Chapter 5: Researching and Evaluating Internet Information

Focus Question:

What are search engines and how do they work?

     A search engine is a tool that retrieves information from the internet using networks of computers to access the information.  Search engines are generally very fast.  They locate topic-related websites very quickly from millions of sources.  Search engines use keywords to find what the searcher is looking for.    Keywords allow the search engine to limit the webpages received to those only including that specific word or phrase.  
     Search engines are very useful for teachers and students.  Teachers use search engines to narrow their searches to educationally relevant information.  Students use search engines to complete research papers and to just look up facts for a specific class.  The most popular search engine is Google.com

Below is a video on How to Use a Search Engine More Efficiently, which I found using a video search engine on YouTube.com

Tech Tool Link: LibriVox

     LibriVox is an audio resource on the web that allows people to access "free audio recordings of published books and other materials in the public domain."  Educators can easily access recordings of poetry, literature, and nonfiction selections.  The site is easy to navigate and is visually pleasing in a simple kind of way.  The website allows people to volunteer to read chapters from a book as well, in order to increase the number of free recordings they have.  
     LibriVox seems to be very useful, especially for educators.  English teachers may find the site the most useful due to its library of poetry and fiction.  However, due to the fact that people can volunteer to read chapters, I can see this website being useful for science teachers and history teachers as well.  Some students learn better through audio rather than reading themselves, so this website would be the most useful for them.

Summary and Connections:

     This chapter was full of basic information about the use of the internet, from search engines to how to evaluate online information.  I found the section about avoiding problems with plagiarism the most interesting.  Plagiarism is caused by the web, high-stakes testing, and misassumptions by students.  The web itself sells term papers, therefore encouraging plagiarism.  High-stakes testing puts so much stress on students to succeed that they use plagiarism in order to receive higher grades.  Most of the time, plagiarism is accidental, with a student plagiarizing an idea that they read without even realizing they are doing it.  
     In order to prevent plagiarism, educators need to "structure their in-school and homework assignments" in such a way that allows for minimal plagiarism.  Teachers stress the need to cite sources.  Teachers also give assignments that simply cannot be plagiarized.  Threatening students with plagiarism identifier websites is also a common practice I have noticed among teachers.  Rather than threaten the students, the teacher should mold their assignments in such a way as to subconsciously discourage plagiarism.

Resources:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2011). Transforming Learning with New Technologies. Boston, MA: Pearson Education, Inc. ISBN:10 0-13-159611-X, ISBN:13 978-0-13-159611-5 

LibriVox. Wordpress Entries.  Web. 09 Feb 2013.

Glasgorman. "How to use the Google Search Engine more Effectively."  Youtube. 10 Dec 2009. Web. 09 Feb 2013.  <http://www.youtube.com/watch?v=L6mvnMW_nnY>

Chapter 4: Integrating Technology and Creating Change

Focus Question:

What are "digital inequality" and the "participation gap"?

     Digital inequality is the "idea that access to the latest computer technology varies greatly within society with low-income and non-white Americans less likely to be able to afford and use the newest tools."  This means that even adding more machines to a home or school will not diminish this inequality.  The machines added have to be of the "latest" technology.  This digital inequality leads to there existing a participation gap.
     The participation gap means that "the students who lack 24/7 access to the latest technologies lag behind their peers technologically and educationally."  Meaning those students who cannot afford to have the newest software will inevitably fall behind the other students who can afford it.  Due to the fact that in this day and age students practically do everything on the computer, those who "do not have the same experiences navigating the Internet, playing Web-based games, or engaging in online conversations" will end up having "a diminished degree of media and technological literacy."

