Journal # 8, McCrea, B., T.H.E. JOURNAL, 6/18/09, Helping Educators Bridge the Technology Gap

In "Helping Educators Bridge the Technology Gap", McCrea, B., (2009), the author validates the concerns I have expressed in many of the assignments in this class by citing a technology education integrator as an example of what is actually happening in the school districts we will enter. Finally I see the problems that I envision I will encounter being addressed in an article. While touting the Teachers First, as a 10,000-strong collection of lessons, units and Web resources as an example of the technology which is available the author recognizes that the task his herculean and without such expediters in the district of your employment then most teachers are behind the times. In 2006 the organization producing this website added a new section "TeachersFirst Edge" which was designed to take advantage of and adopt Web 2.o applications.

What I found reassuring is the statement in the article, "Shively said she sees technology continuing to play a key role in education over the coming years, but voiced her concern over teachers' ability to "keep up" with the fast-moving innovations that are coming at them from different directions." p. 1. So it is not only me that feels this way. Teachers in the mainstream feel the same way and so do the education administration personnel charged with keeping up with the technologies and informing the teachers of their districts such as Ms. Shively reviewed in this article. Again this article is over-filled with websites representing additional resources for me.

One example used to keep kids "in the zone" is a summer program which is called "Summer Sparklers" as an addition to their website this year. The organization maintaining the system employs editors to review many website candidates before they are adopted into their program. I would like to see more of these edited sites. Because there is so much material out in the mainstream Internet one needs professional reviewing the resources and providing guidance. This type of organizational compilation of resources definitely looks more appealing than some of the other website resource centers I have viewed which contain all uploaded material submitted by any contributor. To know that an experienced person has reviewed the lesson plan or unit of instruction and considered it valid authenticates the material for me. As a new teacher this type of guide must be employed. Novice should not be given total control of the resources used to teach.

Question 1: When looking at employment opportunities will I inquire as to the availability of someone in the district similar to the person reviewed in this article? Absolutely, in addition to work environment, pay, and personalities, resource managers and guidance personnel are essential elements to make me the best teacher I can be.

Question 2: Is T.H.E. JOURNAL a source, which I will visit in the future? I like the organization of the website and the categories which are identified on the home page. With the daily addition of material timeliness of the information is guaranteed.

Reference: McCrea, B., T.H.E. JOURNAL, 6/18/09, pulled 6/29/09,

http://thejournal.com/Articles/2009/06/18/Helping-Educators-Bridge-the-Technology-Gap.aspx?Page=1

Journal # 7, Niess, M., & Walker, J. This Rock 'n' Roll Video Teaches Math

In the current edition of Learning and with Technology, (2009), authors Niess, M. & Walker, J., in "This Rock 'n' Roll Video Teaches Math", provide illustrations of digital videos which are effective teaching tools in mathematics. Their main point, "Mathematics is a discipline that has significantly advanced through the use of digital technologies with improved computational, graphical and symbolic capabilities." P.36 is supported by references and examples. The first video mentioned is the Abbott and Costello's 1941 movie "In the Navy", wherein Lou divides 28 donuts among seven people. Bud questions the math used for the division of the donuts until he finally gives up trying to convince Lou of his errors. The scene is classic Abbott and Costello and funny to their usual extremes in the slapstick comedy they made famous. The authors contend that this video can be used to have the students take either position and support the argument on way or the other. The visualization of the division problem in such a dynamic example should create a lasting memory for the students.

The authors argue that using video clips from "Geometer's Sketchpad, spreadsheets, calculators, and virtual manipulative, affords students many opportunities to create, use, and make sense of multiple representations of mathematical ideas." p. 36. I visited the first website mentioned and found a treasure strove of video lessons and applications which look interesting. In fact this article mentions many references, which are packed with resources. I know that the math classes I will have will use these video clips and mathematical applications. Even if the students are not able to use these Internet tools at home because they lack access, class time usage will enable me to excite the students with this technology.

