Technology in the Early Childhood Classroom
By Elizabeth Ross Hubbell
Elizabeth Ross Hubbell, author of this article is a specialist in early childhood development and is a consultant in an educational technology department in Colorado. In this article, Hubbell discusses the several different ways early education teachers can use technology in the classroom. Hubbell addresses the fact of the lack of popularity and debated issues many have with using technology with younger children, and then provides several examples and resources that one can use to help ease the tension and perhaps lessen the disputes. Hubbell’s argument states the fact of what almost every five year old could experience. She feels that almost immediately young children are exposed to technology through their parents. Because of these experiences, children can be taught different ways to use advanced technology using real life experiences. Once this idea is accepted, Hubbell explains, a child can then move on to using technology in the classroom, which then would directly enhance their learning experience. She provides helpful programs that are extremely kid friendly, such as kidspiration, which can be used by child or adult to create fun and beneficial projects. Hubbell continues with listing the advantages to using interactive educational games and programs, because of the immediate feedback they provide. In the article Hubbell proves her point well and concludes with the following, “ If used pragmatically in the early childhood classroom, students will be better equipped to begin using 21st century tools independently as they enter elementary schools.” (Page 35, Learning and Leading with Technology)
Question 1 – What do you believe would be an appropriate age to star using technology with children?
Now and days, you would be surprised with the toys and games they make that would be considered technological. I believe that as soon as a child is able to, they should go ahead and experiment with all different types of learning tools, including ones with technology. I don’t think technology is necessarily “age appropriate” as far as when to begin using it, rather their ability should be the deciding factor, for as when used in moderation, it could serve a very good purpose.
Question 2 – What is one lesson you could create as a teacher that would be appropriate for 4 or 5 year old children and involves technology?
I have worked with kidspiration before, and have witnessed its kid-friendly program. As a teacher, I would like to create a lesson that would allow the students in kindergarten to play and draw on the computer to create different art projects that they could take home, or even save on a disk to compile all of their work on.
Friday, April 27, 2007
journal 8
Social Justice; Choice or Necessity?
By Colleen Swain and David Edyburn
The authors of Social Justice; Choice or Necessity, feel very strongly about the need to implement technology into the classroom, so much in fact, they feel that perhaps it should not be a choice. In this article, Swain and Edyburn provide a compelling argument that states several enticing facts about technology and the upcoming situations it will bring. For example, the article states, “In 1992, the U.S. Department of Labor’s SCANS report noted that at least 80% of all jobs in the next two decades would require workers to be technologically fluent.” (Pg 15, Learning and Leading with Technology) The authors continue to argue that if technology were equitably implemented then the success of the students as well as the teachers would increase. Because this might pose as a difficult task to many, the authors provide several ways in how to implement their given ideas. In their concluding statement, Swain and Edyburn strongly express the need for technology in the classroom and without it would be doing our students an injustice. They feel that if we want to properly educate and prepare our students for the future, there is absolutely no way to get around teaching the effective uses of technology.
Question 1 – What is one of the different ways teachers can implement more uses of technology?
As stated in the article, a great resource for teachers and students is the Digital Equity Portal and Toolkit. This website has over 150 different strategies in how to address key aspects of technology into the classroom. This site is free to all users and provides technology readiness charts to help teachers determine what level is best to start at.
Question 2 – Do you feel teaching technological advancements to your students is as important as the authors feel?
I definitely agree with the authors of this article. I know from experience how important being technologically savvy is, and without that knowledge many could not move forward in their careers or even their social lives. I also believe it is very important to recognize the exponential growth our world is experiencing in the technology fields. It is no longer a luxury, but rather a commodity. As teachers, we do need to reinforce the importance of technology and include it more into our day-to-day lessons.
By Colleen Swain and David Edyburn
The authors of Social Justice; Choice or Necessity, feel very strongly about the need to implement technology into the classroom, so much in fact, they feel that perhaps it should not be a choice. In this article, Swain and Edyburn provide a compelling argument that states several enticing facts about technology and the upcoming situations it will bring. For example, the article states, “In 1992, the U.S. Department of Labor’s SCANS report noted that at least 80% of all jobs in the next two decades would require workers to be technologically fluent.” (Pg 15, Learning and Leading with Technology) The authors continue to argue that if technology were equitably implemented then the success of the students as well as the teachers would increase. Because this might pose as a difficult task to many, the authors provide several ways in how to implement their given ideas. In their concluding statement, Swain and Edyburn strongly express the need for technology in the classroom and without it would be doing our students an injustice. They feel that if we want to properly educate and prepare our students for the future, there is absolutely no way to get around teaching the effective uses of technology.
