Outlandish article!

http://naesp.typepad.com/blog/2007/08/computers-in-th.html (this is the site I found the article on)

http://www.naesp.org/ContentLoad.do?contentId=2277 (here is the actual article)

This is a disappointing step backward in a crusade toward technological advancement and familiarity for all students and the future of humanity. Sure, the article is only trying to illuminate the disadvantages that introducing technology into the classroom confers, but its arguments are absurd. They argue that some children lack access to computers and cannot complete assignments, however, this is the reason to allow them time to absorb material and to familiarize themselves with computers. We are hoping to level the playing field and offer everyone an equal advantage and as much instruction as can be offered. This is no excuse to deny anyone their right to an equitable education.

At one point the authors mention that “rapid changes in computer hardware and software are likely to make the 'new' equipment obsolete before the teachers and technology staff can get them to work properly. ” The reality is that everyone who purchases any technology arrives at their home and unpacks an obsolete machine. This does not lessen its value, for the rest of humanity is likely using similar (or even older) equipment (if any!). The educational value still lies within obsolescent technology, and it will be so for years to come.

Another of the absurd arguments put forth by the authors of this article is the blaming of chat rooms for the “increase in racist and sexist remarks”. As children are indicating that their language is just an extention of the discussions they are having in "unmonitored" chatrooms. If it isn’t computers, television will be blamed, or movies, or music, etc. We’ve seen this argument many times before, confronting every medium. The truth is, children will access this information from the media, or vicariously through their peers, who have accessed the media. We do not live in a social vacuum and cannot isolate ourselves from the negative influences that exist around us - perhaps the chat rooms should be monitored if frequented.

I found this article disappointing, and was surprised to find it written in 2007. Perhaps it would have been more enlightening if written 15 years prior to its publication date.

Technology-Enhanced Literature Circles

http://www.drscavanaugh.org/lit_cir/


What an idea that I hadn't previously thought of. This idea combines the unification of literature circles (a student centered cooperative learning reading activity for a group of four to six students at any grade level or subject area) with technological applications. Using technology applications, these enhancements require students to use technology tools such as search engines, paint programs, concept mapping software, and chat rooms. The site is broken up into the cogs I've pasted below, which serve as links to information:

Powerpoint tutorial website

http://www.actden.com/pp/index.htm

A phenomenal site that offers step by step instruction delivered in a talk show type format by animated characters Sue Special and Jim Jingle. The eight-unit tutorial shows K-12 teachers how to use PowerPoint to present many different forms of information. The animated characters demonstrate the basics on using PowerPoint's toolbars, laying out your information, saving, moving your information to the place you'll be presenting it - and much more. Great for introducing children to the program as well.

Problems encountered within PowerPoint

The only problem I've encountered with recording sound within PowerPoint is the poor quality that results. I have a pretty good microphone/headset combo, but the background noise is as bothersome as a fly in the ear...PowerPoint should focus on this aspect of the program and provide some better sound editing options as I haven't come across any(within PowerPoint) that can rectify this problem.

I have inserted short videos that I have taken with my camera into my presentation. I have discovered, after saving them to a Clip Drive and transferring them to another laptop, that the videos won't play!! So, it appears that video may also be lost in the transferral process! I hope the newer versions of this software (I am running 2003) have improved on such "weaknesses".

A bit more on visual/auditory learners (and others)

With regard to differentiated instruction, I make it a point to always search for various ways to teach spelling to my students. I have been experimenting with a concept I call the Wheel of Words which incorporates instructional activities that will reach multiple intelligences and the various learning styles that encompassed by these intelligences. I have constructed a few wheels that are mounted to a spinning device with an arrow - it looks similar to the wheel used on Wheel of Fortune, but(obviously) not nearly as large. I am able to interchange several wheels that I have made. On the wheels are different strategies that I have found that cater to multiple learning styles. For example, on one "Wheel of Words" there are 6 categories – Act It Out, I Sentence You, Word Pictures, Word Boxes, Take the Stairs, and Take a Trip. Act it out is a charades-like game. I Sentence You makes children compose sentences with the words and spell it at the end of the sentence. Word Boxes is entails tracing the shape of the words. Take the Stairs makes students use the last letter of the word to make the first letter of a new word in stair-like patterns. Take a Trip entails having students make word associations with the words. I have three of these Word Wheels and I find that children respond well to the novelty of them.