Of course at this point, the task of choosing which resource and lesson to use seems daunting and overwhelming. I will need time to develop the appropriate lessons plans and by developing lessons plans using these tools from the beginning will enable me to have well developed lessons plans in just a few years. Even if extra work is required I will dedicate the time to make the lessons plans a positive experience.

The authors referenced: Math Demos: http://mathdemos.gcsu.edu/mathdemos/cycloid-demo/
Index.html, as an example of a website to view for confirmation of their positions argued. This website was free to view and free to use. Many of the videos on that site are extremely useful. Their demonstrations of parabola lessons with sliding line functions appear very useful. Part of the issue I have had to pass the CSET exams in Math are that the cold algebra book I am using for relearning the material does not create lasting memories. These videos do.

Question 1: Will utilizing digital videos in mathematics class enrich the student experience? I feel empowered by the resources I have found by completing the assignments in this class. I now have numerous reference sites to visit when I am ready to prepare my lesson plans. The expansive resources are evidence of the popularity of video use and must evidence their effectiveness. ISTE would not spend so much time on these subjects if they were not effective.

Question 2: Will there be a constant drawback in using digital videos for instructional purposes? Time, time, and time. I feel like I am already behind in preparing my classroom lesson plans. With all the resources available restraints on my using these resources will occur because of time constraints. I do believe however that I will be an effective teacher the first year. My obligation will be to become more effective every year thereafter.

References: Geometer’s Sketchpad: www.dynamicgeometry.com
In the Navy: www.youtube.com/watch?v=7WMi5TUJDso
Math Demos: http://mathdemos.gcsu.edu/mathdemos/cycloid-demo/
index.html
Niess, M., & Walker, J., Learning and Leading in Technology, June/July 2009, "This Rock 'n' Roll Video Teaches Math", p. 36-37., http://www.iste.org/

JOURNAL # 6, Owen, A., (2002), Mapping Students Minds

Of all the material which I have read in response to assignments in this class the article, Owen, A.(2002), Mapping Students Minds, seems the most out-dated. The revelations made by the article are old news. I feel this way not because I have been in any type of detailed study of the educational system and its tools, but as a parent whose children are between the ages of 26 and 20. The website described in the article attributed to the University of California at Berkeley may have been big news to the author but programs to tract student learning and to enhance the learning process have been around for a long time. I purchased programs for my children in the early 1990s which allowed me to see the differences in each of my children's thought-making process which the children thought were absolutely fun. If I remember correctly one was by Disney and the other by Mattel.

After visiting the website, difficult as it was to gain entrance, the program is definitely more advanced than those of which I previously had experience. The details in utilizing web search engines and tracking that process appears to illuminate not only what the student is thinking about and how, but in what order and with an explanation on how the student finds the path to their conclusions. I agree that this website is interesting and can prove to be useful in the classroom but I thought that people knew about this subject prior to 2002 when the article was written.

Question # 1: Will I utilize similar websites in my mathematics classes? I am actually learning first to master the presentation of material before I attempt to involve web projects in my classroom. The precious time I will have with the students I believe will better the students only if they are able to clearly understand the courses according to the California Teaching Standards. Given that the majority of classes I will teach will need the classroom time for this purpose I doubt that I will be able to use websites like this one even if mathematically oriented. Now, if I am in an affluent district with students who have computers at home and are in advanced-placement classes then certainly I will consider using this type of resource.

Question # 2: How much time should one use to decide which program or website to use? I think that because we will dedicate both our time and our students' time that we should not decide which one to use unless we invest significant time in choosing the appropriate program. Using all avenues of research, peer review, association endorsement and thorough usage prior to choosing is certainly a prerequisite to the correct decision.

Owen, A.,(2002), Mapping Students Minds, L & L with technology, 29(7), 6-9, 26.

Journal # 5, Turkle, S., Can You Hear Me Now?