Question 1 – What is one of the different ways teachers can implement more uses of technology?
As stated in the article, a great resource for teachers and students is the Digital Equity Portal and Toolkit. This website has over 150 different strategies in how to address key aspects of technology into the classroom. This site is free to all users and provides technology readiness charts to help teachers determine what level is best to start at.
Question 2 – Do you feel teaching technological advancements to your students is as important as the authors feel?
I definitely agree with the authors of this article. I know from experience how important being technologically savvy is, and without that knowledge many could not move forward in their careers or even their social lives. I also believe it is very important to recognize the exponential growth our world is experiencing in the technology fields. It is no longer a luxury, but rather a commodity. As teachers, we do need to reinforce the importance of technology and include it more into our day-to-day lessons.
journal 7
Retracing Shackleton’s Journey to Antarctica to Connect Math and Literature
By Erin Colfax
A science teacher by the name of Erin Colfax, also the author of this article, has created a new and exciting way to teach math, science and even literature. Erin has brought in her own passions of traveling into the classroom and then turns her adventures into lessons. In this article, she mentions the several different ways in which she incorporated math, science and literature. For example, Colfax had her students read about the different weather patterns around the world and had her students make predictions of what it would be in places such as Africa, Thailand and even Antarctica. To implement technology into these lessons, Colfax used HOBO data probes with her students to help collect their data. Erin mentions that her latest lesson includes a story of a man named Sir Ernest Shackleton, whom made a journey in the Atlantic Ocean near Antarctica. Colfax had her students formulate questions that would help understand the environment Shackleton would be traveling in as well as had them analyze the lines according to his voyage. Allowing the students to explore the different ways in how to obtain data, made their interest rise in all subject matter, without them ever knowing. Being able to connect real world situations with actual math, science or even literature lessons in class brings a definite advantage, and also allows teachers similar to Erin Colfax, enjoy what they are teaching only that much more.
Question 1 – What are some other ideas you could bring in from the “real world” to teach different lessons?
If your school is near the ocean, a fun experiment/lesson would be analyzing and making predictions about the tide charts. Students could educate themselves on what tides are, when certain tides occur and when the best time would be to go to the beach. Once students can show their competency in these areas with the use of technology, they could all take a field trip on the day they all predict to be one of the best days to go.
Question 2 – What level do think would be appropriate for lessons such as the one Erin Colfax created?
Although her lesson does involve some algebra, it seems that a teacher can bring this idea into almost any grade from fourth up to high school level. This lesson is such a great idea; I believe all students should participate in some type of similar activity. One of this reasons this lesson is so appealing is because of the diverse levels you can create for any grade level.
By Erin Colfax
A science teacher by the name of Erin Colfax, also the author of this article, has created a new and exciting way to teach math, science and even literature. Erin has brought in her own passions of traveling into the classroom and then turns her adventures into lessons. In this article, she mentions the several different ways in which she incorporated math, science and literature. For example, Colfax had her students read about the different weather patterns around the world and had her students make predictions of what it would be in places such as Africa, Thailand and even Antarctica. To implement technology into these lessons, Colfax used HOBO data probes with her students to help collect their data. Erin mentions that her latest lesson includes a story of a man named Sir Ernest Shackleton, whom made a journey in the Atlantic Ocean near Antarctica. Colfax had her students formulate questions that would help understand the environment Shackleton would be traveling in as well as had them analyze the lines according to his voyage. Allowing the students to explore the different ways in how to obtain data, made their interest rise in all subject matter, without them ever knowing. Being able to connect real world situations with actual math, science or even literature lessons in class brings a definite advantage, and also allows teachers similar to Erin Colfax, enjoy what they are teaching only that much more.
Question 1 – What are some other ideas you could bring in from the “real world” to teach different lessons?
If your school is near the ocean, a fun experiment/lesson would be analyzing and making predictions about the tide charts. Students could educate themselves on what tides are, when certain tides occur and when the best time would be to go to the beach. Once students can show their competency in these areas with the use of technology, they could all take a field trip on the day they all predict to be one of the best days to go.
Question 2 – What level do think would be appropriate for lessons such as the one Erin Colfax created?
