The text states that one of the main problems with urban schools is that they are usually older than some of the smaller more rural schools and therefore the wiring is old. With old wiring in a school it makes it that much harder to install all the necessary equipment in the school for the teachers and students to use. Another problem mentioned in Chapter 3 is that there are so many schools in urban areas that it takes too long for electricians to add the lines in the school. Also the problems monetarily in urban areas are huge (Gallager, 2001).
There are less problems in rural areas. What I found interesting is that Gallager (2001) did not mention whether she was referring to "smaller town" rural or "farm land" rural. There is a difference. I do not consider Stafford to an extremely large town however we are 'rural' when comparing it to D.C. We are not all farmers also. So what is she talking about when she refers to "rural?"
The school I work in does not really have the same challenges as an urban school. We are within a city but our school is fairly new so the wiring is fine and funds are available to the schools. The schools may not receive all the funds they want for technology but we at least have a lab with up and running computers and COWs (computers on wheels or carts). So we do not face as many challenges in our school. Stafford County is a large district and we do have some older schools however I believe that the administration for most of the schools would fight for equality of computer technology.
Gallager, E. M., (2001). Technology for urban schools: Gaps and Challenges. San Francisco:
Jossey-Bass.
Saturday, March 10, 2007
Friday, March 2, 2007
Chapter 2 and 4
I like how LeBaron has broken planning into two groups in the Chapter.
1. The strategic plan-lets everyone know why they are doing what they are doing
2. The operational plan-lets everyone know what they are doing and when they need to do it by.
Great Stuff. We need to implement various routes of planning within a school in order for it (technology) to be successful. What I am finding at the school I work for is that only a few teachers are planning with technology. It is a difficult concept as we have said all along for people to grasp the idea of using technology in the curriculum. I know that in ten years we will wonder why the frustration of adding technology into the curriculum was ever a hassle. Like the book says..."it is hard to believe that there was ever a time when we did not have computers." LeBaron, 2001.
I guess that I never realize that so much went in to planning. Strategies that keep the planning on track, assessing the needs of the curriculum, goals, key inputs, etc. It is all there and I realize that teachers have to plan but I never really realized that this much information is taken and thought about before a plan is implemented. Nice. Hard to do, but nice!
In Chapter 4 the main concept that I got out of it was that there is simply too much data "out there" that one can't memorize it all. It is impossible. How do we use the data to improve achievement? Well, that is tricky as everyone is pulling different data off the internet. What is reliable and what is not? I can identify with the comment in the conclusion of the Chapter..."The skills of independent searching, elaborating, managing, and extending knowledge will be critically important..." Jarvela, 2001.
How do we assess and evaluate the data in classrooms is up to which way we decide whether we all use the same data and test on it or whether each student uses different data. What is important is that the student learns the content. Not how he/she learns the content. So, I guess assessment can be done in various ways. I would like to incorporate powerpoint presentations, tests, teaching others, and other ways to assess whether the students are learning the curricula.
LeBaron, J. F. & Collier, C. (2001). Technology in it's place: Successful technology infusion in schools. San Francisco: Jossey-Bass.
1. The strategic plan-lets everyone know why they are doing what they are doing
2. The operational plan-lets everyone know what they are doing and when they need to do it by.
Great Stuff. We need to implement various routes of planning within a school in order for it (technology) to be successful. What I am finding at the school I work for is that only a few teachers are planning with technology. It is a difficult concept as we have said all along for people to grasp the idea of using technology in the curriculum. I know that in ten years we will wonder why the frustration of adding technology into the curriculum was ever a hassle. Like the book says..."it is hard to believe that there was ever a time when we did not have computers." LeBaron, 2001.
I guess that I never realize that so much went in to planning. Strategies that keep the planning on track, assessing the needs of the curriculum, goals, key inputs, etc. It is all there and I realize that teachers have to plan but I never really realized that this much information is taken and thought about before a plan is implemented. Nice. Hard to do, but nice!
In Chapter 4 the main concept that I got out of it was that there is simply too much data "out there" that one can't memorize it all. It is impossible. How do we use the data to improve achievement? Well, that is tricky as everyone is pulling different data off the internet. What is reliable and what is not? I can identify with the comment in the conclusion of the Chapter..."The skills of independent searching, elaborating, managing, and extending knowledge will be critically important..." Jarvela, 2001.
