In this chapter on subject specific knowledge and technology Houghton addresses the topic of engineering, stating, “Unfortunately, school curriculum seldom teaches, let alone encourages, engineering. For obvious reasons of space and cost, building or manufacturing authentic houses, cars and motors cannot easily be done within schools. But that is the legacy technology of the industrial age and the last few centuries.” It seems that the types of higher-order thinking employed in engineering, specifically related to using engineering for problem solving, would be just what schools would want to encourage students to use. I wonder if there are schools that partner with local workshops and labs that give students the opportunity to work alongside real engineers on the job and be a part of the problem solving process using this discipline.
“Lest the following emphasis on computers be misunderstood, we assert at the outset that computers should enhance, but not replace essential ‘hands on’ laboratory activities.” This is a portion of NSTA’s position statement on technology and science education. I find it important that they qualify this position in such a way. Many of the young adolescent students I have worked with in the past several years have noted hands-on experiences as the most meaningful within their educational careers. To discount this and repalce such experiences with technology alone would discredit what research has proven about the ways a young adolescent learns best.
NSTA also states, “It is therefore the position of the National Science Teachers Association that computers should have a major role in the teaching and learning of science. Computers have become an essential classroom tool for the acquisition, analysis, presentation, and communication of data in ways which allow students to become more active participants in research and learning.” I think the research element is especially poignant within this statement. The skill of researching is one that can begin at a very young age and should be refined throughout one’s middle and high school education. The use of technology in such research is essential because such a skill will be necessary in the lives of all students once they enter the adult world.
Houghton cites Tapscott by stating, ‘"For the first time in history, children are more comfortable, knowledgeable and literate than their parents about an innovation central to society" (Tapscott, 1999). However, there is only partial equity in our communities, as only a small percentage of our children have the access to reach the capacity that Tapscott reports.” These two facts are telling in regard to the discussion about technology and generational differences. It seems to be an accepted fact in our society that the younger one is the more tech-savvy he must be. This changes a dynamic of power and knowledge in a new way. Tapscott’s mention of access is also an important element to the discussion of technology and equity. It seems that SES is the strongest factor in determining if a family has access to advancing technology, so within one community there can be many levels of access available.
I believe Houghton’s description of classrooms with one computer is a valid assessment of what is happening in these spaces. He states, “Many public schools have largely been faking it with personal computers. Further, having them in the student access area of a classroom misleads parents and the public into thinking that the single classroom computer can have a functional role in improving educational performance of a class.” It is misleading. This is an unfortunate situation because I would imagine parents would want to show off the technology (however little of it) they have on a back-to-school night type of event. However, instead of showcasing the one personal computer in the room with student work it might be more effective to have a line of students waiting in a long line for their turn to work on an assignment. Such an installation art piece might bring to light the lack of technology resources in the room, catch the parents’ eyes and get them involved in making a positive change in the amount of technology available in their child’s school.
Regarding probes used in schools, Houghton states, “For reasons of cost, motivation and instructional effectiveness, the use of sensors and probes is an important next advancement in school practice.” At the school where I work there are many sensors and probes a teacher can check out for use during labs, even enough for most students to have their own equipment. Beyond that, the science literacy coach will help teachers integrate the use of these probes into their lessons. There are pH sensors, motion sensors, temperature sensors, and others that all have pre-made labs available for use. I think these tools are under-utilized and wonder what could be done to further encourage teachers to use these in their classes.
Finally, when reviewing the Temple Tap site I came across the lip sync director! What a fun tool to use to integrate music and audio and make a lip synced version of a song or any type of audio clip. I like to think students could come up with all kinds of creative uses for a site such as this.
Monday, November 10, 2008
Ch. 7 Reflection: Databases
I have a hard time with the idea that all information in the form of cellulose technology, i.e. stored on paper, should become a part of an electronic database. As much as I already understand about technology and the systems that keep internet and digital technologies viable, I can not help but entertain the cynical idea that some day it might all fall out from under our feet and leave us with nothing. This idea can be likened to the advances in music recording that have taken us from vinyl records to mp3 files. Something that was once in a very tangible form—and a form that is much less convenient to store in large quantities—is now a file name on your computer that occupies very little space. Sure a record can be broken, damaged, and bulky to store…but when your computer crashes and wipes out your hard drive, you are let with no music at all, you have lost it all.