Although her lesson does involve some algebra, it seems that a teacher can bring this idea into almost any grade from fourth up to high school level. This lesson is such a great idea; I believe all students should participate in some type of similar activity. One of this reasons this lesson is so appealing is because of the diverse levels you can create for any grade level.
journal 6
Technology and Teacher Retention
By Robert Kadel
Robert Kadel is a researcher who studies content for education and learning. In doing this, Kadel looks further into the idea of technology and it’s benefits for teachers. In this article titled, Technology and Teacher Retention, Kadel brings forth the issue of what makes up a good technology supportive environment (TSE). He believes that technology plays an important part in teacher retention. Kadel also believes that technology and teacher participation go hand in hand when discussing the benefits of technology. With his background, Robert Kadel researched the relationship between teachers and technology and tried to come up with a concept that would create an effective TSE. Lessen and Sorensen in 2006, came up with four key areas to focus on, they include: making technology a priority to teachers, establishing a technological infrastructure, work on development, and lastly create a training and support system for students, faculty and staff. Researchers believe that with these concepts and positive attitudes from teachers, a good TSE is possible.
Question 1- What do you think some drawbacks might be with creating a TSE?
I think it might be difficult to reach all teachers and therefore make it difficult to create a technological supportive environment. If some are reluctant to becoming technologically savvy, and instead refuse to move forward in that direction, the environment might change from stale to hostile. However, I believe if your school is for technological advancement then a success is possible. I agree with the article when it states that a positive attitude from teachers and administration is key and without it, any movement would be difficult.
Question 2- What is one creative way administrators can enforce this idea without having to bring negative ‘vibes’ in?
Perhaps one possibility to enforce a TSE would be to make it into a team effort. Create different teams within the teachers and create a contest with rewards. Which ever team can learn and use and then implement the ideas into their classroom most effectively would be the winners. Toward the end of the 2-year program, every team would win.
By Robert Kadel
Robert Kadel is a researcher who studies content for education and learning. In doing this, Kadel looks further into the idea of technology and it’s benefits for teachers. In this article titled, Technology and Teacher Retention, Kadel brings forth the issue of what makes up a good technology supportive environment (TSE). He believes that technology plays an important part in teacher retention. Kadel also believes that technology and teacher participation go hand in hand when discussing the benefits of technology. With his background, Robert Kadel researched the relationship between teachers and technology and tried to come up with a concept that would create an effective TSE. Lessen and Sorensen in 2006, came up with four key areas to focus on, they include: making technology a priority to teachers, establishing a technological infrastructure, work on development, and lastly create a training and support system for students, faculty and staff. Researchers believe that with these concepts and positive attitudes from teachers, a good TSE is possible.
Question 1- What do you think some drawbacks might be with creating a TSE?
I think it might be difficult to reach all teachers and therefore make it difficult to create a technological supportive environment. If some are reluctant to becoming technologically savvy, and instead refuse to move forward in that direction, the environment might change from stale to hostile. However, I believe if your school is for technological advancement then a success is possible. I agree with the article when it states that a positive attitude from teachers and administration is key and without it, any movement would be difficult.
Question 2- What is one creative way administrators can enforce this idea without having to bring negative ‘vibes’ in?
Perhaps one possibility to enforce a TSE would be to make it into a team effort. Create different teams within the teachers and create a contest with rewards. Which ever team can learn and use and then implement the ideas into their classroom most effectively would be the winners. Toward the end of the 2-year program, every team would win.
Wednesday, March 7, 2007
journal 4
From Toy to Tool
By Liz Kolb
What a fun article! Liz Kolb, a student at Michigan University whom studies technology learning, writes about the fun ways in how to incorporate a cell phone into your lesson plans. Although the idea might sound a little crazy, Kolb mentions several ways in how students can use their cell phones to help them study, do reports or even conduct interviews over the phone yet still have it directly imported online. Kolb recognizes the fact that students are more interested in their cell phones at times than they are the teacher standing in front of the room, and because of this, creative thinking is needed in order to stimulate the learning process. She proposes the idea of using helpful websites such as Gabcast.com and Blogger.com that will include the use of the students cell phones when they need to record important information. Once the students sign up on these free websites, they are able to record interviews they are conducting or record important information they believe they will need later. The data recorded by student is then automatically posted on the web under the site they/or the class as a whole has set up. Kolb also confronts some of the skeptical comments and provides convincing arguments that could make a teacher comfortable enough to go ahead and try this new concept.
