Griffin, M, & Cady, M. (2010). Is it time to switch to digital textbooks?. Learning and Leading with Technology, 38(3), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-november.aspx
This article debates the pros and cons of shifting to digital textbooks in schools. The supporting viewpoint (Griffin) argues that it is firstly important to consider how our students will be reading and writing in their futures - most certainly using technology. In other words, just because traditional textbooks have been used in the past does not mean they need to carry on into the future. Logistically, it is much easier for students to access digital resources than paper resources because they are already accustomed to having their laptop, PDA, or tablet with them. Digital texts save paper and time since updated editions do not need to be printed and mailed to the districts. Clearly, Griffin provides convincing support of digital texts.
The opposition (Cady) is more apprehensive about making the switch. I was anticipating the standard “it’s best to turn the pages yourself” type of response, but Cady’s perspective surprised me. He suggests that the root of the issue is not paper versus screen, but rather boring textbooks versus interactive learning. The time, effort, and resources expelled to transition texts to files could be better spent developing new and inspiring curriculum. I have to admit, I agree.
How would digital textbooks benefit the individual learner?
From an educational standpoint, digital textbooks can enhance individualized learning. Students who need vocabulary definitions or read-aloud assistance will have fingertip access to such resources. Conversely, high-performing students could move ahead and connect to even greater supplemental and interactive exercises that would propel their learning experience. Interestingly, these ideas are a hybrid of the pros and cons listed in the article. Yes, the textbooks would be converted to a digital format, but there would be highly interactive supplemental materials as well.
How can cloud computing contribute to the migration of e-texts in the classroom?
Cloud computing could easily serve as the bridge between traditional textbooks and e-texts. Both sides of the article admit that there will need to be a shift in faculty pedagogy and perspective in order for digital textbooks to work, and that shift needs to start somewhere. For teachers who are nervous about moving away from the traditional paper text, they can ‘practice’ using the cloud. Before this class, I, too, was apprehensive about major technology integration in the classroom, but the cloud made me a believer. It showed me the importance of remote collaboration, accessible files, and more. It also showed me how familiar many cloud tools are (like the word processing of Google Docs). By transitioning to e-texts using familiar tools in a new format, teachers can start to change their thinking to match the digital age.
Tuesday, November 16, 2010
Inspiration (NETS-T 2)
Here is my Inspiration board that merges the NETS-T standards with my supporting artifacts from ED422. This is a digital-age learning experience because I used a variety of web-based tools (such as Google Images) to create the board and make it visually interesting. This assignment also serves as an assessment tool because it evaluates my understanding of the connection between the NETS-T standards and the work completed for class. By thoughtfully linking the standards to my assignments, it can be reasoned that I understand the relationship between the artifacts and the standards. (P.S. This was a fun assignment!)
Tuesday, November 9, 2010
Journal 1 - Taking Laptops Schoolwide (NETS-T 2, 3)
Green, T, Donovan, L, & Bass, K. (2010). Taking laptops schoolwide: a professional learning community approach. Learning and Leading with Technology, 38(1), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-august-2010.aspx
While many schools are beginning to implement laptop use in the classroom, only some are experiencing success. This article explores the positive techniques for introducing this type of technology in schools. Firstly, it is important that teachers collaborate to determine a technology plan (typically by grade level). Research shows that having a detailed plan of assignment structure, submission guidelines, Internet research rules, etc., result in better implementation of laptop use.
Another effective technique is establishing a Professional Learning Community (PLC) within districts. A PLC facilitates face-to-face meetings with colleagues to discuss learning experiences and reflect on student progress. These meetings are valuable for many reasons, but especially because they can reveal weaknesses in the curriculum. Teachers can then work together to explore digital resources (such as a math practice website) that address and remedy the weakness.
By distributing laptops to students and collaborating as a teaching staff, we can maximize learning and assessment. The resources available online (plus those planned in PLC meetings) will contribute to educational progress in the schools.
Does grade level have an affect appropriate laptop use?
The authors suggest that there should be a progression of implementation during the year, although it is not necessarily limited by age. Younger students would certainly need age-appropriate tools and simple instructions, but there is no rule against giving a laptop to a first grader. Depending on a school’s resources, laptops may need to be distributed strategically, which may mean that the older students would receive the machines first (depending on the PLC’s technology plan). All in all, any student would benefit from using a laptop, regardless of age.
How can laptops be used to connect learning from the classroom to the home?
