Hello All,
So today's blog is going to largely be a personal accumulation of frustrations that I have identified over the past several weeks as I have slowly been integrating myself into the world of blogging, tweeting, wikiing, web questing, etc.
First, I would like to state for the record that I believe each one of these technological features really is quite beneficial in their own unique way. For example, through blogging, I have become more aware of what other people are saying, thinking, and feeling out in this great wide world lol...To be able to put my own opinions and thoughts out into this thing we call "the web" to have others comment from anywhere else on the world just blows my mind. With instantaneous speed, comments/opinions/help tips/ and more are at my fingertips each new day. In addition, I can get other professional and nonprofessional opinions as people post their own blogs about various subjects. It is interesting to be able to read someone's day to day entries as they journey through their own world of technological and non-technological pros and cons.
So yes, I am a fan of the BLOG.
Now, let’s move on to TWITTER. As I step across the perpetual line of concrete communication into the world of abstract hyperlinks, RTs, tweets, and more I realize that this new beast called twitter is actually not all that bad at all. In correlation with blogging, I have actually found the tweet monster very helpful. I can post links, ask for advice, or simply stalk others as they post interesting comments and links themselves...ok so again, no problems with the tweet specimen. I have learned to not only enjoy its benefits but also I find myself wanting to get non-tweeters involved…oh how I am changing...lol.
Ok Ok so were back to the bad business which is call “wiki woes”...While I know that this program is a very powerful technological tool that has "muchos beneficios"(a lot of benefits), I am having a very difficult time going through the process of learning how to use them all correctly. First, it takes a lot of time to understand and navigate through all the learning components. There are a lot of features and details associated with posting, deleting, creating, and arranging elements in the PBWorks, and I find some of it rather difficult to get right the first, second, or even third time. It’s almost like this wiki needs a full class to learn how too appropriately use it, and squeezing the lesson on wiki into a couple of class sessions can be overwhelming. I do think the wiki purpose is one that is good and worthy to be instilled in the classroom, but I ask the following question to teachers around the globe, "Can't there be an easier way to learn about all the these wiki functions and features?" For me, step by step guides are necessity and time is of the essence, so I wonder if wiki is going to get easier to navigate for me. I hope that I can learn to control this beast before it overtakes me. Ok Ok, I'm going to have to step away from the blog to get back to my school wiki project now...which is already making me want to procrastinate with this blog even further....but alas, I have to face the beast head on to learn and figure out its uses...here I go...............
Ciao!!!!!!
Wednesday, February 24, 2010
Monday, February 22, 2010
Benefits of Webquests in the classroom
Hello bloggers,
So Webquests is the issue of the week. As I begin to unravel the nature and practicality of using webquests in the classroom, I become more and more aware of their many features and benefits. For example, one of the first things I notice about their design is that students can finally get excited about learning in other ways than just in the physical classroom setting. Of course technology in and of itself is new and interesting too students, but when you insert interactive quests into their learning, you just cannot go wrong. In addition, it seems that many teachers consider using Webquests with lower achieving students simply because it increases motivation and productivity.
Another hugely positive feature of the "web quest" is that it helps to create a facilitative classroom instead of a solely explicit atmosphere. What I mean by this is that the teacher can facilitate learning in the classroom rather than give direct instruction every day. The webquests help the students think for themselves, create higher order thinking, make choices and decisions, and venture through the learning process on their own. Now, I am not saying that doing webquests every day is a better or even more reliable way of teaching; however, I am suggesting that adding a web quest series into the class curriculum will only strengthen the student's individual desire to think independently and critically about the academic material provided.
For more information on the benefits that teachers have found using webquests, check out http://www.hardin.k12.ky.us/res_techn/pdonline/discovery.htm
In my opinion, I think webquests should be incorporated in some way in every classroom curriculum. Technology is the wave of the future, and things like Web 2.0, wiki's, webquests, blogs, twitter, and more are installing themselves into the educational scene with more and more teachers learning about their features and benefits.
Ok, see you guys next week, and keep blogging with your thoughts on Webquests! I'd love to hear your thoughts about why teachers should stretch the curriculum to incorporate this type of technology? What are some of the downfalls you envision?
So Webquests is the issue of the week. As I begin to unravel the nature and practicality of using webquests in the classroom, I become more and more aware of their many features and benefits. For example, one of the first things I notice about their design is that students can finally get excited about learning in other ways than just in the physical classroom setting. Of course technology in and of itself is new and interesting too students, but when you insert interactive quests into their learning, you just cannot go wrong. In addition, it seems that many teachers consider using Webquests with lower achieving students simply because it increases motivation and productivity.
