Fingal, Diana. (2011). "Bloggers Beat: Are We Getting Distracted from What Really Matters?". Learning and Leading with Technology, 38(5), 46. Retrieved from: http://www.iste.org/learn/publications/learning-and-leading/issues/Bloggers_Beat_Are_We_Getting_Distracted_from_What_Really_Matters.aspx
Summary: Diana Fingal, the author of this article, speaks from a parent point of view, about technology in classrooms. She had recently read this article from the Washington Post, illustrating that technology such as advanced computers, cell phones,and other digital devices are "rewiring kids' brains and are posing a profound new challenge to focusing and learning". Basically kids, are being distracted from learning by technology. But is that really the case?
Aaron Franklin stated in this article, "The issue is the curriculum, not the technology. When I was in high school, I was instant messaging and chatting online all the time, but I turned out fine. Young adults have always procrastinated on homework, it's not a new problem, and it's far too east to blame technology".
Franklin points out a very true point about young adults, procrastination. I too did the same thing in high school. Also, another thought to keep in mind, students in general will always have something distracting them. Students are distracted by friends (sometimes they can be bad influence i.e. gangs), video games, computers, social networks, sitting or hanging out at the beach, and etc. It is a matter of one-on-one engagement with them to ensure that they're working on what should get done before having fun. However, I am not saying to "baby" the student each and every step, but more like lead them to the right direction.
Overall, she illustrates that technology is viewed as an easy excuse for why students are not paying attention in school and are procrastinating. She does points out that
the digital changes occurring is not going away. So, why not look into using the digital devices out there in a positive way? I have had technology around me since I was a child and I just adapted to this ever changing world of technology very well. Watching the improvements in technology is amazing. Social networks and gaming does become a distraction at times, but I have the will to actually extract myself from it. So, for those who do not have the will and have a hard time extracting themselves from gaming and social networks, how do we help them?
Q1: Should we resist technology or embrace it?
A1: Open your arms to learning! After all, as educators or aspiring educators, we're always learning something new. Technology is a great tool, if used correctly. Also, educators cannot depend on sideshows to teach their classroom. Can you image the teaching life science to young students by using kidspiration or digital cameras? Not only are they learning the cycles of plants or animals, but they're learning how to capture images with the use of a digital camera. Through kidspiration, they're able to expand on critical thinking and it's reaches the different styles of learning. Technology has a lot to offer, if it is used correctly.
Q2: Are students today distracted with technology?
A2: Yes and No. When I was in middle school, I did not have a cell phone, let alone, an iPhone. I can understand how distracting it can get with middle schoolers having a phone device that has access to the Internet. The, there is texting -- where the concerns of cheating occur. In these context, I can understand the concerns that are raised. However, that can be fixed with policies -- esp. when it's in elementary and middle school. In high school, each teacher should have his or her own rules about cell-phones.
Then, there is Facebook and other social networks. It can suck the time away from you, which I will have to say becomes a distraction for students. But, what's new? Young adults and young children will always be distracted with something. It's all about the involvement of parents and educators when it comes to getting work done. (Specifically speaking k-12).
Then, there is the gaming world that I do see can be a distraction for many students. However, I think it will also depend on who they are.
Saturday, April 23, 2011
Sunday, April 17, 2011
Journal 9 (NETS-T 1,2,3, & 5)
Waters, J.K. (2011). Teaching Green. t I h I e Journal, 38(4), 13-14. Retrieved from: http://thejournal.com/research/2011/04/digital-edition_april_pdf.aspx
Summary: Water’s article illustrates various online resources that would integrate the “green” approach into a classroom and course. Power Up, is one of the programs mentioned in this article and the one I found most fascinating. I liked the idea of this particular program because as students are playing with the 3D-multi player game, they’re also learning how to supply solar, wind, and water power to survive the storm given in the game. The players’ objective is to save the planet and this allows students to actually contemplate what their next move should be in the given scenario.
Q1: Could the resources from this article be useful in other lessons?
A1: Yes. When it comes to learning about the environment we live in today, there are various ways we can reuse the same resources. For example, learning about climate change can deal within the teachings of geography, earth science, math, and chemistry. There are many ways to overlap these resources to apply to other subjects, making them all the more useful.
Q2: Should teachers implement the ideas of “green” into their curriculum?