Reply to David's "Dazed and Confused" post

David,

I am beginning to relate with the confusion that you speak of. It seems that many websites marry podcasting and digital storytelling. Put simply, I think the difference is that digital storytelling incorporates pictures and captions, with or without audio, whereas podcasting is audio only (unless one is referring to Video Podcasting, in which case, the lines between podcasting and digital storytelling become even more blurred [Here I think the only difference would be the technology you choose to convey your story - [e.g] Ipods [video podcasting] vs. Powerpoint[digital storytelling]) From what I have read this is how I have come understand the difference. I hope this is correct and I hope this helps you out!

Dangers inherent in MySpace

http://www.colonialhts.net/internet_safety/Dangers_in_MySpace_AP_story_3-3-2006.pdf

http://www.colonialhts.net/internet_safety/MySpace_Your_Kids_2-6-2006.pdf

Watching these clips, I was reminded of a story I had heard on the radio while driving into work last week. Apparently a man in his forties, posing as a 20-something supermodel on Facebook (with pictures he had procured from the net) had "lured" many young girls, between the ages of 14 and 18, into taking nude pictures of themselves and sending them to him. Hearing of the dangers inherent in cyberspace just screams for more active monitoring of children's time on the internet. We see how sites that are a massive social phenomenon amongst today's youth become the stalking grounds of perverted pedophiles. Parents, teachers and administrators could block such sites from computers in schools and the classroom, however, there would always be a friend who's computer would be waiting afterschool. Also, with Blackberry and cell phone surfing, blocking the exposure of children to such sites becomes virtually impossible. If they want to be there, they will find a way. I feel that we simply have to prepare them for the dangers inherent in the sites that they visit. This should involve frank discussions where factual information and such stories as the one I had heard on the radio are shared and questioning by students is encouraged.

Reply to Michael

Hi Michael,With regard to your wondering about how to keep students focused and avoid their inclination to play around while on the computer, I think it is necessary to watch over them, while they are in school, and make sure they're using the blog page instead of surfing around. In addition, one could limit their access to additional programs (games) on the computer, by restricting such areas with password, or taking them off of the computer. As for monitoring at home, the blog itself should take care of that. Students will have to post in their blog and keep it up-to-date to earn their marks. If the work isn't being done, this will surely reflect in the quantity and quality of work that is displayed in their blog. How do these ideas sound as a start?

Problems with inserting sound

The only problem I've encountered with recording sound within PowerPoint is the poor quality that results. I have a pretty good microphone/headset combo, but the background noise is as bothersome as a fly in the ear...PowerPoint should focus on this aspect of the program and provide some better sound editing options as I haven't come across any(within PowerPoint) that can rectify this problem.

A plethora of PowerPoint material

http://www.rapides.k12.la.us/VI/PowerPointresources.htm

The Nebo school board has compiled a comprehensive list of presentations, ideas, templates and other "know-how" relating to PowerPoint. The PowerPoint shows for us (I wonder if this was meant to be "use" - the numerous other spelling errors on this page may persuade one to think so [However, don't let this sway you! Although the content is Americanized, there is some great stuff in here!!) In the Classroom link breaks down presentations by subject area. These presentations provide, if nothing else, some great photos and a lot of compiled material under specific headings that could save a teacher search time. This material can simply be "borrowed" or modified to suit one's own needs.

PowerPoint testing and resources

http://www.internet4classrooms.com/on-line_powerpoint.htm

After students have familiarized themselves with PowerPoint, this site, and its practice modules, offer some excellent "Task Assignment" testing resources to ensure students are able to use all facets of the software. The "Task Assignemnts" may not be suitable for younger users, but would work well with 7th or 8th grade students. However, the "Toolbar Quizzes" are appropriate for all ages and the tutorials are also a good resource for teaching elements of PowerPoint.

This site also offers links to other sites to PowerPoint resources on the web, the game templates (Jeopardy, Wheel of Fortune, etc.) mentioned in earlier posts, and some excellent slide shows available for downloading (NOTE: All downloads should be saved first, then opened with PowerPoint. I had difficulty viewing them as my PowerPoint did not open automatically as I had expected).
Enjoy!