Another hugely positive feature of the "web quest" is that it helps to create a facilitative classroom instead of a solely explicit atmosphere. What I mean by this is that the teacher can facilitate learning in the classroom rather than give direct instruction every day. The webquests help the students think for themselves, create higher order thinking, make choices and decisions, and venture through the learning process on their own. Now, I am not saying that doing webquests every day is a better or even more reliable way of teaching; however, I am suggesting that adding a web quest series into the class curriculum will only strengthen the student's individual desire to think independently and critically about the academic material provided.
For more information on the benefits that teachers have found using webquests, check out http://www.hardin.k12.ky.us/res_techn/pdonline/discovery.htm
In my opinion, I think webquests should be incorporated in some way in every classroom curriculum. Technology is the wave of the future, and things like Web 2.0, wiki's, webquests, blogs, twitter, and more are installing themselves into the educational scene with more and more teachers learning about their features and benefits.
Ok, see you guys next week, and keep blogging with your thoughts on Webquests! I'd love to hear your thoughts about why teachers should stretch the curriculum to incorporate this type of technology? What are some of the downfalls you envision?
Monday, February 15, 2010
Technology as a tool, not THE TEACHER!
After reading several blogs this week, I came to Tom Whitby's blog about "The Learning Olympics.” After reading it, I came to some very important conclusions about technology and its purposes.
For the blog reading please visit http://tomwhitby.wordpress.com/ or on twitter @http://bit.ly/86CKmb.
First, Tom states that, technology serves as a "tool for collaboration, exploration, and communication...Students in schools may use these tools of technological advancement to succeed at learning. Teachers are not replaced by the tools/technology, they become the coaches." This one statement really shouted out to me for several reasons. I think a lot of students, parents, and professionals today feel that technology in the classroom is simply minimizing the job of the teacher. One example is online classes. Many young people veer away from this type of instruction because they fear they will not be getting the same type of valuable educational experience that they would otherwise receive from being physically present in a classroom. After reading Tom's blog, I came to several conclusions. First, teachers are facilitators. Their job is to facilitate instruction for the benefit of every student. Students learn in all types of formats and instructional methods. Thus, it is important to rely not only on traditional methods of teaching but also investigate new opportunities for student intrigue and motivation. In regards to the online classroom, I think that if a teacher fully understands how to use technology in its many formats then this type of classroom can, in some regards, be better than the traditional style. For example, if an instructor is skilled on how to use googledocs, twitter, blogging tools, chat rooms, web quests, wikis, and other methods, the students can all come together at various times to interact and learn. The online classroom can be more than just an instructor/student email relationship. It can be a great experience if the teacher and student can both take a little time to become educated on all the ways technology can benefit this type of work environment.
So does anyone have any thoughts on online classrooms, or ideas about technology being a tool, not THE TEACHER!
For the blog reading please visit http://tomwhitby.wordpress.com/ or on twitter @http://bit.ly/86CKmb.
First, Tom states that, technology serves as a "tool for collaboration, exploration, and communication...Students in schools may use these tools of technological advancement to succeed at learning. Teachers are not replaced by the tools/technology, they become the coaches." This one statement really shouted out to me for several reasons. I think a lot of students, parents, and professionals today feel that technology in the classroom is simply minimizing the job of the teacher. One example is online classes. Many young people veer away from this type of instruction because they fear they will not be getting the same type of valuable educational experience that they would otherwise receive from being physically present in a classroom. After reading Tom's blog, I came to several conclusions. First, teachers are facilitators. Their job is to facilitate instruction for the benefit of every student. Students learn in all types of formats and instructional methods. Thus, it is important to rely not only on traditional methods of teaching but also investigate new opportunities for student intrigue and motivation. In regards to the online classroom, I think that if a teacher fully understands how to use technology in its many formats then this type of classroom can, in some regards, be better than the traditional style. For example, if an instructor is skilled on how to use googledocs, twitter, blogging tools, chat rooms, web quests, wikis, and other methods, the students can all come together at various times to interact and learn. The online classroom can be more than just an instructor/student email relationship. It can be a great experience if the teacher and student can both take a little time to become educated on all the ways technology can benefit this type of work environment.
So does anyone have any thoughts on online classrooms, or ideas about technology being a tool, not THE TEACHER!
Monday, February 8, 2010
The Internet Bully?
Hola everyone,
So this is my first post regarding technology in the classroom. Essentially, I believe that technology, like anything else, is a double-edged sword. On one hand, students can use programs like Twitter, Facebook, blogging, Internet, and other progams and applications to positively benefit them in many areas of their educational and personal lives. But the question remains, how much is too much, and where does the line get drawn between what is allowed inside public school walls and what must remain blocked and concealed for home usage only. Recenly I have been reading bloggs about how this explosion of internet technology has impacted young students across the globe, and one story really captured my attention. While Tweeting on Greg Garner/classroom_tech's page, I was linked to Christopher Dawson's blog called, "Why is cyberbulling different?" I found this topic very interesting for many reasons.
