. I understand that this is a broad scope and may eventually require some narrowing, but at this point my own knowledge and familiarity is somewhat limited.
I am beginning a new stage in my educational career. I will soon become the Headmaster at my old school and one of my goals is to be able to provide as much information and aid (from a technological standpoint) that can be of use for the faculty and students. Because we are a K-12 school, I think it is necessary to look from top to bottom. One area that I utilized the last year that I taught classes was "web quests." I found them to be a very useful and interesting way to augment my lessons and they are available in a variety of subjects. There are some neat sites that allow quick access and are very user-friendly.
Obviously, I am looking to expand and will certainly look for feedback from my UF Instructional Computing II classmates. But Information outside of that realm is coveted as well. So, as the title says...Ed-Tech ideas are welcome here!
I am beginning a new stage in my educational career. I will soon become the Headmaster at my old school and one of my goals is to be able to provide as much information and aid (from a technological standpoint) that can be of use for the faculty and students. Because we are a K-12 school, I think it is necessary to look from top to bottom. One area that I utilized the last year that I taught classes was "web quests." I found them to be a very useful and interesting way to augment my lessons and they are available in a variety of subjects. There are some neat sites that allow quick access and are very user-friendly.
Obviously, I am looking to expand and will certainly look for feedback from my UF Instructional Computing II classmates. But Information outside of that realm is coveted as well. So, as the title says...Ed-Tech ideas are welcome here!
Subscribe to:
Posts (Atom)