Journal # 5, Turkle, S., Can You Hear Me Now?, (2007), presents several arguments or positions which from time to time have been the counter-arguments to most technological advancements. Although the terms used and the specifics are different the general themes of the "gripes" that the author recited are not uncommon to my memory. As an example, when the industrialization of the United States created large cities in this country the rabble-rousers decried the destruction of the family unit and lamented that the American way of life would wither and die. Obviously the opponents to change were somewhat correct but the betterment of our society cannot be seriously disputed. Such will be the case once society's uses of modern technologies level-out and all people have adjusted.

There are ways to limit the disruptions in ones life caused by the "ever-in-touch" devices cause concern. In our house we do not answer the phone, email or watch television when we are having our nightly dinner or Sunday family meals. Turning the PDAs off in the movie theatre is now mandatory. I for one will not hesitate to call someone out if the PDA is being used or disrupts the movie. Likewise in other situations it is up to the persons involved to set appropriate limits. The devices are not the cause of the problem it is the actions of the users which cause the problems. Although Turkle lamented the technologies in all areas of life I can see ways that technology allows us to enjoy life more and with better content.

Just like good parents these days limits television viewing for their children, we must develop workable limits for our own uses of PDAs, emails, and cellphones. Employers have become aware that periods of being disconnected to the office enhances an employees future performance. The flex-time employment opportunities created in the last few years have also led to more enjoyable lives for those utilizing this approach to time management. The problems presented by Turkle can be appropriately managed by time guidelines and attention to the problems identified by Turkle.

Question 1:What guidelines have you placed in your life to avoid some of the problems discussed by this article? No phones at meal times, on special date nights, and on vacation except in limited time periods agreed to prior to vacation. There are many ways to manage your time and the technology problems are only an addition to the formula which must be dealt with timely.

Question 2: Are the existence of online communities a sign of societal problems or are they just diversions vastly different from diversions previously existing in our society? Human history is replete with instances of human excesses. It maybe that some people's use of the online communities are excessive but we will never achieve perfection in human life. These communities are no different than our other diversions or vices.

Turkle, S. (2007). Can you hear me now? Retrieved June 5, 2009, from http://www.mit.edu/~sturkle/pdfsforstwebpage/ST_Can%20you%20hear%20me%20now.pdf

JOURNAL # 4, Duebel, P., Ph.D., Moderating and Ethics for the Classroom Instrucitonal Blog

The JOURNAL article appearing in the February 21, 2007 issue, titled "Moderating and Ethics for the Classroom Instructional Blog", is a basic guideline for classroom instructional blogs. After recognizing the date of the article, however, it seems that it is a bit behind the times for CSUSM education college students. The WebCT interactions which were required in the Educ 350 and Educ 364 classrooms broached the subject matter covered by this article. In 364 the discussion board was a central classroom tool. The drawbacks and suggestions discussed in the article were certainly experienced and in a rather personal way affected my contributions in the class.



Although I believe our professor read the posts every evening, at one point the discussion turned personal. The person who I believe turned the discussion personal did not recognize that her comments were hurtful, biased, and unsupported by any fact. It turned then to a dialogue which was not representative of proper conduct in this university setting. However, the world is round and the discussion finally turned on the culprit of the misdirection of the content. It went further than I would have preferred and thereafter these actions stymied the participation of the culprit of the misuse or abuse. It worked,(the discussion board), but in raw terms we observed how this platform of classroom participation could evolve into hurtful actions. The class recovered and all was well, but, I believe the experience taught all of the class students the items identified in this article. We were lucky to have that experience.



Question 1: Would you use the Guidelines described in this article? Yes, but I would investigate further for improvement of the guidelines and the only way to do that is to keep up with the current research, blogging on the subject, and personal experience adjustments.

Question 2: Where would one search for more detailed guidelines? The teacher associations with national presence are a good place to start. Also the NSBA has preliminary guidelines with Internet participants developing ever changing guidelines through actual classroom experience.

References:

T.H.E. Journal, Febuary 21, 2007, Duebel, P., Ph.D., Moderating and Ethics for the Classroom Instructional Blog.

JOURNAL # 3, Mishra, P. & Koehler, M. Too Cool For School! No Way!