How do we assess and evaluate the data in classrooms is up to which way we decide whether we all use the same data and test on it or whether each student uses different data. What is important is that the student learns the content. Not how he/she learns the content. So, I guess assessment can be done in various ways. I would like to incorporate powerpoint presentations, tests, teaching others, and other ways to assess whether the students are learning the curricula.
LeBaron, J. F. & Collier, C. (2001). Technology in it's place: Successful technology infusion in schools. San Francisco: Jossey-Bass.
Tuesday, February 20, 2007
Chapter 3,4, and 5
Generative topics are simply topics that will generate learning in the classroom. I like how the text gives features of the generative topics: topics that connect to multiple ideas within and across the subject, are authentic, accessible, and interesting to students, are fascinating for teacher, are approachable through various points, and they generate further inquiry. (Wiske, et al., 2005).
Many students don't realize that they are learning the goals that we are teaching them. We, as educators, must create goals for the classroom whether it is a personal goal of ours or the goal of the county (SOLs). We can tell the children that we have a goal, getting them to buy off on it or learn the information can be difficult yet sometimes rewarding. At an early age, children do not really have learning goals, they simply do what you ask of them. The older the child gets, they can understand that there are goals in life, sports, anything and we must tap into what they know about to help them understand that there are also learning goals. The text states that we can try using short-term goals and turn these short-term goals into a long-term goals (Wiske, et al., 2005). The long-term can be the final end of the term, but the short-term might be a week or two. Great ideas!
Performing an assignment is an excellent way of showing understanding or assessment. The ideas of the quilts in math and the water habitat project were fabulous avenues that a teacher can assess whether her students are learning what she is teaching. I think Internet access to other parts of the world is also a great way to understand what is not only going on in your own city, society, and culture but also learning about other areas. The student learns science, social studies, and sociology whether they think they are learning or not.
As I stated earlier, the Internet is open to everyone. If you have the access to a classroom computer to post on a Smartboard or you have computers on cart. Technology is the way to go. I like the idea of using technology in a subject area that has in the past given the teacher and the students problems. Maybe you could bring in a powerpoint presentation maybe you could use a United Streaming video. Great stuff!
Federal policies do have a large impact on the classrooms. We are bound by the county to teach SOLs in Virginia. NCLB was brought about just a few short years ago and the impact of this is tremendous. Because of NCLB there are better, more highly trained educators, especially in the elementary schools. I do know from personal experience that you can not have a provisional license in elementary education because of NCLB. You can have a provisional license in Middle or High School although. Why is that? Well, I guess the early years are the most important. I have however seen some pretty bad teachers in the elementary school level too. I guess it is up to the state to provide the SOL goals but hard for some of us to teach. I just don't like the idea of shoving information down these kids throats so they can regurgitate it out on a test. All of this just so the school will pass AYP. I don't like it all but the kids are worth teaching, our nation is worth teaching the kids, and I can make changes in the classroom by incorporating technology to help the children learn.
Wiske, M.S., Franz, K. R., & Breit, L. (2005). Teaching for Understanding with Technology. San
Francisco: Josey-Boss.
Many students don't realize that they are learning the goals that we are teaching them. We, as educators, must create goals for the classroom whether it is a personal goal of ours or the goal of the county (SOLs). We can tell the children that we have a goal, getting them to buy off on it or learn the information can be difficult yet sometimes rewarding. At an early age, children do not really have learning goals, they simply do what you ask of them. The older the child gets, they can understand that there are goals in life, sports, anything and we must tap into what they know about to help them understand that there are also learning goals. The text states that we can try using short-term goals and turn these short-term goals into a long-term goals (Wiske, et al., 2005). The long-term can be the final end of the term, but the short-term might be a week or two. Great ideas!
Performing an assignment is an excellent way of showing understanding or assessment. The ideas of the quilts in math and the water habitat project were fabulous avenues that a teacher can assess whether her students are learning what she is teaching. I think Internet access to other parts of the world is also a great way to understand what is not only going on in your own city, society, and culture but also learning about other areas. The student learns science, social studies, and sociology whether they think they are learning or not.