Pics 4 Learning

Browsing for lesson plans that have students utilize digital cameras, I discovered this site:

http://www.pics4learning.com/lessonplans.php

Included are numerous lesson plans for Language Arts, Math, Science and Social Studies. Although the site is primarily a resource for copy-right friendly images for educational uses, this section does feature lesson plans that entail the use of a digital camera. Some of the interesting examples that I found are, for Language Arts, the "All About Me" lesson, which has students create a presentation (the lesson is based on Power Point) by taking photos of themselves and their friends and creating a digital biography out of the photos. The Science lesson "All About Bats" explores bats and includes a humorous and creative lesson that has students manipulate an image of a bat by putting the head of their pet, or any other animal on the bat. Also included in this section is the great idea of photographing the different stages of a caterpillar's metamorphosis into a butterfly. The math lessons were somewhat lacking, most of them requiring merely the manipulation of an image. For example, students would take a picture and break it down into 4/12 or 1/3 in the "Fun with Fractions" lesson. The lesson "A is for Area, B is for Billion" has students create a math dictionary by photographing imagery that coincides with or helps them remember the meanings of various math vocabulary. A Social Studies lesson that might incorporate the use of a digital camera is "Holidays Around the World" lesson. If possible, students within the class can photograph holidays around their house, the types of foods eaten and capture the kind of images that would reflect this holiday - e.g. a picture of a Menorah to represent Hanukkah. Worth checking out to stimulate some ideas!

Activities using a digital camera

I came across a great website that outlines digital photos and digital video:

http://its.leesummit.k12.mo.us/digitalmedia.htm#Digital_Photos

This site has a link ( http://www.edzone.net/~mwestern/pix.html ) that includes some ideas -all of which can be modified to a specific grade level & student/teacher abilities- for using digital cameras in elementary classrooms. I particularly liked the idea of students taking pictures of themselves as they act out a story they've read or that another student has written. The students then use these photos as illustrations for the story or as a means for telling what happened first, etc. I also liked the idea of students taking their own picture and affixing it to the back of their story as an "All About the Author" page.

In addition, this site also has links that include tutorials for various digital cameras and software for generating digital photography lessons and digital story telling. These tutorials might come in handy when teaching students how to use the digital camera used in the classroom.There are multiple links that can be explored to view ideas for lessons that incorporate digital cameras. Check this site out!

Visual-Spatial Learners

Browsing through some sites that cater to visual-spatial learners, I found some recurring characteristics common to this type of learner (thinker). As their name suggests, visual-spatial learners learn best by seeing and watching as he/she thinks primarily in pictures and relates well to the space surrounding them. While they are able to more easily see the big picture, small details may be missed. Visual-spatial learners read maps well, but struggle with oral directions - which explains why they have such a difficult time listening to speeches from a speaker. These learners do better when they can see a task being preformed rather than just listening to the directions on how to perform it. It is very helpful to show visual-spatial learners an example of the completed project or the desired outcome.

With regard to spelling, visual-spatial learners learn whole words easily and don’t respond as well to phonics-based strategies. They must visualize words to spell them instead of sounding them out. The visual-spatial learner usually writes messily and will prefer keyboarding. They have a tendency to develop their own methods of problem solving and dislike showing steps used to arrive at a solution as solutions are reached intuitively.

Visual-spatial students prefer giving illustrations of the information that they learn. Graphs, charts, handouts that offer stimulating pictures, colors, and visual props appeal to them. Visual stimulation is very important to visual learners. Because of their propensity toward disorganization, it comes as no surprise that visual learners may feel the need to create lists or organizers to keep them focused and on-track.

http://education.families.com/blog/characteristics-of-visual-learners

Also in my search, I came across a fun gimmick that could support preliminary diagnostic assessments when trying to identify visual-spatial learners. The writer of this article, Steven C. Haas refers to this game as “Flip-Turn.” Mr. Haas explains:

“All it takes is any textbook-size book. ay the closed book in front of the student in a position as if it were to be opened. The rules are simple. A flip means reach over, grab the left side of the book and flip it over to the right; a turn means rotate the book clockwise 90 degrees. Then, start out with a single command, like ‘Flip!’ Have the students move the book into the correct position. Then try a double command, like ‘Turn, flip!’ Again, have the students move the book into position, but directly, WITHOUT going through each step. Most auditory-sequential types can handle two commands, but at three or four, they fall apart. VSLs ‘see’ it move in their mind’s eye and then just put it in the correct position.