Who’s to say that digitizing paper records and storing them all in electronic databases is really better than cellulose tech considering the potential for losing that information? Certainly the LOC has its information backed up in incredible redundancy, even still, there is something more trustworthy to me about the paper product itself. I suppose that is the very human part of me, that relies on touch to know something is real and true, expressing itself.
“That is, curriculum should include sequences in which the creation of a database leads to spreadsheet formation and graphs which in turn leads to word processor activity which in turn may lead back to changes in the database and spreadsheet.” (Houghton) How do you convince teachers that these are technology elements they need to be fully integrating into their already overloaded curriculum? I can see the benefit because I am a student in this class, I can even imagine a lesson structure that would appropriately link these types of information organizing tools. But, what about everyone else? At the school where I work this is not happening. Maybe a teacher will use a spreadsheet-to-graphing assignment once in a year, and more likely there is use of word processing programs in isolation. But, again, how can the 21st century literacy skills related to using databases, spreadsheets, and word processing all together honestly be integrated into what is already happening in the classroom? More teacher training? More testing, and holding teachers accountable? I have a hard time believing that in my teaching career I will really see this full on integration across classrooms and content areas. That’s the realist in me. Granted I only plan to teach for less than a decade, so maybe in several decades it will take hold, but not yet. With so many schools that don’t even have internet access for all classrooms, or enough computers for each student to work individually, how can teachers realistically be expected to incorporate lessons with all of these technology elements?
Curriculum standards from NCSS (National Council on Social Studies) ask: What can we learn from the past about how new technologies result in broader social change, some of which is unanticipated? I think this question is essential to ask our students as they become further enmeshed in an ever-increasing technology-based society. What are the implications of all of this? Does it matter that digital forms have taken over cellulose forms of technology? How is it a benefit to society and how is it disadvantageous? These conversations can bring to the forefront of students’ minds the reality in which they live compared to the past from which they were produced. These are conversations not just for the social studies classrooms; I could see myself bringing up similar questions in my science classes.
Reviewing the Encyclopedia of World Problems and Human Potential website makes me think how strange it would be to produce databases of information that are so appropriately complimentary. The first which address the problems of the world seems depressing to think of, however it is inspiring to think of the second which highlights human potential. I like the idea of linking these to each other, finding the element of human potential that will be key in solving a particular problem. I see this information as useful though can not necessarily think of how I would apply it in my classroom. I would for sure start with the more positive database on human potential. They are both great examples of the power of databases to present salient information to the public.
Finally, this chapter introduced me for the first time to Mail Merge. This tool is exceptionally useful. I previously thought of it as only the tool used to get the right addresses on the right envelopes, and I have never had a use for that kind of tool. I did not realize its further reaching ability to take a database and create individualized letter from a form letter. I also did not realize how easy it would be to use. In thinking about lessons that would encourage students to make their own databases I am please by the idea of having the final product involve Mail Merge. I am certain my students are unfamiliar with this tool and can see the potential of its use to them in the future.
Who’s to say that digitizing paper records and storing them all in electronic databases is really better than cellulose tech considering the potential for losing that information? Certainly the LOC has its information backed up in incredible redundancy, even still, there is something more trustworthy to me about the paper product itself. I suppose that is the very human part of me, that relies on touch to know something is real and true, expressing itself.
“That is, curriculum should include sequences in which the creation of a database leads to spreadsheet formation and graphs which in turn leads to word processor activity which in turn may lead back to changes in the database and spreadsheet.” (Houghton) How do you convince teachers that these are technology elements they need to be fully integrating into their already overloaded curriculum? I can see the benefit because I am a student in this class, I can even imagine a lesson structure that would appropriately link these types of information organizing tools. But, what about everyone else? At the school where I work this is not happening. Maybe a teacher will use a spreadsheet-to-graphing assignment once in a year, and more likely there is use of word processing programs in isolation. But, again, how can the 21st century literacy skills related to using databases, spreadsheets, and word processing all together honestly be integrated into what is already happening in the classroom? More teacher training? More testing, and holding teachers accountable? I have a hard time believing that in my teaching career I will really see this full on integration across classrooms and content areas. That’s the realist in me. Granted I only plan to teach for less than a decade, so maybe in several decades it will take hold, but not yet. With so many schools that don’t even have internet access for all classrooms, or enough computers for each student to work individually, how can teachers realistically be expected to incorporate lessons with all of these technology elements?
