Journals 1-4 from Learning and Leading with Technology (NETS-T V)

Journal 1: Computing in the Clouds

Johnson, D. (2009). Computing in the clouds. Learning and Leading with Technology, 37(4), 16-20. Retrieved February 28^th from http://www.learningandleadingdigital.com/learning_leading/200912/#pg18

This article covered the advantages of moving school computer systems from the traditional set up of installed software on large computers to using web based software programs on inexpensive web notebooks. Moving all work done by students and communication and grading into the network or “cloud” as the author refers to it can provide opportunities for great savings to schools. Concerns of security and right to privacy to documents created online are non-issues in authors perspective but he suggests keeping back up copies of important documents and to always read the terms of agreements.

The greatest advantage that I was able to see in schools converting a system in the clouds is that it could possibly even the playing field for schools in disadvantaged neighborhoods. By using lower cost systems more students could gain access to online resources at their school and learn about technology.

The director of the North County High Tech High Charter School, Nicole Hinostro, sums up the benefits of converting to a one to one system.“We don’t spend on textbooks, so we’re able to invest in today’s primary tool - computers. . . Now, it’s as important as having a pen.”

Q1: How might using an online documents and notebook system help schools struggling to meet their budgets?

By switching over to online based document generating systems schools could lighten the budget load by spending less on expensive software programs, servers, and computers laden with large amounts of storage space. Making the switch could free up needed money from the computer systems and it could be used for more meaningful purposes like, art supplies, broader band width, or SMALLER CLASS SIZES!

Q2: What about limited functions of the online software. What are the disadvantages and advantages to students in using simplistic software?

Online software does have limited functions. Formatting and special features are restricted on online versions of software. The immediate disadvantage to students is that they will learn only the basic functions of the software and must learn the nuances the technology later in their education. However in K-12 the focus in on the content rather than the bells and whistles and the savings that a school and parents will have can hopefully create the opportunity for the number of students who get access to the technology to increase.

Journal 2: Using Podcasts to Develop a Global Perspective

Maguth, B. and Elliot J. (2010). Using Podcasts to Develop a Global Perspective. Learning and Leading with Technology, 37(5), 34-35.  Retrieved March 2^nd 2010, from http://www.learningandleading-digital.com/learning_leading/201002#pg36

This article explores the creation of podcasts by students and their effectiveness in aiding students in gaining perspectives from around the world. The students of a high school in Columbus, Ohio that focused on science, technology, engineering and mathematics were given an assignment where they created their own podcasts centered around a global issue. Each group had to research and play the role of different world leaders in their podcasts. The students wrote the scripts, and filmed the debates that they created. They were even in charge editing and publishing the podcasts. The software Garage Band that is available through Apple but the article also mentions a free online software called Audacity that has similar functions. The students understanding that the podcasts would not only be available for view by their teacher but the greater World Wide Web audience and this idea encouraged them to produce excellent work.  T

This article uses the word authentic in to describe both the students learning experience as well as the audience that will view it.

Q1: What is meant by an authentic audience?

An authetic audience is used to describe an audience beyond the teacher and the classroom. The idea is that students will participate more fully if they feel anyone could be watching. In search of examples of the affect of authentic audiences on children I found a blog called Classroom Next that tracked described a group of 5^th graders experience in posting a video of signing Fleetwood Macs song Landslide on Youtube.

Q2: What is meant by an authentic learning experience?

The students were reported to have had an authentic learning experience by creating and publishing these podcasts. The best definition that I found for authentic learning was from a journal article in EDCAUSE. They define authentic learning as doing instead of listening, and are the experiences are inherently multidisciplinary, geared toward problem solving and deal with real world issues.  In this article authentic learning is described as containing the following 10 elements; 1) real world relevance, 2) ill defined problems, 3) sustained investigation, 4) multiple sources and investigation, 5) collaboration, 6) reflection, 7) interdisciplinary perspective, 8) integrated assessment, 9) polished products, 10) multiple interpretations and outcomes.