A2: Why not? I do think students should understand how the world around them functions. By understanding how their environment works, students will be able to understand why it is important to take care of our world. For the grade level that I would want to be teaching, illustrating the importance of recycling would help my students understand how we can re-use many of the can, plastic, and electronics, and etc.
Summary: Water’s article illustrates various online resources that would integrate the “green” approach into a classroom and course. Power Up, is one of the programs mentioned in this article and the one I found most fascinating. I liked the idea of this particular program because as students are playing with the 3D-multi player game, they’re also learning how to supply solar, wind, and water power to survive the storm given in the game. The players’ objective is to save the planet and this allows students to actually contemplate what their next move should be in the given scenario.
Q1: Could the resources from this article be useful in other lessons?
A1: Yes. When it comes to learning about the environment we live in today, there are various ways we can reuse the same resources. For example, learning about climate change can deal within the teachings of geography, earth science, math, and chemistry. There are many ways to overlap these resources to apply to other subjects, making them all the more useful.
Q2: Should teachers implement the ideas of “green” into their curriculum?
A2: Why not? I do think students should understand how the world around them functions. By understanding how their environment works, students will be able to understand why it is important to take care of our world. For the grade level that I would want to be teaching, illustrating the importance of recycling would help my students understand how we can re-use many of the can, plastic, and electronics, and etc.
Journal 8 (NETS-T 4 & 5)
Bogacz, R., Gordillo, M.G. (2011). "Should Schools Be Held Responsible For Cyberbullying?" Learning and Leading with Technology, 38(6), 6-7. Retrieved from:
http://www.iste.org/learn/publications/learning-and-leading/digital-edition-march-april-2011.aspx
Summary: This article illustrates two viewpoints of two individuals on the issue of cyberbullying in schools and on the grounds of if the school should be held responsible for cyberbullying. The first author, Renee Bogacz, emphasizes that students should be monitored closely with what they do online. Bogacz illustrates that the roles of parents and teachers/ school administrators play a huge role in preventing cyberbullying . Parents must stay active in their child’s life online and monitor every move his/her child makes – by having complete access. Furthermore, she illustrates the roles teachers/ school administrators must take in preventing such cases of cyberbullying. Basically, in her viewpoint, she feels that schools and parents all share responsibilities in preventing cyberbullying occurring on school campuses. The other author, Miguel Gordillo, takes the opposing viewpoint of Bogacz. He believes that schools are not responsible for cyberbullying and he states that these problems start from the home. As a result, he believes that schools should not be held for the responsibility of cyberbullying. Although he speaks from his perspective, he does feel that schools can help with cyberbullying. For example, schools can guide parents on how to handle this type of bullying. However, the bottom line is that schools can only do so much, but in the end they are not responsible for cyberbullying.
Q1: How involve should parents be with their online accounts?
A1: In my opinion, I believe it all relies on a child’s age. I want to work with younger students and I would really want my parents involve with their online accounts because they need the guidance and supervision. At such a young age, students need guidance and supervision with their online accounts. Furthermore, children should be instructed on proper Internet safety and cyberbullying. As children do get older, I think they should have their privacy with their online accounts.
Q2: Are first graders too young to be taught about digital citizenship?
A2: I personally do not think so. I have nephews who haven’t started kindergarten yet and know how to work an iPhone. Technology will be more a part of their schooling than it ever did with their grandparent’s schooling. It will be crucial to teach children at a young age about digital citizenship because it will help them become aware of how to treat their peers online. As students to get older, I just hope that their lessons of digital citizenship stay with them. In today’s world of social networks, there are various ways students can hurt other students online. So, teaching children how to treat each other kindly should be applied in the digital world.
http://www.iste.org/learn/publications/learning-and-leading/digital-edition-march-april-2011.aspx
Summary: This article illustrates two viewpoints of two individuals on the issue of cyberbullying in schools and on the grounds of if the school should be held responsible for cyberbullying. The first author, Renee Bogacz, emphasizes that students should be monitored closely with what they do online. Bogacz illustrates that the roles of parents and teachers/ school administrators play a huge role in preventing cyberbullying . Parents must stay active in their child’s life online and monitor every move his/her child makes – by having complete access. Furthermore, she illustrates the roles teachers/ school administrators must take in preventing such cases of cyberbullying. Basically, in her viewpoint, she feels that schools and parents all share responsibilities in preventing cyberbullying occurring on school campuses. The other author, Miguel Gordillo, takes the opposing viewpoint of Bogacz. He believes that schools are not responsible for cyberbullying and he states that these problems start from the home. As a result, he believes that schools should not be held for the responsibility of cyberbullying. Although he speaks from his perspective, he does feel that schools can help with cyberbullying. For example, schools can guide parents on how to handle this type of bullying. However, the bottom line is that schools can only do so much, but in the end they are not responsible for cyberbullying.