First, it never occured to me that the internet could "bully". Second, I never realized how much the exchange of global information and communication can really hurt young people if it is abused, whether it be within classroom walls in a local computer lab, or safely behind a home computer. For example, Dawson states that "Last month, a young student named Phoebe Prince who lived just miles from his town apparently killed herself as a result of bullying, both in school and via text messages and Facebook...When threats and insults are posted on a social network for all to see (or at least the circle of acquaintances that matter to students), the effect can be fundamentally different than passing insults in the halls or the aggression of bullies in the locker room. It is inescapable."
This story sticks out to me for several reasons. It seems to me that bullying at school is one type of student abuse, but when links, messages, texts, and other forms of technological "BULLYING" occurs, the audience becomes wider then just a few people. Students may feel like the whole world is now aware of their public bullying, and this may lead to increased vulnerablility to depression, anxiety, and in some cases a desire to commit suicide.
So how can we as teachers fight this negative side effect of new technology? How can we help our students understand the benefits and dangers of global or instantaneous messaging, communication, linking, blogging, tweeting, etc...Is it our job to explain the many ramifications/complications/pressures/responsibilities that come with logging into these many types of online networks? From online pretators, to community bullies, to dangerous chat rooms and more? What is our job as teachers in this respect and how can we get our students to hear us when we preach of the many dangers? Should we preach at all?
My one fear is that this kind of technology is simply moving too fast for us to control. I mean in some cases we find that in many law suits involving internet/computer issues, there are not many precedent cases to look at from the past simply because this technology is so new and changing. I do think that we as teachers do have the responsiblity to embrace this new technology as a form of educational benefit for us as well as our students, but I think careful consideration must be placed on the needs of each particular student. Some students may not be able to handle some types of online programs and tools, simply because they are not willing to understand negative as well as positive responsibilities. I think some level of maturity has to be apparent in order for students to be able to understand and use the internet in the right way.
Ok, so in conclusion, cyberbullying is just one more thing our students are going to have to worry about, but on the bright side.....there are far more advantages to internet usage then disadvantages, and we just need to make sure we and our students remain open-eyed and aware of the world around us.
So this is my first post regarding technology in the classroom. Essentially, I believe that technology, like anything else, is a double-edged sword. On one hand, students can use programs like Twitter, Facebook, blogging, Internet, and other progams and applications to positively benefit them in many areas of their educational and personal lives. But the question remains, how much is too much, and where does the line get drawn between what is allowed inside public school walls and what must remain blocked and concealed for home usage only. Recenly I have been reading bloggs about how this explosion of internet technology has impacted young students across the globe, and one story really captured my attention. While Tweeting on Greg Garner/classroom_tech's page, I was linked to Christopher Dawson's blog called, "Why is cyberbulling different?" I found this topic very interesting for many reasons.
First, it never occured to me that the internet could "bully". Second, I never realized how much the exchange of global information and communication can really hurt young people if it is abused, whether it be within classroom walls in a local computer lab, or safely behind a home computer. For example, Dawson states that "Last month, a young student named Phoebe Prince who lived just miles from his town apparently killed herself as a result of bullying, both in school and via text messages and Facebook...When threats and insults are posted on a social network for all to see (or at least the circle of acquaintances that matter to students), the effect can be fundamentally different than passing insults in the halls or the aggression of bullies in the locker room. It is inescapable."
This story sticks out to me for several reasons. It seems to me that bullying at school is one type of student abuse, but when links, messages, texts, and other forms of technological "BULLYING" occurs, the audience becomes wider then just a few people. Students may feel like the whole world is now aware of their public bullying, and this may lead to increased vulnerablility to depression, anxiety, and in some cases a desire to commit suicide.
So how can we as teachers fight this negative side effect of new technology? How can we help our students understand the benefits and dangers of global or instantaneous messaging, communication, linking, blogging, tweeting, etc...Is it our job to explain the many ramifications/complications/pressures/responsibilities that come with logging into these many types of online networks? From online pretators, to community bullies, to dangerous chat rooms and more? What is our job as teachers in this respect and how can we get our students to hear us when we preach of the many dangers? Should we preach at all?
My one fear is that this kind of technology is simply moving too fast for us to control. I mean in some cases we find that in many law suits involving internet/computer issues, there are not many precedent cases to look at from the past simply because this technology is so new and changing. I do think that we as teachers do have the responsiblity to embrace this new technology as a form of educational benefit for us as well as our students, but I think careful consideration must be placed on the needs of each particular student. Some students may not be able to handle some types of online programs and tools, simply because they are not willing to understand negative as well as positive responsibilities. I think some level of maturity has to be apparent in order for students to be able to understand and use the internet in the right way.
Ok, so in conclusion, cyberbullying is just one more thing our students are going to have to worry about, but on the bright side.....there are far more advantages to internet usage then disadvantages, and we just need to make sure we and our students remain open-eyed and aware of the world around us.
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