Mr. Haas PDF can be found at:

http://www.visualspatial.org/Articles/classid.pdf

A great site to help with digital storytelling

I found a great site that provides information about digital storytelling, provides accessible links to technological applications (software and hardware that can be downloaded) and edifying tutorials to help the layperson use such applications.

Great rubrics for evaluating digital storytelling are found in the "Evaluation of Digital Storytelling" section of the site. This section also includes rationale and action research results that demonstrate why teachers should employ digital storytelling in their classroom.

The "Resources" section offers some interesting commentary and articles on digital storytelling. If you're looking for some background information to help with this week's assignment, this is a good place to start.

The "Partners" section provides a list of people and organizations who are using digital storytelling. These people may be contacted for information, or to set up pen-pal like story sessions between classrooms - one of a few ideas that I am looking into for this week's assignment.

The section of the site that generated the most ideas for me with regard to how I could use digital storytelling within my classroom is the "Examples" section of the website. This provides examples of stories and really gets the creative juices flowing as one begins to see what can be done and wonder of the endless possibilities for one's own class.

Here's the site:
http://www.coe.uh.edu/digital-storytelling/default.htm

Digital vs. Analog

I found a great little article that describes the differences between analog and digital recordings that provides some graphs to illustrate what it is describing (great for a visual learner such as myself).

http://www.tricojvs.k12.oh.us/eng/resources/webdesign/andig/andig.html

I didn't realize that on the phone signals are converted from analog, at the end you're using, to digital - outside of your house, and back to analog at the other end of the line. I was under the impression that my phoneline was digital!

It is also extremely fascinating to learn of how often digital sources have to sample sound to replicate original sounds. For example, cds are sampling tens of thousands of times per second to produce signals that match the sounds they record.

The article mentions how "multiple highly accurate digital signals can be sent over long distances through less-than-perfect lines with no loss of information or quality". Which alludes to the fact that digital audio remains "pristine" as long as its storage drive is functioning properly. By contrast analog is more susceptible to the wear and tear of its users (e.g. scratches on vinyl, etc.) Despite this, I am sure I am not the only person who has downloaded music that has blips and skips in it. Sometimes poor recordings are immoritalized by careless contributors!!

Personally, I feel much safer having all of my music in my hard drive, backed up on a memory stick. I ensure the highest bit-rate before downloading, regardless of the storage space that this will absorb, because I know I am assured of a measure of quality that (to my ears) replicates original recordings to their utmost. Digital is also less expensive than analog in the long run.Wikipedia offers a great article that examines the differences between digital and analog. http://en.wikipedia.org/wiki/Analog_sound_vs._digital_sound

Education Podcast Network

I came across a great source of podcasts for teachers and students entitled the Education Podcast Network:

http://epnweb.org/

This site offers some great features. The first of which is an educational forum of podcasts where educators and philosophers may contribute podcasts discussing "The what, why, and how of 21st century teaching & learning".

Secondly, classes may contribute podcasts. The contributed podcasts are organized into three categories: Elementary Grades, Middle School and Secondary School.

Finally, the site offers Subject Specific Podcasts in 15 categories of subjects. The Miscellaneous category offers 165 different podcasts to listen to!

A site definitely worth some exploration!

Definitions - Podcasting, Digital Storytelling

Here are the definitions I came across on Wikipedia:

A podcast is a collection of digital media files which is distributed over the Internet, often using syndication feeds, for playback on portable media players and personal computers. The term, like "radio", can refer either to the content itself or to the method by which it is syndicated; the latter is also termed podcasting. The host or author of a podcast is often called a podcaster.