Question #1: Do you think this is a good idea for students in the middle level grades?
I believe this is a fantastic idea for teachers of all grades, but especially for the middle and high school levels. Since teachers commonly have to compete with the student’s cell phones in class, bringing the cell phones forth and showing ways in which they can be beneficial to their learning is very smart. I believe that any way a teacher can bring forth real life situations to a subject to the student is just another way to encompass different learning styles and therefore create a better and more enjoyable learning environment.
Question #2: What are some different arguments you could make as a teacher to find the money to support this lesson and buy cell phones and perhaps computers for your classroom?
As a teacher, I would recognize the following concepts that the students would develop with the use of cell phones and computers: the use of technology that the students use in their everyday lives, cell phones are not only social toys, but also a learning tool, etc.
By Liz Kolb
What a fun article! Liz Kolb, a student at Michigan University whom studies technology learning, writes about the fun ways in how to incorporate a cell phone into your lesson plans. Although the idea might sound a little crazy, Kolb mentions several ways in how students can use their cell phones to help them study, do reports or even conduct interviews over the phone yet still have it directly imported online. Kolb recognizes the fact that students are more interested in their cell phones at times than they are the teacher standing in front of the room, and because of this, creative thinking is needed in order to stimulate the learning process. She proposes the idea of using helpful websites such as Gabcast.com and Blogger.com that will include the use of the students cell phones when they need to record important information. Once the students sign up on these free websites, they are able to record interviews they are conducting or record important information they believe they will need later. The data recorded by student is then automatically posted on the web under the site they/or the class as a whole has set up. Kolb also confronts some of the skeptical comments and provides convincing arguments that could make a teacher comfortable enough to go ahead and try this new concept.
Question #1: Do you think this is a good idea for students in the middle level grades?
I believe this is a fantastic idea for teachers of all grades, but especially for the middle and high school levels. Since teachers commonly have to compete with the student’s cell phones in class, bringing the cell phones forth and showing ways in which they can be beneficial to their learning is very smart. I believe that any way a teacher can bring forth real life situations to a subject to the student is just another way to encompass different learning styles and therefore create a better and more enjoyable learning environment.
Question #2: What are some different arguments you could make as a teacher to find the money to support this lesson and buy cell phones and perhaps computers for your classroom?
As a teacher, I would recognize the following concepts that the students would develop with the use of cell phones and computers: the use of technology that the students use in their everyday lives, cell phones are not only social toys, but also a learning tool, etc.
Monday, March 5, 2007
journal 3
Video in the Age of Participation
By Glen Bull
This Article presented by Glen Bull brings forth great new and upcoming ideas that can help teachers when planning their lessons for the week. Teachers, and everyone else for that matter, are beginning to recognize the explosion of the web use by students all around the globe. Because of its popularity, teachers have found themselves in need for some adjustments when it comes to maintaining student interest in the classroom with the use of technology. This article gives several examples in how to stay hip and up to date with your students with the use of the web. Bull mentions several different websites, mostly created by Discovery and National Geographic, that provide live web cams that have been placed all around the world. Bull supports websites such as these because of the increasing popularity of other not as useful sites such as U tube. The article concludes by mentioning how useful these websites can be in a classroom and how easy the creators have made it for the teachers to use within the short class period.
Question # 1: What is one lesson you think of in which you would be able to implement one of these websites/web cams?
I really like the idea of students observing other students and becoming aware of the many different ways in how to learn something. Web cams that are placed around the world could encourage an interesting topic for students to investigate. For example, a class based in San Diego could possibly observe a class in Tokyo through a web cam and watch the different methods of learning and classroom set-ups. Another great idea would be to use one of the National Geographic web cams to investigate animals around the world and use those observations for a report.
Question # 2: If you could place a web came anywhere (I mean anywhere) where would you put it, and what would you have your students do with it?
I would definitely put a camera on the sun. Wouldn’t it be so cool to watch the sun explode with all of those gases and energy? It would be a great video to show in class because we would be able to study all of the different reactions the sun has as well as help the students grasp the concept of the suns power.