Even though students would (likely) bring their laptops home with them, they may not have internet access or a lot of bandwidth. Web-based tools like GoogleDocs or wikis are ideal for working on assignments in multiple places because they do not require serious technology software or bandwidth. Some web-based tools do not even require Internet access once they are downloaded. It should not be a problem for students to take schoolwork home with them on the laptop.
While many schools are beginning to implement laptop use in the classroom, only some are experiencing success. This article explores the positive techniques for introducing this type of technology in schools. Firstly, it is important that teachers collaborate to determine a technology plan (typically by grade level). Research shows that having a detailed plan of assignment structure, submission guidelines, Internet research rules, etc., result in better implementation of laptop use.
Another effective technique is establishing a Professional Learning Community (PLC) within districts. A PLC facilitates face-to-face meetings with colleagues to discuss learning experiences and reflect on student progress. These meetings are valuable for many reasons, but especially because they can reveal weaknesses in the curriculum. Teachers can then work together to explore digital resources (such as a math practice website) that address and remedy the weakness.
By distributing laptops to students and collaborating as a teaching staff, we can maximize learning and assessment. The resources available online (plus those planned in PLC meetings) will contribute to educational progress in the schools.
Does grade level have an affect appropriate laptop use?
The authors suggest that there should be a progression of implementation during the year, although it is not necessarily limited by age. Younger students would certainly need age-appropriate tools and simple instructions, but there is no rule against giving a laptop to a first grader. Depending on a school’s resources, laptops may need to be distributed strategically, which may mean that the older students would receive the machines first (depending on the PLC’s technology plan). All in all, any student would benefit from using a laptop, regardless of age.
How can laptops be used to connect learning from the classroom to the home?
Even though students would (likely) bring their laptops home with them, they may not have internet access or a lot of bandwidth. Web-based tools like GoogleDocs or wikis are ideal for working on assignments in multiple places because they do not require serious technology software or bandwidth. Some web-based tools do not even require Internet access once they are downloaded. It should not be a problem for students to take schoolwork home with them on the laptop.
Tuesday, November 2, 2010
Journal 2 - Join the Flock! & Enhance Your Twitter Experience (NETS 3, 5)
Ferguson, H. (2010, June/July). Join the flock!. Learning and Leading with Technology, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx
McClintock Miller, S. (2010, June/July). Enhance your twitter experience. Learning and Leading with Technology, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx
Hadley Ferguson explains the importance of building a Personal Learning Network (PLN). A PLN is a community of people that learn together. This community contributes to forums, participates in discussions, connects applicable resources, and more. Ferguson is clear that establishing such a community takes commitment and effort, much like strengthening a new friendship. Her primary mode of networking is Twitter, and she provides helpful tips for successfully maintaining a sense of collaboration and learning. It is important to follow other users, join interest groups (lists), listen/read others’ posts, and give back to the Twitter community with effective ideas and resources.
Shannon McClintock Miller echoes these tips and more. Her article expounds on more of the organizational aspects of the social network tool, including site shortcuts and a glossary of Twitter terms (i.e. “Tweeps” - your PLN individuals who follow you on Twitter and other networking sites). She also shares a favorite tweet, which suggests that 70% of tweets should be contributions to the network, 20% should be responses, and 10% should be casual conversation. That guideline is a great bit of advice for Twitter users.
How can educators utilize Twitter for professional development?
Ferguson describes lists, which are essentially topic-driven groups. If a teacher is especially interested in math education, he can search for a math education list and follow it. By doing so, the resources assigned to that list (done so using a hashtag #) show up on his homepage. This type of funnelled following is necessary because it brings interest topics directly to the user. As teachers follow other users, it is wise to check out what lists those users are following to see if there are common interests.
What types of resources are appropriate to share?
The best way to learn this is by observing what other users link and post. Oftentimes users share journal articles, blog posts, magazine highlights, etc., and assign them to a list. If you find a cool new video or article that someone else could benefit from, post it! Generally, if you think it is interesting, someone else will, too.
McClintock Miller, S. (2010, June/July). Enhance your twitter experience. Learning and Leading with Technology, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx
Hadley Ferguson explains the importance of building a Personal Learning Network (PLN). A PLN is a community of people that learn together. This community contributes to forums, participates in discussions, connects applicable resources, and more. Ferguson is clear that establishing such a community takes commitment and effort, much like strengthening a new friendship. Her primary mode of networking is Twitter, and she provides helpful tips for successfully maintaining a sense of collaboration and learning. It is important to follow other users, join interest groups (lists), listen/read others’ posts, and give back to the Twitter community with effective ideas and resources.