Q1: How involve should parents be with their online accounts?
A1: In my opinion, I believe it all relies on a child’s age. I want to work with younger students and I would really want my parents involve with their online accounts because they need the guidance and supervision. At such a young age, students need guidance and supervision with their online accounts. Furthermore, children should be instructed on proper Internet safety and cyberbullying. As children do get older, I think they should have their privacy with their online accounts.
Q2: Are first graders too young to be taught about digital citizenship?
A2: I personally do not think so. I have nephews who haven’t started kindergarten yet and know how to work an iPhone. Technology will be more a part of their schooling than it ever did with their grandparent’s schooling. It will be crucial to teach children at a young age about digital citizenship because it will help them become aware of how to treat their peers online. As students to get older, I just hope that their lessons of digital citizenship stay with them. In today’s world of social networks, there are various ways students can hurt other students online. So, teaching children how to treat each other kindly should be applied in the digital world.
Wednesday, April 13, 2011
Journal 7 - My Personal Learning Network
My PLN: I am a newbie when it comes to PLNs. Like my peers, I am just starting to build my personal learning network. After working on sites like Twitter, Diigo, and Educator’s for PLN, I understand how the open network can reach out to educators and aspiring educators just by looking for answers. When this journal assignment was assigned to us, I had no clue how to communicate on Twitter – I mean these teachers had their own lingo (ha)! However, over time I began to catch up with the conversations that were occurring. Overall, starting my PLN at this level in college is a great thing to learn and being to expand on my PLN.
As an aspiring educator, my PLN consist of various resources of articles, videos, new ideas from peers and educators, and games. Although my PLN is just starting, it should be able to help me in my future classroom because I had already adapted to collaborating with other educators through the use of social networks and I would know where to look for certain sources. However, even if I get there, I am sure there will be new areas for educators and students to collaborate.
Twitter: As I have already noted, I do not “tweet”. I have tried it before, but I did not like it because Twitter, at one point, was not viewed as a tool to communicate ideas. Rather, it was another social network for celebrities and others to throw their personal story out in cyber space – just another gossip space.
Well, Twitter can be used in a positive perspective. Using Twitter, I was able to collaborate with other educators who were from other states, who have experience, who are teaching, and who are also expanding their PLN. The chat I enjoyed the most was with #sschat (Social Studies Chat). This chat occurred on Monday, April 11, 2011 at 7 P.M. (EST). We had various topics going on throughout the hour, which made the conversation really fun and fast. Topics covered such as PLN, creations of timeline in history, and how important is it to integrate technology into a classroom to make history relevant. As I read the comments that came through, I simply thought about a quote I found from Benjamin Franklin, “tell me and I forget. Teach me and I remember. Involve me and I learn”. I have always loved this quote and I simply added this quote within the conversation. Simply to explain that although technology can add to one’s teaching it’s also matter of involving the students. If a teacher is just talking and showing the material through the use of technology, how could teachers be aware of how many students actually comprehend the material? Greg, a history teacher from Plymouth, MA. Stated, “even with more tech based projects this year I’m still at [the] same pace and covering content”. It seems that others are on the same boat with putting technology and history together. However, he is glad to PLN because of us bumps in the roads to help toss ideas of one another. Overall, my experience with #sschat was great and the people on there were so inviting. I am looking to joining the next convo just because.
Diigo: Now, I found this social network a lot easier to use because I was simply looking around at articles, videos, or interactive lessons where out there. I had tagged a Math Live interactive video, an article on Web 2.0 tools, and an article guideline for teachers using Twitter. Math Live (http://www.learnalberta.ca/content/me5l/html/math5.html) was tagged because math can be hard for some students in first grade to comprehend. For my visual learners, this interactive lesion from Math Live will be a great tool in teaching math. I had gone through it and I like the different explanations they give students. Then I had tagged this article on Web 2.0 tools because it illustrates the professional development of educators for the 21st century. Furthermore, it gives others who are not familiar with Web 2.0 tools a better idea of how these tools are used and can be incorporated into one’s teaching. The last tag was in a guidebook for teachers using Twitter. Twitter is easy to use if you know where to go. This article illustrates how educators can use this social network to expand their PLN and find useful resources.