By Glen Bull
This Article presented by Glen Bull brings forth great new and upcoming ideas that can help teachers when planning their lessons for the week. Teachers, and everyone else for that matter, are beginning to recognize the explosion of the web use by students all around the globe. Because of its popularity, teachers have found themselves in need for some adjustments when it comes to maintaining student interest in the classroom with the use of technology. This article gives several examples in how to stay hip and up to date with your students with the use of the web. Bull mentions several different websites, mostly created by Discovery and National Geographic, that provide live web cams that have been placed all around the world. Bull supports websites such as these because of the increasing popularity of other not as useful sites such as U tube. The article concludes by mentioning how useful these websites can be in a classroom and how easy the creators have made it for the teachers to use within the short class period.
Question # 1: What is one lesson you think of in which you would be able to implement one of these websites/web cams?
I really like the idea of students observing other students and becoming aware of the many different ways in how to learn something. Web cams that are placed around the world could encourage an interesting topic for students to investigate. For example, a class based in San Diego could possibly observe a class in Tokyo through a web cam and watch the different methods of learning and classroom set-ups. Another great idea would be to use one of the National Geographic web cams to investigate animals around the world and use those observations for a report.
Question # 2: If you could place a web came anywhere (I mean anywhere) where would you put it, and what would you have your students do with it?
I would definitely put a camera on the sun. Wouldn’t it be so cool to watch the sun explode with all of those gases and energy? It would be a great video to show in class because we would be able to study all of the different reactions the sun has as well as help the students grasp the concept of the suns power.
Sunday, March 4, 2007
journal 2
Breathing Fire into Web 2.0
Co-Authors Justin Hardman and David Carpenter
The article presented by Hardman and Carpenter, represents a new idea and extension of interactive websites. This new idea was first inspired by the need to store several files and useful information in one area and still have it accessible by just one individual or many at the same time. A school in Hong Kong has recently implemented this idea and has created a program titled “myDragonNet”. This program allows students to compile all of their work, creating an online portfolio, keep organized with interactive calendars, blogs with classmates and much more. Hardman, a familiar user of myDragonNet, as well as Carpenter, believe that a program such as this will help students and teachers maintain current knowledge with technology and perhaps encourage its use more often.
Question # 1: What are some possible disadvantages to a program such as myDragonNet?
As a potential teacher for the Oceanside School District, I find a couple of disadvantages to implementing an online site in a classroom. My biggest concern is the availability of computers to all of my students. Because Oceanside, CA, does not have the highest of incomes has many students do not have access to a computer. I feel that requiring students to constantly be in touch with online assignments would be unfair and unrealistic. However, with this problem, there lies a solution. Students could work with the teacher and together write a proposal for computers in the classroom, telling why it is so important and how students in their class as well as others would benefit.
Question # 2: What are some things as a teacher you would want your students to do with myDragonNet?
One of the main uses I would want my students to have with myDragonNet would be an electronic portfolio. I believe an electronic portfolio would help the students always be prepared to show off their hard work if applying for a job. Not only does it allow them to work with computers and become more familiar with different types of communications, but it also allows them to really recognize what they excel in and perhaps things they need to work on.
Co-Authors Justin Hardman and David Carpenter
The article presented by Hardman and Carpenter, represents a new idea and extension of interactive websites. This new idea was first inspired by the need to store several files and useful information in one area and still have it accessible by just one individual or many at the same time. A school in Hong Kong has recently implemented this idea and has created a program titled “myDragonNet”. This program allows students to compile all of their work, creating an online portfolio, keep organized with interactive calendars, blogs with classmates and much more. Hardman, a familiar user of myDragonNet, as well as Carpenter, believe that a program such as this will help students and teachers maintain current knowledge with technology and perhaps encourage its use more often.
Question # 1: What are some possible disadvantages to a program such as myDragonNet?
As a potential teacher for the Oceanside School District, I find a couple of disadvantages to implementing an online site in a classroom. My biggest concern is the availability of computers to all of my students. Because Oceanside, CA, does not have the highest of incomes has many students do not have access to a computer. I feel that requiring students to constantly be in touch with online assignments would be unfair and unrealistic. However, with this problem, there lies a solution. Students could work with the teacher and together write a proposal for computers in the classroom, telling why it is so important and how students in their class as well as others would benefit.
Question # 2: What are some things as a teacher you would want your students to do with myDragonNet?
One of the main uses I would want my students to have with myDragonNet would be an electronic portfolio. I believe an electronic portfolio would help the students always be prepared to show off their hard work if applying for a job. Not only does it allow them to work with computers and become more familiar with different types of communications, but it also allows them to really recognize what they excel in and perhaps things they need to work on.
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