Shannon McClintock Miller echoes these tips and more. Her article expounds on more of the organizational aspects of the social network tool, including site shortcuts and a glossary of Twitter terms (i.e. “Tweeps” - your PLN individuals who follow you on Twitter and other networking sites). She also shares a favorite tweet, which suggests that 70% of tweets should be contributions to the network, 20% should be responses, and 10% should be casual conversation. That guideline is a great bit of advice for Twitter users.
How can educators utilize Twitter for professional development?
Ferguson describes lists, which are essentially topic-driven groups. If a teacher is especially interested in math education, he can search for a math education list and follow it. By doing so, the resources assigned to that list (done so using a hashtag #) show up on his homepage. This type of funnelled following is necessary because it brings interest topics directly to the user. As teachers follow other users, it is wise to check out what lists those users are following to see if there are common interests.
What types of resources are appropriate to share?
The best way to learn this is by observing what other users link and post. Oftentimes users share journal articles, blog posts, magazine highlights, etc., and assign them to a list. If you find a cool new video or article that someone else could benefit from, post it! Generally, if you think it is interesting, someone else will, too.
Journal 3 - Bring the World Into Your Classroom (NETS 1, 2)
McDermon, L. (2010, September/October). Bring the world into your classroom. Learning and Leading with Technology, 38(2), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-september-october.aspx
Linda McDermon kicks off her interactive videoconferencing article with four simple, convincing words: “timely, efficient, cost-effective, and expert”. With educators’ attention gripped, she goes on to describe the benefits of utilizing videoconferences in the classroom. For example, teachers can save time and resources on extensive field trips by bringing the museum to students in real time online. McDermon lists several blogs, wikis, and websites as resources for educators to learn more about this digital tool and discover ways that teachers are already implementing it in their schools. By connecting to external organizations (such as universities, science labs, or other classrooms across the globe) using videoconferencing, students have the opportunity to explore people and places without leaving the classroom. This network of resources can supplement lessons and bring a whole new dimension of connection to student learning.
How realistic is videoconferencing in the classroom, given the equipment and setup needs?
In reality, setting up a videoconference is not complicated. All that’s needed is a basic video camera, projector, screen, and free software. (Another option is to purchase commercial video-conferencing equipment, but it is not necessary.) Once the equipment is in place, the teacher uses the software to contact the outside contributor. At this point, the only difficulty could be limited bandwidth, which deteriorates the video quality somewhat, although many schools are increasing their bandwidth for faster Internet connection. Videoconferencing is certainly worth the effort when compared to the expense of making these trips in person as a class.
Are there any pre-established videoconferences in place that teachers can participate in?
There are many multi-school videoconferences that allow participation from various classrooms. A teacher could preview what a videoconference is like by observing Megaconference Jr., a 12-hour global videoconference that highlights live student presentations. Students are assigned a presentation time that marks their live presentation to the rest of the videoconference viewers. Teachers sign up and prepare their students for the allotted time. This sort of pre-established forum is a great way to practice videoconferencing in short spurts.
Linda McDermon kicks off her interactive videoconferencing article with four simple, convincing words: “timely, efficient, cost-effective, and expert”. With educators’ attention gripped, she goes on to describe the benefits of utilizing videoconferences in the classroom. For example, teachers can save time and resources on extensive field trips by bringing the museum to students in real time online. McDermon lists several blogs, wikis, and websites as resources for educators to learn more about this digital tool and discover ways that teachers are already implementing it in their schools. By connecting to external organizations (such as universities, science labs, or other classrooms across the globe) using videoconferencing, students have the opportunity to explore people and places without leaving the classroom. This network of resources can supplement lessons and bring a whole new dimension of connection to student learning.
How realistic is videoconferencing in the classroom, given the equipment and setup needs?
In reality, setting up a videoconference is not complicated. All that’s needed is a basic video camera, projector, screen, and free software. (Another option is to purchase commercial video-conferencing equipment, but it is not necessary.) Once the equipment is in place, the teacher uses the software to contact the outside contributor. At this point, the only difficulty could be limited bandwidth, which deteriorates the video quality somewhat, although many schools are increasing their bandwidth for faster Internet connection. Videoconferencing is certainly worth the effort when compared to the expense of making these trips in person as a class.
Are there any pre-established videoconferences in place that teachers can participate in?