Digital Discussion Forum: I joined the Educator’s PLN. It was through this network that I was able to find an inspiring video that was shared by T. Whitby, (http://edupln.com/video/tmb-panyee-fc-short-film). I found this video significant because I will have students who will be interested in sports and in particular, it may be soccer. This would be an inspiring video to share with my students because this soccer team started out with very little resources at a young age. However, this video illustrates their team’s drive, passion, and team work can get people far in life. Furthermore, it adds the importance of action can be. This video was made “to inspire people to start thinking differently” (Whitby). This video is a heartfelt story, just like any real life experiences.
As an aspiring educator, my PLN consist of various resources of articles, videos, new ideas from peers and educators, and games. Although my PLN is just starting, it should be able to help me in my future classroom because I had already adapted to collaborating with other educators through the use of social networks and I would know where to look for certain sources. However, even if I get there, I am sure there will be new areas for educators and students to collaborate.
Twitter: As I have already noted, I do not “tweet”. I have tried it before, but I did not like it because Twitter, at one point, was not viewed as a tool to communicate ideas. Rather, it was another social network for celebrities and others to throw their personal story out in cyber space – just another gossip space.
Well, Twitter can be used in a positive perspective. Using Twitter, I was able to collaborate with other educators who were from other states, who have experience, who are teaching, and who are also expanding their PLN. The chat I enjoyed the most was with #sschat (Social Studies Chat). This chat occurred on Monday, April 11, 2011 at 7 P.M. (EST). We had various topics going on throughout the hour, which made the conversation really fun and fast. Topics covered such as PLN, creations of timeline in history, and how important is it to integrate technology into a classroom to make history relevant. As I read the comments that came through, I simply thought about a quote I found from Benjamin Franklin, “tell me and I forget. Teach me and I remember. Involve me and I learn”. I have always loved this quote and I simply added this quote within the conversation. Simply to explain that although technology can add to one’s teaching it’s also matter of involving the students. If a teacher is just talking and showing the material through the use of technology, how could teachers be aware of how many students actually comprehend the material? Greg, a history teacher from Plymouth, MA. Stated, “even with more tech based projects this year I’m still at [the] same pace and covering content”. It seems that others are on the same boat with putting technology and history together. However, he is glad to PLN because of us bumps in the roads to help toss ideas of one another. Overall, my experience with #sschat was great and the people on there were so inviting. I am looking to joining the next convo just because.
Diigo: Now, I found this social network a lot easier to use because I was simply looking around at articles, videos, or interactive lessons where out there. I had tagged a Math Live interactive video, an article on Web 2.0 tools, and an article guideline for teachers using Twitter. Math Live (http://www.learnalberta.ca/content/me5l/html/math5.html) was tagged because math can be hard for some students in first grade to comprehend. For my visual learners, this interactive lesion from Math Live will be a great tool in teaching math. I had gone through it and I like the different explanations they give students. Then I had tagged this article on Web 2.0 tools because it illustrates the professional development of educators for the 21st century. Furthermore, it gives others who are not familiar with Web 2.0 tools a better idea of how these tools are used and can be incorporated into one’s teaching. The last tag was in a guidebook for teachers using Twitter. Twitter is easy to use if you know where to go. This article illustrates how educators can use this social network to expand their PLN and find useful resources.
Digital Discussion Forum: I joined the Educator’s PLN. It was through this network that I was able to find an inspiring video that was shared by T. Whitby, (http://edupln.com/video/tmb-panyee-fc-short-film). I found this video significant because I will have students who will be interested in sports and in particular, it may be soccer. This would be an inspiring video to share with my students because this soccer team started out with very little resources at a young age. However, this video illustrates their team’s drive, passion, and team work can get people far in life. Furthermore, it adds the importance of action can be. This video was made “to inspire people to start thinking differently” (Whitby). This video is a heartfelt story, just like any real life experiences.