As I stated earlier, the Internet is open to everyone. If you have the access to a classroom computer to post on a Smartboard or you have computers on cart. Technology is the way to go. I like the idea of using technology in a subject area that has in the past given the teacher and the students problems. Maybe you could bring in a powerpoint presentation maybe you could use a United Streaming video. Great stuff!
Federal policies do have a large impact on the classrooms. We are bound by the county to teach SOLs in Virginia. NCLB was brought about just a few short years ago and the impact of this is tremendous. Because of NCLB there are better, more highly trained educators, especially in the elementary schools. I do know from personal experience that you can not have a provisional license in elementary education because of NCLB. You can have a provisional license in Middle or High School although. Why is that? Well, I guess the early years are the most important. I have however seen some pretty bad teachers in the elementary school level too. I guess it is up to the state to provide the SOL goals but hard for some of us to teach. I just don't like the idea of shoving information down these kids throats so they can regurgitate it out on a test. All of this just so the school will pass AYP. I don't like it all but the kids are worth teaching, our nation is worth teaching the kids, and I can make changes in the classroom by incorporating technology to help the children learn.
Wiske, M.S., Franz, K. R., & Breit, L. (2005). Teaching for Understanding with Technology. San
Francisco: Josey-Boss.
Wednesday, February 14, 2007
Chapter 10
I found this chapter extremely helpful for me when I become a teacher. Right now I am only a substitute teacher and I am uncertain of what the elementary school has in place for all of these. I do know that there are Internet filters that Friel discusses in the chapter. I think the idea of blocking as much inappropriate information to elementary student is very important. "Because it is impossible to block everything that might be deemed objectionable, perhaps the best solution is to teach responsible Internet use and then give students the freedom to make informed and appropriate choices. Blocking software cannot substitute for education and supervision." (Friel, 2001). This is an excellent quote for students and teachers. I think that it is probably easier to keep the younger children (K-5) off the inappropriate Internet sites rather than the older children (6-12). Obviously, duh! Thanks, Mike for that quote! I like the idea of of having an AUP in order for teachers to observe the students. I will have to check to make certain that the school I sub for actually has a policy. Do any of you know if your school has one that is published so that you can read it?
Plagiarism is another topic that must be addressed as stated in the text. "Educators must teach student the importance of citing all of their sources, no matter what the format." (Friel, 2001). Citing the source is often difficult and "boring" however, it must be done. The students need to know that not citing their sources, it is actually stealing.
Friel, L. (2001). Using technology appropriately: policy, leadership, and ethics. San Francisco:
Jossey-Bass.
Plagiarism is another topic that must be addressed as stated in the text. "Educators must teach student the importance of citing all of their sources, no matter what the format." (Friel, 2001). Citing the source is often difficult and "boring" however, it must be done. The students need to know that not citing their sources, it is actually stealing.
Friel, L. (2001). Using technology appropriately: policy, leadership, and ethics. San Francisco:
Jossey-Bass.
Wednesday, February 7, 2007
Chapter 7 & 8
I love technology! And I realize that technology is very important to education but I feel as though this book is trying to "ram" technology down our throats. I know that is terrible to say but does anyone feel as though we are being told what to do with technology? I found Chapter 7 unnerving as I read Perry and Areglado (2001) brow beat principals about technology. I love the idea of technology coming into my school but it is not only the Principal's responsibility to enforce using the technology. I do know that this is not the authors' intentions, however I could not get past it. There are many aspects of incorporating technology in a school. For one, you have to have the teachers', parents', and school board's nod of approval to begin. I did like the comment of Perry and Areglado (2001) when they state that a "Principal's leadership for technology transformation begins, rather than ends, when technology arrives at school." This comment I can agree. It is a transformation. A wonderful transformation that will help lead our children into the 21st century. I like to think of people who get mad that their child is no longer learning "long division" in school. They say "what if my child is in a place where there is no calculator or means for my child to do this math?" I think that logic would have flown 5 years ago but not now, there is NO place in the civilized world that you can not find a calculator, computer, phone, etc. that can divide for you... This is why I think technology is so important and teaching our children how to use it is important. However, I do have a problem with these authors writing and putting a bunch of pressure on the principal of the school. The principal has many day to day activities. He/She is there to conduct business. That is their job. Do I think that the principal should not be held responsible? No! I think that the whole school and school district should be held responsible for offering the best technology the school can buy and teaching it to them-that includes the principal too, but not only the principal.