There are many multi-school videoconferences that allow participation from various classrooms. A teacher could preview what a videoconference is like by observing Megaconference Jr., a 12-hour global videoconference that highlights live student presentations. Students are assigned a presentation time that marks their live presentation to the rest of the videoconference viewers. Teachers sign up and prepare their students for the allotted time. This sort of pre-established forum is a great way to practice videoconferencing in short spurts.
Journal 4 - Computing in the Clouds (NETS 3, 4)
Johnson, D. (2009-10, December/January). Computing in the clouds. Learning and Leading with Technology, 37(4), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-december-janruary-2009-2010.aspx
Doug Johnson entices educators to shift to cloud computing, a network-based system of applications and file storage that is not tied to a single computer. Cloud computing relies on local-area networks like the Internet to create, maintain and store a variety of tasks. Johnson mentions easily moving his daily tasks (like word processing, email, bookmarks, and photo editing) from a single computer to the cloud online. He describes specific uses for cloud computing in education, including grade reporting and assignment collaboration. The article is well-balanced with a detailed explanation of the realistic downsides (“cloudy forecasts”) of this system. There are still issues with file security and privacy, and there is a chance that these services could eventually cost the user. Still, Johnson encourages, the benefits of cloud computing far outweigh the issues, and educators need to explore the available resources and consider making the switch.
What is one way that teachers can implement cloud computing to enhance their professional network?
Applications like Google Docs are powerful tools that allow for real-time collaboration. Teachers have constant access to joint presentations, documents, surveys, folders, spreadsheets... essentially anything from Microsoft Office. Given teachers’ hectic schedules, collaborators can contribute to projects without meeting face-to-face. This sort of individual contribution keeps work flow moving without waiting for schedules to align.
What are the fiscal implications of introducing a cloud computing system in schools?
The great thing about cloud computing is that most (if not all) of the Internet applications utilized are free to the user. Schools would no longer need to purchase licensing rights or continually update software in computer labs. One long-term reason it is important for schools to consider transitioning to the cloud is that educational technology will likely lead to personal netbooks in the classroom. Cloud computing lessens the cost per student by requiring less hardware storage space than traditional computers. Schools can purchase smaller, less expensive computers for students and still maintain a high quality of technology in education.
Doug Johnson entices educators to shift to cloud computing, a network-based system of applications and file storage that is not tied to a single computer. Cloud computing relies on local-area networks like the Internet to create, maintain and store a variety of tasks. Johnson mentions easily moving his daily tasks (like word processing, email, bookmarks, and photo editing) from a single computer to the cloud online. He describes specific uses for cloud computing in education, including grade reporting and assignment collaboration. The article is well-balanced with a detailed explanation of the realistic downsides (“cloudy forecasts”) of this system. There are still issues with file security and privacy, and there is a chance that these services could eventually cost the user. Still, Johnson encourages, the benefits of cloud computing far outweigh the issues, and educators need to explore the available resources and consider making the switch.
What is one way that teachers can implement cloud computing to enhance their professional network?
Applications like Google Docs are powerful tools that allow for real-time collaboration. Teachers have constant access to joint presentations, documents, surveys, folders, spreadsheets... essentially anything from Microsoft Office. Given teachers’ hectic schedules, collaborators can contribute to projects without meeting face-to-face. This sort of individual contribution keeps work flow moving without waiting for schedules to align.
What are the fiscal implications of introducing a cloud computing system in schools?
The great thing about cloud computing is that most (if not all) of the Internet applications utilized are free to the user. Schools would no longer need to purchase licensing rights or continually update software in computer labs. One long-term reason it is important for schools to consider transitioning to the cloud is that educational technology will likely lead to personal netbooks in the classroom. Cloud computing lessens the cost per student by requiring less hardware storage space than traditional computers. Schools can purchase smaller, less expensive computers for students and still maintain a high quality of technology in education.
Tuesday, October 19, 2010
Journal 5 – I’m on Twitter... Now What? (NETS 3, 5)
Aclaro, M. (2008, December 23). I'm on twitter.. now what? [Web log message]. Retrieved from http://www.businesscasualblog.com/2008/12/im-on-twitter-now-what.html
Mel Aclaro dares to ask what we are all thinking, “I’m on Twitter... now what?” In an informative and comprehensive blog post, Aclaro bridges the gap between surviving and thriving on Twitter. He starts by providing external third-party sites that highlight specific characteristics of tweets (such as bit.ly, which shortens URLs to fit the 140 character tweet limit, or tweetworks.com, which threads conversations). These external sites are just as important as Twitter itself because they connect tweets and promote the networking aspect of this web tool.