Tech Tool Link: Edutopia

     Edutopia is described as a website that has "Information and Inspiration for Innovative Teaching in K-12 Schools".  This caught my interest, so I moseyed on over to the website as directed.  I came across an article by Marc Prensky entitled Shaping Tech for the Classroom.  It was quite an interesting read.  Prensky speaks of technology adoption in the classroom as being a four step process.  According to Prensky, "It's typically a four-step process:

• Dabbling.
• Doing old things in old ways.
• Doing old things in new ways.
• Doing new things in new ways."
• 
  
•      Prensky goes on to describe each step.  He describes how, that until recently, we have been in the dabbling stage.  The dabbling stage consists primarily of bringing in some new technologies here and there and simply testing the waters with them.  The next two stages are simply stepping stones: when we get a new version of something familiar (such as a new Mac when we are used to a PC), we typically use the new in the old way.  Some refuse to move on from the old because they are already so comfortable with it.  The last stage is when the technology has been truly adopted into the classroom.  Once we know how to use this new technology in new and innovative ways, there are new and effective ways to do everything!  Introduced are new ways to teach and to learn and to explore!
•      Overall, I found the article amusing, and the website to be quite nice.  The website itself offers more articles to peruse, videos to watch, and educational resources for every grade level.  

Summary and Connections:

     This chapter was full of useful information about moving forward in the classroom with new technologies.  I personally found the section on technology integration issues the most interesting.  The section describes how "successful technology integration is affected by a number of issues that arise within the work of classroom teachers."  Some teachers lack administrative support.  In order to successfully integrate technology into the classroom, teachers generally need professional development training and sufficient resources.  Without administrative support, many teachers are not able to integrate much needed technology because they lack the required training and funds.  According to research, teachers could not get the resources they desired because they were attacking the problem individually rather than coming up with a support group of teachers to push the cause.  
     I personally have witnessed teachers with this predicament.  My mother is a kindergarten teacher and her K-Team have many issues with the new technologies they are being made to use.  When the technology is implemented, a lot of the time, the teachers who are being made to use them do not like the programs they are being forced to use.  I observed an algebra class recently in which the teacher complained about how he was being forced to use a certain math program that he was very against.  It seemed, however, that he was going to do nothing about it but complain.  In order to fix an issue, teachers must band together and face that issue head on.  They need to look at alternatives and come up with an argument of what they collectively think they should be using.  It is in fact the teachers, not the administration, that interacts with the students and knows how they learn and how they are reacting to new technologies. 

Resources:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2011). Transforming Learning with New Technologies. Boston, MA: Pearson Education, Inc. ISBN:10 0-13-159611-X, ISBN:13 978-0-13-159611-5 

Prensky, M. (December 2, 2005). Shaping Tech for the Classroom. In Edutopia. Retrieved February 2, 2013, from http://www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom.

Chapter 3: Developing Lessons with Technology

Focus Question: 

     How can teachers evaluate and assess their students?

     In todays world, teachers mainly use tests to evaluate and assess their students.  Generally, there is a beginning of the year exam, midterm, and final; the first test is to find out at what level the student is starting, the second exam is to assess the students current progress, and the third exam is to evaluate what the student has learned throughout the entire year.  
     Assessment tests come in two types: a norm-referenced test and a criterion-referenced tests.  A norm-referenced test is an exam whose purpose is to compare students to other students of the same grade.  Criterion-referenced tests, on the other hand, compare a student's performance to specific standards. 
     There are also standard-based assessments, instructionally supportive assessments, and performance evaluations that all aid teachers in evaluating their students in different aspects.  

Tech Tool Link: PBS Teachers

     
     PBS Teachers is a great resource for teachers of all levels.  The website has many links and is very inviting.  The website features interesting articles, videos, and projects.  I was personally drawn to EcoInvestigators.  EcoInvestigators is a site for grades 3-5.  The site is meant to engage the students and excite them about solving environmental problems in their community and the world.  EcoInvestigators even provides an easy to use flow chart for teachers that describes how to use the program effectively: 

     Overall, PBS Teachers seems to be very engaging and useful for teachers, providing the ways and the means to expand on their students, as well as their own, knowledge.