Journal 6 (NETS-T 3, 4, & 5)
Warlick, D. (2009). Grow your Personal Learning Network. Learning & Leading With Technology, 36(6), 12-16. Retrieved from: http://www.iste.org/learn/publications/learning-and-leading/digital-edition-march-april-2009.aspx
Summary: The overall message of this article talks about the development PLN (Personal Learning Networks) in this technological world. This type of digital PLN has now been able to broaden people’s connection with one another around the world. Through tools like: Twitter, blogs, Diigo, Skype, Google Talk, and wiki’s are just a few tools that we can use to collaborate with others around the world or near us. Through this article he illustrates the importance of PLN (which is important). Starting a PLN is not only important due to this changing world of technology, but also because it opens the door for many educators to resources that is a click away. It’s a matter of just looking for it. Furthermore, he discusses the different types of PLN’s, such as: synchronous and semisyncronous connections. Synchronous is a type of PLN that illustrates chats through instant messaging, text messaging, and teleconferencing (using tools like iChat, Skype, uStream). Semisyncronous is almost instant communication through virtual chatting, Facebook and Twitter. Lastly, Warlick had given readers useful tips on streamlining information that people receive. For example, a tool like Diigo can help you become selective on what news articles you may want received or what blogs you’re interested in. This article can be very useful for those who are unaware of how effective having a PLN can be.
Q1: Why start a PLN when I have other teachers/peers around me that I can just exchange sources with?
A1: “”PLNs open one way that educators can tap into connected and cultivated communities of interest to find information sources, suggestions for lesson plans, potential collaborators, current events and trends, new opportunities, resources, and a wide variety of other answers and solutions. Basically, true. Our colleagues around us are a source of PLN, but this is just taking our learning network up many levels as it gives a huge variety of answers and solutions off the wazoo! After engaging in conversations with people on Twitter, it’s amazing how fast people will respond to your post! Ideas and feedback thrown at you in seconds while they’re on the other side of the country and sometimes the person can even be in another country. In addition, if one is new in any digital form of communication, the author of this article does suggest starting at your own pace. Then, once one has progressed over time, other tools such as blogs, Diigo, and Skype can become easier to use for collaborating.
Q2: How can one be sure that the tips he/she are receiving are to his/her liking?
A1: Always keep an open mind, however, I am not also saying to just listen and follow what is given to you out there. That is why this type of PLN provides a huge variety for educators because there are so much ideas/thoughts out in the cyber world. It never hurts to look at different perspectives and run your idea against it.
Summary: The overall message of this article talks about the development PLN (Personal Learning Networks) in this technological world. This type of digital PLN has now been able to broaden people’s connection with one another around the world. Through tools like: Twitter, blogs, Diigo, Skype, Google Talk, and wiki’s are just a few tools that we can use to collaborate with others around the world or near us. Through this article he illustrates the importance of PLN (which is important). Starting a PLN is not only important due to this changing world of technology, but also because it opens the door for many educators to resources that is a click away. It’s a matter of just looking for it. Furthermore, he discusses the different types of PLN’s, such as: synchronous and semisyncronous connections. Synchronous is a type of PLN that illustrates chats through instant messaging, text messaging, and teleconferencing (using tools like iChat, Skype, uStream). Semisyncronous is almost instant communication through virtual chatting, Facebook and Twitter. Lastly, Warlick had given readers useful tips on streamlining information that people receive. For example, a tool like Diigo can help you become selective on what news articles you may want received or what blogs you’re interested in. This article can be very useful for those who are unaware of how effective having a PLN can be.
Q1: Why start a PLN when I have other teachers/peers around me that I can just exchange sources with?
A1: “”PLNs open one way that educators can tap into connected and cultivated communities of interest to find information sources, suggestions for lesson plans, potential collaborators, current events and trends, new opportunities, resources, and a wide variety of other answers and solutions. Basically, true. Our colleagues around us are a source of PLN, but this is just taking our learning network up many levels as it gives a huge variety of answers and solutions off the wazoo! After engaging in conversations with people on Twitter, it’s amazing how fast people will respond to your post! Ideas and feedback thrown at you in seconds while they’re on the other side of the country and sometimes the person can even be in another country. In addition, if one is new in any digital form of communication, the author of this article does suggest starting at your own pace. Then, once one has progressed over time, other tools such as blogs, Diigo, and Skype can become easier to use for collaborating.
Q2: How can one be sure that the tips he/she are receiving are to his/her liking?
A1: Always keep an open mind, however, I am not also saying to just listen and follow what is given to you out there. That is why this type of PLN provides a huge variety for educators because there are so much ideas/thoughts out in the cyber world. It never hurts to look at different perspectives and run your idea against it.
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