Enough about that, sorry about that outburst...
Now onto Chapter 8...
There is ample support for technology. I believe that the public has already embraced technology. I do like Zimmerman's excerpt about doing away with old computers (2001). Someone should come in periodically and take the outdated computers out of the school. In the school I work, there are computers so outdated that I do not think my daughter's could use them. Technology moves very fast. We have to move with it. Our taxpayer dollars need to be put to good use and go toward teaching our children-implementing what the school has planned for them.
Perry, G. S., & Areglado, R. J. (2001). Technology in it's place. Successful technology infusion in
schools. San Francisco: Jossey-Bass.
Zimmerman, I. K. (2001). Technology in it's place. Successful technology infusion in schools. San
Francisco: Jossey-Bass.
Enough about that, sorry about that outburst...
Now onto Chapter 8...
There is ample support for technology. I believe that the public has already embraced technology. I do like Zimmerman's excerpt about doing away with old computers (2001). Someone should come in periodically and take the outdated computers out of the school. In the school I work, there are computers so outdated that I do not think my daughter's could use them. Technology moves very fast. We have to move with it. Our taxpayer dollars need to be put to good use and go toward teaching our children-implementing what the school has planned for them.
Perry, G. S., & Areglado, R. J. (2001). Technology in it's place. Successful technology infusion in
schools. San Francisco: Jossey-Bass.
Zimmerman, I. K. (2001). Technology in it's place. Successful technology infusion in schools. San
Francisco: Jossey-Bass.
Social Bookmarking
Hey All! Guess that I missed this part of last week's assignment. Please be my guest at http://guest.portaportal.com/LStan
Friday, February 2, 2007
Teaching for Understanding-Chap 1 & 2
Chapters 1 and 2 of Teaching for Understanding with Technology was basically a view that all of us facing teaching technology is going to have to deal with. We all understand that we must incorporate technology in our curriculum, the problem now is funding it and educating the teachers how to incorporate the technology as stated in our text " schools are pressed to update their practices and to prepare both teachers and students for the 21st century." (Wiske, et al.2005). I agree with the authors when they discuss the idea of having a clearly defined purpose and goals of technical education in our schools. Parents, advisors, students, and especially teachers perform at the optimal level if everyone knows how, when, and why a product will be implemented.
Once the idea of technology is being incorporated into the curriculum, the next step must be address how and why certain topics are worth studying. I agree also with the idea of having the technology specialists involved in the topics. The TRTs are available to us (teachers) in order to help us define what goals we need to set, select the correct technology, plan ways to incorporate technology into our curriculum, and assisting us in class (Wiske, et al, 2005). We need these people to help us with our journey to the new 21st century curriculum.
I have seen a TRT in action with teachers and she is fantastic with the general ed teachers. It is so nice to have her help the teachers incorportate the smart boards into the classes. We have 7 smart boards mounted in classrooms for use. One per each grade in the elementary school. The TRT has helped the 3-5 grade teachers help bring in software and websites to help with SOL training. Because of NCLB no one really is worried about how to assess technological learning, they are too busy worried about AYP. I think that any technology incorported in the class is a step in the right direction.
Wiske, M.S., Franz, K.S., & Breit, L. (2005). Teaching for Understanding with Technology. San Francisco: Jossey-Bass.
Once the idea of technology is being incorporated into the curriculum, the next step must be address how and why certain topics are worth studying. I agree also with the idea of having the technology specialists involved in the topics. The TRTs are available to us (teachers) in order to help us define what goals we need to set, select the correct technology, plan ways to incorporate technology into our curriculum, and assisting us in class (Wiske, et al, 2005). We need these people to help us with our journey to the new 21st century curriculum.
I have seen a TRT in action with teachers and she is fantastic with the general ed teachers. It is so nice to have her help the teachers incorportate the smart boards into the classes. We have 7 smart boards mounted in classrooms for use. One per each grade in the elementary school. The TRT has helped the 3-5 grade teachers help bring in software and websites to help with SOL training. Because of NCLB no one really is worried about how to assess technological learning, they are too busy worried about AYP. I think that any technology incorported in the class is a step in the right direction.
Wiske, M.S., Franz, K.S., & Breit, L. (2005). Teaching for Understanding with Technology. San Francisco: Jossey-Bass.
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