Curriculum standards from NCSS (National Council on Social Studies) ask: What can we learn from the past about how new technologies result in broader social change, some of which is unanticipated? I think this question is essential to ask our students as they become further enmeshed in an ever-increasing technology-based society. What are the implications of all of this? Does it matter that digital forms have taken over cellulose forms of technology? How is it a benefit to society and how is it disadvantageous? These conversations can bring to the forefront of students’ minds the reality in which they live compared to the past from which they were produced. These are conversations not just for the social studies classrooms; I could see myself bringing up similar questions in my science classes.
Reviewing the Encyclopedia of World Problems and Human Potential website makes me think how strange it would be to produce databases of information that are so appropriately complimentary. The first which address the problems of the world seems depressing to think of, however it is inspiring to think of the second which highlights human potential. I like the idea of linking these to each other, finding the element of human potential that will be key in solving a particular problem. I see this information as useful though can not necessarily think of how I would apply it in my classroom. I would for sure start with the more positive database on human potential. They are both great examples of the power of databases to present salient information to the public.
Finally, this chapter introduced me for the first time to Mail Merge. This tool is exceptionally useful. I previously thought of it as only the tool used to get the right addresses on the right envelopes, and I have never had a use for that kind of tool. I did not realize its further reaching ability to take a database and create individualized letter from a form letter. I also did not realize how easy it would be to use. In thinking about lessons that would encourage students to make their own databases I am please by the idea of having the final product involve Mail Merge. I am certain my students are unfamiliar with this tool and can see the potential of its use to them in the future.
Monday, October 20, 2008
Ch 6 Reflection: Toward More Comprehensive Composition
This chapter poses the question: How does the nature of thought and composition change in a culture increasingly driven by digital communication? This is an unavoidable issue in a society that is becoming increasingly digitized. Considering the nature of thought, it seems as though an entirely new intelligence is emerging related to one’s ability to navigate through advanced and advancing technology. The idea of multiple intelligences is further pushed to include this idea of tech intelligence. Beyond thought is its expression in the form of composition. Digital communication has especially changed the ways young people share ideas. The manner in which these ideas are composed takes on what can be considered a new language. Consider texting and the language of technology that has infiltrated their daily speech...right now “texting” is not identified as a word by this word processing program, I am sure by next year spell check will understand! That’s just how quickly the language and manner of communication and composition is changing for youth in modern society.
As communication and composition adjust to the digital age, expectations for what skills teachers must teach in order to keep students updated and competitive on a global scale of communication will also change. This is clearly already happening. As a new teacher it is interesting for me to see the resistance of some more seasoned teachers to teaching this skill set that they themselves are not necessarily comfortable with. Meanwhile, other veteran teachers jump right in to what is new and innovative; always want to be on the cutting edge of the tech opportunities at their school. I also see many new teachers bringing their knowledge of new technology into their classes and integrating different methods of composition into curriculum. This blend of old and new, high and low experience, makes for a wide spectrum of composition styles udes at the school where I teach.
The topic of what transformational possibilities exist within the realm of teaching with multimedia intrigues me. Is it possible that we have not considered all of the avenues of education on which the integration of multiple media sources could take us? Should it transform the very meaning of "composition course" or writing class that is a staple of education at many levels? This is an essential question for educators to consider. I do not know that an entirely new definition of composition is upon us at this point in technology’s advancement; however I could foresee the need to seriously consider a shift within this definition within a generation.
The connection that exists between media violence and aggressive behavior in some children is not one to be overlooked. Supervision and vigilance on the part of parents is what I believe is most important in alleviating this problem. The safety, physical and emotional, of our children is the responsibility also of the manufacturers of video games that involve high levels of violence. They can label such games appropriately, but unless parents are willing to step up and limit, or prohibit, their children’s use of such games, the labels will mean nothing. Exposure to media violence involves much more than video games. Just watching prime time television and news programs exposes children to high levels of violence, real and fake. Again, I believe it is a parent’s responsibility to limit this exposure for their children.
The evolution of literacy and its scope has moved rapidly in the past decade. What was once a reference to one’s ability with reading writing and speaking, now also included the skills of the multimedia age. Comprehensive composition involving many media sources is a new form of literacy that truly extends what was once based on ink and paper. The implications for every classroom teacher are tremendous!
