TakeAways 3/31

Tonight we had the chance to meet with our groups for the Instructional Video Project.  By sharing our initial ideas with the class, we were able to focus in on one concept that we felt could be adequately discussed in the 5-7minutes allotted.  Our group will create, "What's In Your Lunchbox?: Drink Edition."  We will discuss the hidden drawbacks to many favorite lunchbox drinks such as Snapple, YooHoo, Capri Sun, and Juicy Jucie.  How much sugar do these items have?  How much caffine do they have?  We will gear our video to students in the upper elementary grades, when they begin to help make choices about what drinks they will pack. I'm excited to get started.

Chapter 7 Reflections

In chapter seven, Maloy et al discuss software and web tools to support problem solving and inquiry learning. One section that particularly stood out was about ITS, or intelligence testing systems. ITS are "powerful new software programs that promote inquiry learning by students through computer responses to student actions" (p197).  ITS  have been shown to be effective as they continuously gather data about student responses, make predictions about what students know or do not know, and provide additional practice accordingly. A quick Google search lead me to find that ITS is so well developed that there is an International ITS Conference yearly - this is the 12th year! 

Reading about ITS reminded me of <vocabulary.com>, a site we explored in class which aims to build student receptive vocabulary. In searching for other examples of ITS online, I was surprised to find that most intelligent tutoring systems are software based with hefty purchase prices.  If ITS has proven to be effective, why not provide it on an internet base, too? 

Chapter seven also challenged me to analyze the many internet based tutoring systems which connect students with actual teachers.  A colleague of mine recently suggested I sign up as a tutor at <tutor.com>  After a successful application, tutors can sign on though any internet connection and can chat with students via instant messages or through voice chats.  There is a also a platform through the website in which you can draw pictures and attach documents for the student you are working with to see. Several other websites, such as <instaEDU.com> and <tutorvista.com> offer similar services.  The feedback from such tutoring websites seems to be very positive, allowing students and teachers to connect around the world, instantly, and at their own connivence...talk about Web 2.0! 

Questions for the Group:
1. Are you familiar with tutoring websites such as <tutor.com> either as a student or a tutor? If so, what has your experience been?  If not, do you think virtual tutoring has the same potential for success as in-person tutoring? 

2. What questions do you ask yourself when evaluating gaming software and websites to use with your students? 

Chapter 4 & 6 Reflections

The title of Chapter 4 of Gunning et al highlights the authors' view of the purpose of integrating technology in education.  "Integrating Technology and Creating Change" can come in many forms, they note. It is not necessary to have the latest equipment and most up to date software; in fact many classrooms do not have access to the ideal technology. Gunning et al notes that, "Teachers must be prepared to use the technologies they have in their schools-whethere those technologies are up-to-date computers in Internet-accessible classrooms or minimally adequate machines with limited accessories and older software programs" (p109). The school I work at is lucky enough to have a combination of older and newer technologies available to the students. In my classroom for example we have two desktop computers which are too old to support many new software CDs, but do have internet access. For my kindergarteners, I find many great literacy support games through ReadWriteThink and Starfall. We also have a class set of iPads that teachers can reserve for their class to use periodically.  HERE is a great list of apps that help boost early literacy skills. I would particularly recommend Story Kit and Puppet Pals. 

Chapter 6 focuses in on online resources that teachers can integrate into their classrooms and assignments.  Gunning et al highlights the use of virtual field trips as part of educational experiences. Virtual field trips can be used as an introduction to a unit to grab students attention, or can be used more extensively by as part of a particular lesson.   Virtual field trips can be used as a whole class experience or by a small group as other students work with the teacher or independently.  I have successfully used virtual field tips in my classroom to teach the story of the first Thanksgiving.  Plimoth Plantation has several virtual tours available for various grade levels to experience life as the Pilgrims did.  Teachers can further differentiate the experience by watching with students and pausing to provide necessary scaffolding and background information.  A virtual field trip to Plimoth allows students to learn with both their visual and auditory modalities and make more meaningful connections to the information. 

Two questions for the group:
1. Have you successfully used virtual field trips in your classroom? If so, which can you suggest to the group?

2. How do you organize websites, apps, and media to use with your students?  Do you know of any useful databases such as ReadWriteThink? 

TakeAways 3/17

Tonight we further explored the topic of "digital citizenship." I had this loosely defined as appropriate and responsible behvaior in the digital world, but was surprised to see how explicitly this has been defined by certain groups.  The Australian Univeristy of New South Wales, for example, has an entire curriculum dedicated to building digital citizens from the primary grades. Their interactive website allows students to exolore pertinent issues within digital citizenship in a safe and engaging environment.  There are some great teacher resources, too! Check it out HERE

TakeAways 3/10

Bit coin? The internet community is much more heirarchical and legitamate than I thought. Even websites like Wikipedia, which I thought of as sort of a "free for all" have a system of moitoring and editing that keep them up to date valid. Looks like even those of us who are digital natives have some immigrating to do towards true digital literacy.

Chapter 5 Reflections - ICT & 21st Century Literacy

In Chapter Five, Maloy et. al discuss the changing face of ICT and 21st Century Literacies. ICT literacy, or information and communication technology literacy, refers to the "ability to use digital information, communication tools, and networks appropriately to solve information problems in order to function in an information society" (Maloy et al, p115).  NCTE uses a similar description of 21st century - "proficiency with technology tools, the ability to build relationships and solve problems collaboratively, the capability to design and share information, the capacity to analyze and evaluate information from multiple sources, and the ability to handle information in ethical ways" (Maloy et al, p117). No matter how you describe it, it seems education communities across the country and around the world recognize the importance of digital literacy. 

A recent Education Week article highlighted the changing views of digital literacy.  (As an aside, if you don't follow @educationweek on Twitter, you should. They post multiple free articles and blogs each day providing commentary and real-time updates on issues in American education...that's how I came across this article). No longer an elective or enrichment program, policy makers and district superintendents across the country are pushing for more teacher-training and implementation of computer science. Computer science education, which they describe as more of the 'back-end' programming and troubleshooting of technology, has become so mainstream that seventeen states and the District of Columbia are allowing their students to take computer science in lieu of mathematics or science credit. In many ways, these three disciples adopt Jonassen's Constructivist  Learning Theory - manipulation of the environment, articulation of what they have learned, and reflection on what they did (Jonassen, 7). This is not to say that all states are on board, of course.  Striking disparities do exist between the exposure and availability of such courses across geographical and racial demographics.  College Board reported, for example, that in 2013 there were 11 states where not a single African American student took the AP Computer Science exam and 8 states in which not a single Hispanic student took the exam. There were also three states where less then ten students TOTAL (across all racial demographics) took the exam.  So of course, there's a long way to go, but the ball has clearly started rolling.  

Check out the full text Education Week article HERE. 

Questions for the Group: 
1. What is your main source of information regarding current events in American and global education? Are there any reliable blogs or publications you recommend? 

2.In your experience, as a student or as a teacher, was computer science education offered in your school? Was it an elective course or could it count towards math/science credit as described in the article?