Next, Aclaro outlines the best practices for new users. He recommends tweeting informative updates at least eight times per day. Why eight? No reason, other than that it gets your name out there. He also suggests retweeting others’ posts to maximize collaboration and information sharing. By retweeting, users essentially share a post with a new set of followers.
Aclaro offers readers an insider’s explanation of the Twitter terminology and common courtesies. For example, he defines a direct tweet (a private tweet viewable only to the recipient) and gives a scenario of when such a tweet is appropriate. He explains the custom of following your followers and contributing to networks that relate to personal interests. Many of these unspoken rules are intimidating for new users, and Aclaro successfully introduces them to neutralize Twitter anxiety.
This blog post unlocks many of the beginning aspects of Twitter. Aclaro clarifies how to move beyond creating an account and moves users toward effective and efficient networking.
Question 1: How can a school effectively implement Twitter with the teaching staff?
As Aclaro mentions, once you understand the basics of Twitter, you graduate from novice to networker. A school would need to provide Twitter 101 workshops to both ease the nerves and explain the benefits of a Twitter group. Once the basics are understood, teachers can then create groups for different purposes - grade levels, school-wide information, content areas - all housed under school coded hash tags. Thanks to widely used school community sites (such as Moodle or Blackboard), it would be simple to embed a Twitter box on the homepage of teachers’ private Moodle site. Displaying a live scroll of tweets would keep teachers connected to the Twitter groups. The more a school can explain and directly supply Twitter to teachers, the better chance it has of utilizing this web tool to enhance information sharing and collaboration on site.
Question 2: Would it be appropriate to involve students in Twitter use?
My hesitation in bringing Twitter directly into the classroom is that there is very little control of account settings. Students would have access to all Twitter users, even if teachers only told them about the class group. There are certainly benefits (collaboration, research, interests), but the risks outweigh the rewards. Ideally a student-safe version of Twitter will soon be developed so that students can enjoy the benefits of online networking.
Mel Aclaro dares to ask what we are all thinking, “I’m on Twitter... now what?” In an informative and comprehensive blog post, Aclaro bridges the gap between surviving and thriving on Twitter. He starts by providing external third-party sites that highlight specific characteristics of tweets (such as bit.ly, which shortens URLs to fit the 140 character tweet limit, or tweetworks.com, which threads conversations). These external sites are just as important as Twitter itself because they connect tweets and promote the networking aspect of this web tool.
Next, Aclaro outlines the best practices for new users. He recommends tweeting informative updates at least eight times per day. Why eight? No reason, other than that it gets your name out there. He also suggests retweeting others’ posts to maximize collaboration and information sharing. By retweeting, users essentially share a post with a new set of followers.
Aclaro offers readers an insider’s explanation of the Twitter terminology and common courtesies. For example, he defines a direct tweet (a private tweet viewable only to the recipient) and gives a scenario of when such a tweet is appropriate. He explains the custom of following your followers and contributing to networks that relate to personal interests. Many of these unspoken rules are intimidating for new users, and Aclaro successfully introduces them to neutralize Twitter anxiety.
This blog post unlocks many of the beginning aspects of Twitter. Aclaro clarifies how to move beyond creating an account and moves users toward effective and efficient networking.
Question 1: How can a school effectively implement Twitter with the teaching staff?
As Aclaro mentions, once you understand the basics of Twitter, you graduate from novice to networker. A school would need to provide Twitter 101 workshops to both ease the nerves and explain the benefits of a Twitter group. Once the basics are understood, teachers can then create groups for different purposes - grade levels, school-wide information, content areas - all housed under school coded hash tags. Thanks to widely used school community sites (such as Moodle or Blackboard), it would be simple to embed a Twitter box on the homepage of teachers’ private Moodle site. Displaying a live scroll of tweets would keep teachers connected to the Twitter groups. The more a school can explain and directly supply Twitter to teachers, the better chance it has of utilizing this web tool to enhance information sharing and collaboration on site.
Question 2: Would it be appropriate to involve students in Twitter use?
My hesitation in bringing Twitter directly into the classroom is that there is very little control of account settings. Students would have access to all Twitter users, even if teachers only told them about the class group. There are certainly benefits (collaboration, research, interests), but the risks outweigh the rewards. Ideally a student-safe version of Twitter will soon be developed so that students can enjoy the benefits of online networking.
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