As communication and composition adjust to the digital age, expectations for what skills teachers must teach in order to keep students updated and competitive on a global scale of communication will also change. This is clearly already happening. As a new teacher it is interesting for me to see the resistance of some more seasoned teachers to teaching this skill set that they themselves are not necessarily comfortable with. Meanwhile, other veteran teachers jump right in to what is new and innovative; always want to be on the cutting edge of the tech opportunities at their school. I also see many new teachers bringing their knowledge of new technology into their classes and integrating different methods of composition into curriculum. This blend of old and new, high and low experience, makes for a wide spectrum of composition styles udes at the school where I teach.
The topic of what transformational possibilities exist within the realm of teaching with multimedia intrigues me. Is it possible that we have not considered all of the avenues of education on which the integration of multiple media sources could take us? Should it transform the very meaning of "composition course" or writing class that is a staple of education at many levels? This is an essential question for educators to consider. I do not know that an entirely new definition of composition is upon us at this point in technology’s advancement; however I could foresee the need to seriously consider a shift within this definition within a generation.
The connection that exists between media violence and aggressive behavior in some children is not one to be overlooked. Supervision and vigilance on the part of parents is what I believe is most important in alleviating this problem. The safety, physical and emotional, of our children is the responsibility also of the manufacturers of video games that involve high levels of violence. They can label such games appropriately, but unless parents are willing to step up and limit, or prohibit, their children’s use of such games, the labels will mean nothing. Exposure to media violence involves much more than video games. Just watching prime time television and news programs exposes children to high levels of violence, real and fake. Again, I believe it is a parent’s responsibility to limit this exposure for their children.
The evolution of literacy and its scope has moved rapidly in the past decade. What was once a reference to one’s ability with reading writing and speaking, now also included the skills of the multimedia age. Comprehensive composition involving many media sources is a new form of literacy that truly extends what was once based on ink and paper. The implications for every classroom teacher are tremendous!
Ch. 5 Reflection--The Image: In Reading, Desktop Publishing and Networking
I think it is important to understand and respect the origins of association between images, oral language and written word. This history provides perspective into the education of early man. However, beyond this, and seemingly more relevant to current everyday life, these origins are at work in every infant born to this earth. Before oral language can be achieved, and certainly before reading and writing, a child learns to identify the images in his life that have meaning to him. Such a human and shared process should be considered in any discussion of what makes a particular image meaningful to a group or individual.
Though this chapter includes the author’s personal experience of his sons’ experience, or lack of experience, with image reflection in writing assignments, I would like to focus on a school setting that is placing images at a higher priority. The middle school where I work engages in Paideia seminars on a monthly basis. These seminars encourage respectful conversation between students, without hand raising, based on a specific text which is often an image (or series of images). The seminars are guided b teachers with probing open-ended questions, but the students are the real drivers of the discussion. I have sat in on multiple class discussions of this sort in which students are breaking apart the images within a Picasso painting, projected onto the wall for all to see, and copied on paper for all to have in their hands. This I think is an important step toward maintaining the connection between images, text, and thinking. It is also important to note that the first time students engage in this type of seminar the flow of conversation is usually low and lacks energy. It seems as though they need time to develop the specific intelligence that comes with making connections between image and text. By the end of the year their ability is much more refined and their comfort level with disagreeing with classmates about a topic or defending their positions, increases greatly.
Houghton quotes Burke saying, "We cannot learn to read (images) if we do not have some practice in making images" (Burke, 2001). Specific to image making with a Paint program, I wonder what sort of resistance exists amongst teachers who already feel as though they are working with an overloaded curriculum. How can these teachers be convinced to encourage image creation in their content area and practice using such programs as Paint? What types of resources exist for them to assist in integrating this type of skill building into their content teaching? I could imagine that for a seventh grade science teacher like myself assigning students to choose a cell organelle to create and label in Paint would be one way to integrate my human body systems unit with image creation on the computer.
I suppose one could argue that modern-day students are inundated with images at an unprecedented level when compared to their counterparts from past generations. I think it is telling to consider the nature and origin of these images compared to those images that surrounded early man. What does it do to one’s ability to make meaning from images when the images one sees are all computer generated? What happens when these machine made images outnumber the images one sees from nature? How does it affect the human psyche when the last sunset one saw was a jpeg file and not an outdoor experience? Is there a way to make a balance between the natural image and the digital? And, does it matter? These questions are those that intrigue me within this discussion of images and text. As an educator the best I can do is give students the opportunity to experience both and the tools necessary to evaluate images, no matter their origin, for themselves.
