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.
Monday, October 20, 2008
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.
Tuesday, September 16, 2008
Intro to Web Processing: Ch 2 B
It is interesting to think of links and linking in a context broader than just that of the internet and connections between websites. Connections between information and knowledge have existed since the beginning of human thought. It is overwhelming to think of the distance humans and technology specifically have traveled to arrive at a time when we talk about links beyond those that the brain makes to help form knowledge to those that we confront daily on the internet. These internet based links seem so much more abstract compared to the knowledge forming links we are constantly creating in our lives. Abstract or not, their relevance in our own lives continues to grow as computer and internet literacy become even more essential for daily functioning in our high-speed, webber-net world.
The Conference on College Composition and Communication makes their position on machine-assessment of student writings clear—they are fiercely opposed. As well they should be! One’s writing is an extension of his or her humanity and intelligence. To take away this personal element of one’s writing by evaluating it through a machine defeats the purpose of expression through words, which is to get those words out to other people…humans, not machines. I am glad that the conference also agrees about this because a trend toward machine assessment of student writing would be one in an unfortunate direction that would devalue the process of writing itself.
I was not aware that used and old model PDSs are aware in a second-hand market. I think it is a fabulous thing to do considering issues of computer access across varying social and cultural lines. The Palm Pilot described in the reading surely has its own style and system that would take some time to figure out for a new user, and is not an exact simulation of sitting a computer. But, it is very close! Close enough to give a student access to word processing and internet use, these elements are key to shrinking the digital divide. Between this option and the $100 laptop project almost any student who wants access should be able to get access to 21st century technology and thus the skills necessary to navigate this technology.
The Conference on College Composition and Communication makes their position on machine-assessment of student writings clear—they are fiercely opposed. As well they should be! One’s writing is an extension of his or her humanity and intelligence. To take away this personal element of one’s writing by evaluating it through a machine defeats the purpose of expression through words, which is to get those words out to other people…humans, not machines. I am glad that the conference also agrees about this because a trend toward machine assessment of student writing would be one in an unfortunate direction that would devalue the process of writing itself.
I was not aware that used and old model PDSs are aware in a second-hand market. I think it is a fabulous thing to do considering issues of computer access across varying social and cultural lines. The Palm Pilot described in the reading surely has its own style and system that would take some time to figure out for a new user, and is not an exact simulation of sitting a computer. But, it is very close! Close enough to give a student access to word processing and internet use, these elements are key to shrinking the digital divide. Between this option and the $100 laptop project almost any student who wants access should be able to get access to 21st century technology and thus the skills necessary to navigate this technology.
Tuesday, September 9, 2008
Article: A Beginner's Guide To Integrating Technology
This is a great motivational article to get educators on the road to technology integration!
http://www.educationworld.com/a_tech/tech/tech130.shtml
http://www.educationworld.com/a_tech/tech/tech130.shtml
Reflection: Media Integration; Multimedia and Powerpoint
I agree with the idea that “intentionally presenting the same ideas and details using different media and/or using different speeds should increase deeper integration of the ideas” (Houghton). All I have learned in this graduate program to prepare me to be a master teacher echoes this exact idea. We know that students all learn in distinct ways. As teachers, it is our duty to ensure we are presenting information in ways that recognize the diverse learning needs of all students in our classrooms. On top of this, students will retain and hopefully comprehend new ideas more readily when multiple media sources are used to present new information. I know that for me, when I search out new information I try to read about the idea, ask friends about it, and sometimes find a related film or documentary.
The idea that WNC could end up on the “wrong side of the digital divide” is highly significant for educators. As much as the geography of our lovely region makes for a great place for tourists to visit and an even better place for rural communities to maintain their mountain heritage, it also can impede technological progress for its inhabitants. As the population of our area grows with the increase of folks and businesses moving here to escape urban life local government and educational institutions have to step up to address the issues of information technology and how to keep WNC up to speed. I was happy to read about the programs and initiatives already underway to keep WNC competitive in this arena.
The short movie Warriors of the Net provides a good explanation of the internets inner workings. The simplified terms used helped to break down the basic principles of how information gets from one place to another. It is good for users to have this sort of background to better understand exactly what systems are at work in order to make internet usage possible for the public. I am glad, however, that the movie wasn’t any longer than it was. The music was a bit much for me.
I am glad that eNC has included the mandate to encourage everyone in the state to use technology, including the internet, “to improve their quality of life and their economic prospects.” It can not be denied that the internet is now and will continue to be an integral part of daily life for those in our state, this country and beyond. There is no stopping the technological advances already made in the past century, what’s best to do is fully accept it and do all you can to understand it.
“Until a critical mass of computer technology is available to the teacher, beginning with at least a projection system in each classroom, the incremental investment of digital resources for instructional purposes in classrooms is largely wasted” (Houghton). Here, here! The idea of spreading out the wealth and giving each classroom too little to effectively integrate technology is rediulous. It makes much more sense to me to fully update entire classrooms, one at a time, as opposed to spreading out the technology in such a way that it is not useful. It is a shame to see situations in which a teacher feels like he or she is not doing enough to integrate technology but is only given one classroom computer for 30 students. It seems like a naive move by districts that make this choice.
The idea that WNC could end up on the “wrong side of the digital divide” is highly significant for educators. As much as the geography of our lovely region makes for a great place for tourists to visit and an even better place for rural communities to maintain their mountain heritage, it also can impede technological progress for its inhabitants. As the population of our area grows with the increase of folks and businesses moving here to escape urban life local government and educational institutions have to step up to address the issues of information technology and how to keep WNC up to speed. I was happy to read about the programs and initiatives already underway to keep WNC competitive in this arena.
The short movie Warriors of the Net provides a good explanation of the internets inner workings. The simplified terms used helped to break down the basic principles of how information gets from one place to another. It is good for users to have this sort of background to better understand exactly what systems are at work in order to make internet usage possible for the public. I am glad, however, that the movie wasn’t any longer than it was. The music was a bit much for me.
I am glad that eNC has included the mandate to encourage everyone in the state to use technology, including the internet, “to improve their quality of life and their economic prospects.” It can not be denied that the internet is now and will continue to be an integral part of daily life for those in our state, this country and beyond. There is no stopping the technological advances already made in the past century, what’s best to do is fully accept it and do all you can to understand it.
“Until a critical mass of computer technology is available to the teacher, beginning with at least a projection system in each classroom, the incremental investment of digital resources for instructional purposes in classrooms is largely wasted” (Houghton). Here, here! The idea of spreading out the wealth and giving each classroom too little to effectively integrate technology is rediulous. It makes much more sense to me to fully update entire classrooms, one at a time, as opposed to spreading out the technology in such a way that it is not useful. It is a shame to see situations in which a teacher feels like he or she is not doing enough to integrate technology but is only given one classroom computer for 30 students. It seems like a naive move by districts that make this choice.
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