Journal 3 – Keeping the Peace

Levinson, M. (2010). Keeping the Peace. Learning and Leading with Technology, 37(5), 17-19.  Retrieved March 2^nd 2010, from

http://www.learningandleading-digital.com/learning_leading/201002#pg18

This article reviews an experience that one school had with implementing a program that issued students web laptops that they were able to take home. The abundant use of video chats and instant messaging (IM) quickly became an issue as it was perceived by many parents and teachers as a distraction from classroom work and home life. After several heated meetings the school decided to remove the iChat program from the laptops. This was a polarizing issue for many students and parents. Students felt that it was an important form of communication for them that was being taken away from them and some parents felt it helped break down social barriers for their children. Other parents felt relieved that the school had gone ahead with the ban as they felt invaded by the new technology that they themselves had not addressed with their children. The school continued the one laptop to one student program in the next years but focus a lot of energy in communicating with parents and students appropriate ways to use the technologies.

In reading this article I was surprised that it did not discuss the impetus, or advantages seen in implementing the one to one program anywhere in the article. It seems like a great idea for all students to have equal access to the laptops within school time and so they can complete there homework. I am interested after reading this article in researching how prevalent the one to one program is in schools.

Q1: What was the main issue that parents had with the new laptops?

The Main issue that parents had with the new laptops was that they felt they had little say or time to adjust to the new technology in their home. Many of the parents hadn’t yet broached the subject of IM or Video chat. They felt that there authority to make decisions on technology use had been usurped by the school and that the boundary between home and school issues had be breached.

Q2: What actions taken by the school could have prevented the uproar over IM and video chat in the first place?

The school could have more smoothly implemented the program in the first place by taking the time to gain parent support and understanding. Giving the parents an opportunity to voice their concerns about new technologies entering there home might have allowed them to view IM and Video chats in another light. Having a stake in the implementation of the technology would have also given them more say in how their children use the technology.

Journal 4 – Finding Students Who Learn Through Media

Bull, G., Curby Alexander, Bill Ferster, (2010). Finding Students Who Learn Through Media. Learning and Leading with Technology, 37(5), 36-37.  Retrieved March 2^nd 2010, from http://www.learningandleading-digital.com/learning_leading/201002#pg38

The focus of this article was on student created media through the use of an online software from PrimaryAccess.com. This software allows students to create short narrated films using images from primary sources, their own text and voice recording. The Smithsonian museum provides Primary Access through there website to allow students to easily use images from the museum archives. The down side to the use of this technology was that it originally took 3 class periods to teach and have students create there own narrated films. Now the Primary Access includes a formatted storyboard to speed up the process so that it now only takes one class period for the teacher to explain and the student to create a narrated film.

The hope is that these types of opportunities allow for students to engage in interesting ways with the material while gaining a new skill. However it was found in a study of student engagement while using Primary Access to create a film that students engaged with the information and the technology at different levels. While 40% of the class in the study engaged in the content and the technology at a high level the other 60% of the class engaged either at a low level with either the content or the technology or both. It was discussed in the conclusion that teachers can help bridge the gap for these students by tailoring the activities with more direction and support and a higher level of structure.

Q1: Is using new technologies like Primary Access the answer to engaging all students?

No, despite the new and innovative ways technology has provided for engaging students it is not the solution to all students learning. Instead new activities like using Primary Access can help teachers assess the different learning styles and help them tailor activities to the individual students. For example a student who may have engaged highly in the content portion of the activity but not the technology may have engaged more by creating an essay to describe a historical period.

Q2: What are the advantages of incorporating student generated media into lesson plans?

It has been shown that changing environments can be stimulating to students. Like changing seating arrangements and adding music to the classroom, providing other avenues for students to express their learning can in theory increase engagement. Also providing opportunities for students to explore their interest in different forms of expression can be seen as an advantage.