Though podcasters' web sites may also offer direct download or streaming of their content, a podcast is distinguished from other digital media formats by its ability to be syndicated, subscribed to, and downloaded automatically when new content is added, using an aggregator or feed reader capable of reading feed formats such as RSS or Atom.

http://en.wikipedia.org/wiki/Podcasting

Digital Storytelling refers to using new digital tools to help ordinary people to tell their own real-life stories. The broad definition has been used by innumerable artists and producers to link their practices with traditions of oral storytelling and often to delineate work from the highly produced commercial or conceptual projects by focusing on authorship and humanistic or emotionally provocative content.

http://en.wikipedia.org/wiki/Digital_storytelling

Some characteristics of my auditory learners

The auditory learner learns through verbal instructions. I frequently see these students repeating something to themselves to commit it to memory. I recall in teacher’s college our professor telling us that auditory learners are the ones who remember names, but forget faces. So, I imagine that I am more of a visual learner in this respect.

My auditory learners are the ones who move their lips while reading, or talk lowly to themselves while reading, to enhance their comprehension. When I am teaching them spelling, phonics is the way to go. They respond well to and employ word attack strategies that are auditory in nature – sounding words out, rereading the sentence aloud. If they are working on a problem, they’ll talk themselves through it.

When my auditory learners are bored, they like to hum, sing or even talk to themselves! They like hearing themselves and others talk, and they’ll tell stories that are much longer than anyone else’s’!

Rubric Assessment of Mathland 4.0

Mathland 4.0 is as user-friendly as a modern program can get. It is very easily accessed via a double-click on the short-cut icon in Windows. Once loaded, the program offers only three options: one player, two players or help. So, even a pre-literate or illiterate child could learn to operate this program via behaviourist, trial and error rationalizations. During the program, the operator uses only the arrow keys, the space bar and the enter key throughout its entirety. It is very easy to navigate this program. There is a comprehensive help guide available via the esc key and at the beginning of the program. Within the help screen an email link is available and trouble-shooting options are also given. There are many help options available and the only feature this game was missing was a 24-hour service hotline. I will not dock points for Mathland 4.0’s overlooking a 24-hour service hotline, given the simplicity of its controls. I give Mathland 4.0 a Level 4 status for Exceeding Expectations with regard to User Friendliness.
The program works well to motivate students. It does a good job of rewarding through the user’s advancement to levels that are dissimilar from previous levels, with interesting new math problems for children to explore. The operator is also rewarded through an “evolution” of their “special powers” when answering a series of questions. If several correct answers are given in succession the operator is afforded interesting powers that range from rainbow bolts to spring- heeled boots. There is also a score keeper and hi-score board to motivate students and stimulate friendly(hopefully) competition. These are all pretty routine aspects of programs/games and they work moderately well to reward/reinforce the acquisition of skills, so I give Mathland 4.0 a level 3 status for Meeting Expectations with regard to Motivation.
Mathland 4.0 employs elements of Ontario’s grade 2 curriculum. More specifically, with regard to number sense and numeration the program demonstrates counting by 1’s, 2’s, 5’s, 10’s, and 25’s and makes users add and subtract two-digit numbers in a variety of ways. Also, the program contains patterning and algebra questions as users must identify and describe repeating patterns and growing and shrinking patterns. Mathland 4.0 also addresses the curriculum in questions that ask the user to read, interpret and display data using line plots and simple bar graphs, and also makes its user organize objects into categories. These skills related directly to the data management and probability aspects of the Ontario curriculum. Given its ability to support and reinforce some standards of the grade 2 mathematics curriculum, I give Mathland 4.0 Level 3 status for Meeting Expectations with regard to Curriculum Connection.

The area in which Mathland 4.0 is severely lacking is its inability to cater to different ethnicities, to girls and to different age groups. Perhaps this is worded improperly. The program does cater to children who aren’t white (as they still play the game without realizing that they are not being represented) and boys and girls, however, the protagonist is male and pinkish in colour. The program makes no effort to represent girls or any other ethnicity. In addition, the game does not have difficulty settings. Although the questions become progressively more difficult, they are still limited to a grade 2 level. Because it lacks ethnic diversity, and children have only the option of using a male protagonist, I give Mathland 4.0 a Level 1 status for being Below Expectations with regard to Differentiation.

Another area where Mathland 4.0 is lacking is in correcting errors. If a student answers a question incorrectly, the program does not show the correct answer or how that answer is reached. There is no pedagogical value in not showing where errors were made. For this reason, I give Mathland 4.0 a Level 1 status for being Below Expectations with regard to Error Correction.