Though this chapter includes the author’s personal experience of his sons’ experience, or lack of experience, with image reflection in writing assignments, I would like to focus on a school setting that is placing images at a higher priority. The middle school where I work engages in Paideia seminars on a monthly basis. These seminars encourage respectful conversation between students, without hand raising, based on a specific text which is often an image (or series of images). The seminars are guided b teachers with probing open-ended questions, but the students are the real drivers of the discussion. I have sat in on multiple class discussions of this sort in which students are breaking apart the images within a Picasso painting, projected onto the wall for all to see, and copied on paper for all to have in their hands. This I think is an important step toward maintaining the connection between images, text, and thinking. It is also important to note that the first time students engage in this type of seminar the flow of conversation is usually low and lacks energy. It seems as though they need time to develop the specific intelligence that comes with making connections between image and text. By the end of the year their ability is much more refined and their comfort level with disagreeing with classmates about a topic or defending their positions, increases greatly.
Houghton quotes Burke saying, "We cannot learn to read (images) if we do not have some practice in making images" (Burke, 2001). Specific to image making with a Paint program, I wonder what sort of resistance exists amongst teachers who already feel as though they are working with an overloaded curriculum. How can these teachers be convinced to encourage image creation in their content area and practice using such programs as Paint? What types of resources exist for them to assist in integrating this type of skill building into their content teaching? I could imagine that for a seventh grade science teacher like myself assigning students to choose a cell organelle to create and label in Paint would be one way to integrate my human body systems unit with image creation on the computer.
I suppose one could argue that modern-day students are inundated with images at an unprecedented level when compared to their counterparts from past generations. I think it is telling to consider the nature and origin of these images compared to those images that surrounded early man. What does it do to one’s ability to make meaning from images when the images one sees are all computer generated? What happens when these machine made images outnumber the images one sees from nature? How does it affect the human psyche when the last sunset one saw was a jpeg file and not an outdoor experience? Is there a way to make a balance between the natural image and the digital? And, does it matter? These questions are those that intrigue me within this discussion of images and text. As an educator the best I can do is give students the opportunity to experience both and the tools necessary to evaluate images, no matter their origin, for themselves.
Monday, October 6, 2008
Practice Making Links
Here is a practice run of linking on this site to prepare for this week's midterm...
click HERE to visit WCU's home page!
click HERE to visit WCU's home page!
Wednesday, October 1, 2008
Mathematics, Spreadsheets and Higher Order Thinking
National Council of Teachers of Mathematics says in its Technology Principle that, “Students can learn more mathematics more deeply with the appropriate and responsible use of technology.” I think this mention of responsible use is key in understanding the position of this national council. I have been in many middle grades math classrooms over the past few years and have see both the responsible and irresponsible use of technology in math classes. Personally, I do not think the constant use of a calculator or computer program that acts as a calculator is appropriate for middle grades students. I have witnessed students who have lost their ability to perform basic math, i.e. addition, subtraction and multiplication of simple whole numbers, by eighth grade after spending three years constantly using a calculator. I think it is a travesty that a student would sooner plug “24 – 15” into her calculator than do the math in her head. I see this everyday. Some teachers have done an excellent job of maintaining mental math skills others seems to have abandoned it entirely.
Also, the NCTM says “technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning.” I agree but have to voice that many generations of students were learning advanced math long before technology looked like it does today. Mathematics has its foundations in pencil and paper thinking. I think the technology available today makes it easier for a wider range of students to effectively learn math, and to do so in ways that address their specific learning styles. However, the essential necessity of technology in the teaching of math is arguable to me.
“The most important single message emerging from the information age and the economy of its Web is that higher order thought is not just central to its future, but is its present and your future.” (Houghton). Higher order thinking skills are not some trend that teachers won’t be talking about in another decade. These thinking abilities are at the root of knowledge development. The intentional inclusion of lessons focused on higher order thinking skills is what will ensure a present and future full of global citizens with the ability to engage in fully and question the choices with which life presents.