Summary and Connection: 

     This chapter seemed to contain quite a bit of information, while at the same time seemed much more focused than the chapters previous.  The chapter focused on lesson development, which is central to the teaching profession.  Teachers always come to class with a plan for the day, they "rarely create a meaningful class on the spur of the moment."  Every teacher has a different method, a different way they create and perform lesson plans.  Developing lessons is a creative process.  Teachers need to understand how they connect with their students in order to create an effective lesson plan.  Technology can aid teachers in creating effective lesson plans.  Different websites provide sample lesson plans that teachers can look and and use.  Different websites inspire ideas for lesson plans as well.  

Chapter 2: Transforming Learning with Unique, Powerful Technology

Focus Question:

     How can students express their creativity using technology?

     The way technology has advanced allows for students to be extremely creative.  Not only with their own, non-school related projects, but with school projects as well.  With PowerPoint, Youtube, Podcasts, and Photoshop, the possibilities for what students can do seems endless.  Students are able to excel in their school work while at the same time expressing their creativity and individuality.  

Tech Tool Link: Plants-in-Motion

     The Plants-in-Motion link is quite fascinating, especially for those plant enthusiasts out there.  Students can easily view the process of germination, circadian responses, and cellular response through video examples of these processes occurring in real time.  Students can also view flowers blossoming, such as the Star Lily.  
     At the same time, there are links for teacher projects.  The links give ideas to the teachers of learning activities they can do with their students, such as the Darwin Project.  It goes as far as giving the teacher visuals to help set up the project.

     Therefore, I found this website overall quite engaging for both teachers and students.  It is visually appealing and easy to navigate.  

Summary and Connections:

     I found this chapter to be full of useful information describing how useful technology can be to both students and teachers. I found the section on visual learning to be the most intriguing.  It is true that most students are visual learners, so technology based learning seems to be best for for them.  The internet and all that it entails allows for information to be presented "dynamically."  Technology allows us to go beyond the "static images in books" and move on to the images in motion in videos and animations.  
     Many things are presented visually to students nowadays as well.  So the visual literacy that is promoted by teachers among their students is apparent.  According to the text, "Visual literacy involves giving students the skills needed to critically read color and form and assess many types of possible visual encounters," and "Visual displays increase instructional options for teachers and students."  I agree completely with these two statements.  With increasing technology, there are increasing ways to engage both teachers and students.    

Resources

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2011). Transforming Learning with New Technologies. Boston, MA: Pearson Education, Inc.

Chapter 1: Becoming an e-Teacher

Focus Question:

     What six key issues should a teacher consider when looking to integrate technology?

          1.  Using technology in teaching
          2.  Motivating factors
          3.  Barriers to technology use
          4.  Ideas for technology use
          5.  Teaching methods
          6.  Students and technologies

Tech Tool Link: 7 Things You Should Know About...(EDUCAUSE)

     I found the link to be only slightly visually pleasing.  It is very straight forward, which makes it easy to navigate.  The 7 questions are listed in a way that makes them stand out.  The website itself provides many article links, such as 7 Things You Should Know About Navigating New Learning Ecosystem, that seem informative.  There is also a search bar that allows the searcher to pinpoint an article that he or she may be searching for specifically.  Overall, though, the fact that the website lacks pictures causes a want for that which is lacking.

Summary and Connection

     Chapter 1 covers quite a bit of material, which is expected.  In today's world, people are surrounded by technology starting at such a young age.  Generation M seems quite apparent and they will be the leaders of tomorrow.  The information processing machine, commonly called the computer, can be found in nearly every person's home.  As technology advances and is used by more people and at a younger age, teachers need to be able to have an adaptable teaching style.  According to the text, "Technology lets you change teaching and learning in enriching and productive ways: by differentiating instruction to offer students many learning experiences, by motivating disengaged individuals, by creating group and cooperative learning situations, by allowing information from multiple sources, and by letting students visit places to see what cannot be seen without electronic systems."  With technology, our ability to teach in new, innovative ways grows.  Technology enhances the ability to teach academic material while engaging students in learning in new and exciting ways.  
     I plan to incorporate technology into my own classroom in a way that allows for friendly interaction outside of the classroom.  I want to inspire students to appreciate the "old way" of learning along with the new ways of learning.

Resources

Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010).Transforming learning with new technologies. Allyn & Bacon.