The Mishra, P., & Koehler, M., article "Too Cool For School! No Way!", tracked what I blogged about on Monday when defining "technology". The more I read from this article the more I felt emboldened to put this knowledge to work. I intend to teach high school mathematics and the issue of making the subject matter of the lesson plans more relevant and exciting presents my number one concern. In high school and in college my mathematics courses were the most dry. Although I have an intense interest in the subject matter the presentation of lessons has in my opinion always been the primary source of student dissatisfaction. I want to change that for my lesson plans and classrooms.

The article informed me of three search engines that I did not know existed. Viewzi, Cuil, and Clusty. I looked at the sites and played with it for awhile this afternoon and found some interesting and really cool techniques and approaches to searches and subject matter knowledge. This article also reminded me of a class of Algebra I observed this spring. I thought the teacher was dynamic and awe-inspiring individual. Now that I see some of the technologies brought to life by this course I know that I can be just as dynamic and fun teaching Algebra as he was. The teacher used music and sound devices in his classroom but the "techie" items reviewed by this article will provide me the tools to surpass the attention demanding performance I observed on that day.

The Socratic method of teaching appeals to me because of my background. I also believe that it has particular applications in mathematics instruction. But, I now know that I need to develop lesson plans which will allow me to utilize the Socratic method with enhanced techniques provided by the technologies we are learning. We can make the lessons interesting but continue to insist that the subject matter of the lesson become a long term memory cell in my students' minds.

Question 1: Does the term technology have a fluid or static definition? I believe that the technology is of course fluid as it is always changing and advancing. The definition of this word then must fit its most common application which is fluidity.

Question 2: What is the correct balance between hands on teaching, i.e. the Socratic method, versus the Web 2.0 applications teaching methods discussed in this article and class? This is my mission for the next 20 years. I hope to have the answer within five years of teaching but it may turn out that the answer is as elusive as the concept of the advancements in technology present.

Mishra, P. & Koehler, M., L & L May 2009, ISTE publications, Too Cool For School! No Way!, http://www.iste.org/AM/Template.cfm?Section=May_No_7_1&Template=/MembersOnly.cfm&NavMenuID=4305&ContentID=23582&DirectListComboInd=D

Journal # 2, Klein, J. (2008), Social Networking for the K-12 Set

In the Klein, J., article, Social Networking for the K-12 Set, the author seemed to be a braggart of sorts. The writing made the impression that the author and his cohorts had created a brand new web product that every school district could not do without. Considering the year that it was published and what I have read prior to this article it seems to me that the creation of the school district web application described in the article was not that much of a grand advancement in technology use in schools. I am new to this setting but, I doubt that the announcements made in the article were as grand as the author wanted the reader to understand the creation of SAUGUS represented.

Clearly the article was an attempt to share with other school districts an advancement in technology which seems to have useful purposes. The goals of the group who constructed the system described in the article were well laid out in the beginning. It appears that the school district was interested in making Web 2.0 useful in their schools. To assign four school district employees to an undertaking which produced this type of system is forward thinking and should be replicated where the funds are available. I could not precisely determine from the article if the authors were offering their system for usage by others or if the authors were describing their system for others to use in designing their own system.

When I observed at LaCosta Canyons High School that school had their own television broadcasting system and one of the teachers I met with provided me access to the school's website which appears to have all of the bells and whistles described in this article. I visited the website before observing the class and I was impressed by the website. However, after having access to the website and seeing what uses the students and teachers were given by the system I am led to believe that it has the uses described and more. In fact, the website granted access to the Unified School District's website and all the public information in that website.

Question 1: Does the Klein article describe a system which is now in common use in California? I have visited several area school district websites and I believe that the system described in the article is in use in at least some San Diego County schools. This may have colored my opinion about this article.

Question 2: If I am hired by a school district which does not have a similar system should I advocate for the creation of such a system in my new district? Of course funding will always be the final arbiter of the answer to this question, but the benefits of this type of technology system cannot be ignored if our children are to be provided an education which they deserve.