“GIS thinking is just one component of the larger movement in the sciences to do more with scientific visualization.” (Houghton) GIS is a great tool for teachers to use to incorporate this element of science education. Visualization is a skill that middle grades students especially are supposed to be developing and using with regularity. It can be difficult to find appropriate ways to integrate this skill. GIS gives the classroom teacher the opportunity to incorporate visualization easily and in a manner that can be highly engaging for the students.
“Educators especially must not confuse or equate the computer's power to calculate with the human power of thought” (Houghton). Here, here! Humans are the most highly evolved creatures on this planet and what sets us apart from our other carbon-based earth dwellers is our capacity for thought. I do not think there is a serious danger that teachers would overlook this crucial fact, however, just like with over-use of calculators in math, I could see the potential for making technology the crutch to one’s learning and ability to further develop intelligence.
Also, the NCTM says “technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning.” I agree but have to voice that many generations of students were learning advanced math long before technology looked like it does today. Mathematics has its foundations in pencil and paper thinking. I think the technology available today makes it easier for a wider range of students to effectively learn math, and to do so in ways that address their specific learning styles. However, the essential necessity of technology in the teaching of math is arguable to me.
“The most important single message emerging from the information age and the economy of its Web is that higher order thought is not just central to its future, but is its present and your future.” (Houghton). Higher order thinking skills are not some trend that teachers won’t be talking about in another decade. These thinking abilities are at the root of knowledge development. The intentional inclusion of lessons focused on higher order thinking skills is what will ensure a present and future full of global citizens with the ability to engage in fully and question the choices with which life presents.
“GIS thinking is just one component of the larger movement in the sciences to do more with scientific visualization.” (Houghton) GIS is a great tool for teachers to use to incorporate this element of science education. Visualization is a skill that middle grades students especially are supposed to be developing and using with regularity. It can be difficult to find appropriate ways to integrate this skill. GIS gives the classroom teacher the opportunity to incorporate visualization easily and in a manner that can be highly engaging for the students.
“Educators especially must not confuse or equate the computer's power to calculate with the human power of thought” (Houghton). Here, here! Humans are the most highly evolved creatures on this planet and what sets us apart from our other carbon-based earth dwellers is our capacity for thought. I do not think there is a serious danger that teachers would overlook this crucial fact, however, just like with over-use of calculators in math, I could see the potential for making technology the crutch to one’s learning and ability to further develop intelligence.
Monday, September 22, 2008
Writing, Word Processing and Thinking: Ch 3 Reflection
In learning more about how word processing and the advances in composition can affect education I found it fascinating to learn about infrared keyboards. These “keyboards” that project onto a flat surface are an incredible innovation. The certainly can extend the possibilities of a PDA-- especially for special needs students, I’d imagine. Also, such technology can solve the problem of space in a classroom. It is unlikely that full sized desktop computers will ever reside on every American student’s desk. However, the likelihood of having a handheld PDA with a projected keyboard on the desk is more feasible and rational for space-use issues in the classroom.
“Given the computer's capacity to create other media, there is little excuse for other media not directly contributing to the concepts being developed instead of serving as decoration. Teachers will have to confront these issues in order to grow the incentive for change.” (Houghton). There is so much more that images and audio can be used for other than the express purpose of decorating text. As teachers become more comfortable with inserting useful audio, images and video into their lessons, hopefully they will extend this knowledge to their students and include such insertions in the skills they teach for composition.
‘The 1994 National Assessment of Educational Progress report noted that students who watch at least four hours of television each day had lower average reading scores than their peers who watched less.” I am certain a more updated study would find similar, if not more disheartening, results. I wonder what difference it would make if just one of those tv-watching hours were spent reading on a daily basis. But, such a change would imply a value placed on reading by the family of the child. That means the adults have to be role models for literacy as well. Which can be difficult at the end of a long work day when all mom or dad wants to do is space out in front of the television. It is a difficult but not impossible trend to set at home.
“Composition is not what it used to be”—clearly! The advances in outlining are just the beginning of the changes that exits in composition today compared to decades and centuries past. Even still, the pen on paper approach seems to continue to dominate in the school setting. What would it take to get teachers on board with new ways to think of composition?
The Kairos article threw me off at first, not sure what to think of it but I like it’s inclusion in the chapter. I like that it is an example of a different way to think of composition. Yeah for integrated media!
I love the idea of a wiki because everyone is included and the public can feel like a part of the information creation. However, this public editing can also make it dangerous to fully rely on the information found in a wiki because false information can easily be included. Using a wiki is a good way to encourage kids to find multiple sources of information and to check that they all support the same ideas. Students need to be sure of the validity of the information they use, checking multiple sources can be a step toward this. My school system is going to create a wiki of essential vocabulary for 6- 12 grades, it will be exciting to see how teachers respond to using this wiki in their instruction…or how they resist the tool!
I think it is true that students and teachers alike need more multimedia training. I see it even at the school where I work. There are some teachers who are still “allergic” to using email! It is an essential tool, it is the foundation of communication within the school building and system…the teachers have to adjust to these changes. Also, there are many opportunities in our school building to incorporate all kinds of multimedia into instruction. Many teachers do not take the time to play with the great tools that we have in order to feel comfortable enough to use them in instruction. More training is necessary, and maybe even a mandate by the principal that all teachers use certain programs or tools each quarter. However, I acknowledge the negative vibe that can come from any kind of mandate…it’d just be better if teachers wanted to use the tools on their own, without such a strong push from administration.
“Our future is determined by our imagination not our tools” (Houghton). Here, here! I like to think of the future of technology and the progress of the human race this way too. It implies that there really is no limitation to the possibilities that may come our way and that we can make happen in our own lifetimes. We are not limited by the tools we have or will have, only by the extent of our endless imaginations! Here’s to brain power and mind power! Alternative energy sources for the 21st century.
“Given the computer's capacity to create other media, there is little excuse for other media not directly contributing to the concepts being developed instead of serving as decoration. Teachers will have to confront these issues in order to grow the incentive for change.” (Houghton). There is so much more that images and audio can be used for other than the express purpose of decorating text. As teachers become more comfortable with inserting useful audio, images and video into their lessons, hopefully they will extend this knowledge to their students and include such insertions in the skills they teach for composition.
‘The 1994 National Assessment of Educational Progress report noted that students who watch at least four hours of television each day had lower average reading scores than their peers who watched less.” I am certain a more updated study would find similar, if not more disheartening, results. I wonder what difference it would make if just one of those tv-watching hours were spent reading on a daily basis. But, such a change would imply a value placed on reading by the family of the child. That means the adults have to be role models for literacy as well. Which can be difficult at the end of a long work day when all mom or dad wants to do is space out in front of the television. It is a difficult but not impossible trend to set at home.
“Composition is not what it used to be”—clearly! The advances in outlining are just the beginning of the changes that exits in composition today compared to decades and centuries past. Even still, the pen on paper approach seems to continue to dominate in the school setting. What would it take to get teachers on board with new ways to think of composition?
The Kairos article threw me off at first, not sure what to think of it but I like it’s inclusion in the chapter. I like that it is an example of a different way to think of composition. Yeah for integrated media!
I love the idea of a wiki because everyone is included and the public can feel like a part of the information creation. However, this public editing can also make it dangerous to fully rely on the information found in a wiki because false information can easily be included. Using a wiki is a good way to encourage kids to find multiple sources of information and to check that they all support the same ideas. Students need to be sure of the validity of the information they use, checking multiple sources can be a step toward this. My school system is going to create a wiki of essential vocabulary for 6- 12 grades, it will be exciting to see how teachers respond to using this wiki in their instruction…or how they resist the tool!
I think it is true that students and teachers alike need more multimedia training. I see it even at the school where I work. There are some teachers who are still “allergic” to using email! It is an essential tool, it is the foundation of communication within the school building and system…the teachers have to adjust to these changes. Also, there are many opportunities in our school building to incorporate all kinds of multimedia into instruction. Many teachers do not take the time to play with the great tools that we have in order to feel comfortable enough to use them in instruction. More training is necessary, and maybe even a mandate by the principal that all teachers use certain programs or tools each quarter. However, I acknowledge the negative vibe that can come from any kind of mandate…it’d just be better if teachers wanted to use the tools on their own, without such a strong push from administration.
“Our future is determined by our imagination not our tools” (Houghton). Here, here! I like to think of the future of technology and the progress of the human race this way too. It implies that there really is no limitation to the possibilities that may come our way and that we can make happen in our own lifetimes. We are not limited by the tools we have or will have, only by the extent of our endless imaginations! Here’s to brain power and mind power! Alternative energy sources for the 21st century.
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