In order to venture to different levels, students must answer 80% of the questions on their present level correctly. As one progresses through each level, the questions become slightly more difficult. Insofar as the grade 2 curriculum is concerned, in the content areas aforementioned, Mathland 4.0 becomes slightly more difficult as the user moves on to higher levels. However, the program asks the same questions repeatedly. I give Mathland 4.0 a Level 2 status for Meeting Some Expectations with regard to Progression of Skills.

At the end of each level the program informs its user of the number of questions answered correctly. The program does not inform the user of the types of questions he/she is answering correctly or the types of questions that could use extra attention. As mentioned before, the user is rewarded with “special powers” (spring-heeled shoes, etc.) if the evaluation at each level’s end exceeds a pre-determined score or if they answer a series of questions correctly. However, if a question is answered incorrectly, the student is not given explanations for what they did wrong, or what the correct answer is. For this reason, I give Assessment and Evaluation a Level 2 Meets Some Expectations for Assessment/Evalation.

Mathland 4.0 offers decent graphics and modest sound effects and music. Although the program would have difficulty competing with an Xbox 360 or a Play Station 3, its graphics exceed your typical Math-based learning program. The music is catchy. I frequently hear students humming along with the program. Also, the music changes on each level as to avoid monotony. Because of this, I give Mathland 4.0 a Level 3 Meets Expectations for Graphics/Sound.

Mathland 4.0 can be purchased online for under $10. So the price cannot be beat. However, there are no upgrades available, so no additional levels or questions are available and the answers to the game can be easily memorized if played often. No additional equipment is required to play Mathland 4.0 as all controls are done on the keyboard. I give Mathland 4.0 a Level 2 Meets Some Expectations with regard to Cost.
With regard to methodology, the program is well-designed as it presents an attractive and entertaining way to learn math skills. However, as mentioned earlier, the program does not correct mistakes or demonstrate where errors are made, and this presents a big flaw in the programs methodology. In addition, there aren’t enough questions in the program’s memory to prevent students from memorizing the correct answers if the program is played often. I give Mathland 4.0 a Level 2 Meets Some Expectations with regard to Methodology. Overall, I rated the program a 23/40 which is below the “Meets Expectations” qualification. The program is fun for children, however, pedagogically it could use some work. The program works well only with grade two students, but works as an effective supplement/reward for children after they have completed their assigned math work.

Additional Criteria

So many excellent suggestions have been offered. I like Keethai's suggestion that the program be upgradeable and that this process be effortless to ensure that, as Mark said, the program is modern and up-to-date. Being user-friendly (with use and installation) and the quality of interactivity are important concerns surfacing throughout this discussion thread. Mike and Keethai also tapped into the importance of making sure the software is gender and culturally sensitive and neutral - providing depictions of people from varied ethnic backgrounds. Patricia offered important insights into the cost of the program and the "peripherals" such as upgrades that may be hidden initially, but absolutely essential to the longevity of the program.

Here are some additional ideas...it was difficult for me to come up with some that didn't touch on something previously mentioned. Also, some of these ideas may actually be two or even three different categories within themselves.

Personalization - the program should be personalized to cater to the individual abilities/interests of its users. So, it should have a multitude of varied settings to appeal to the learner using it. Does the program scaffold the learner and adjust to their level to promote learning.

Goal Setting: Does the program motivate students to achieve a goal and adequately reward them for doing so. Does it take note of student progress?

Educational Value: Does the program offer clear learninggoals and adjust to the student by personalizing the program? Does the program continually challenge the learner to strengthen their grasp of the concepts introduced.

Methodology:Does the program encourage inquiry and respond with answers that can be understood by the learner. Does it teach what it sets out to teach?

The intrigue of Facebook

I have found a link that explains, for the layperson, 7 things that you should know about Facebook:

http://www.educause.edu/ir/library/pdf/ELI7017.pdf

From my personal experience using the social networking facilitator that is Facebook, I have realized that it allows one to keep in touch with friends and also to reconnect with old friends. Maintaining contact with old friends would be of great appeal to teenagers, especially when they begin to part ways - go away to school, etc. Additionally, having the most appealing Facebook page becomes a competition between adolescent-aged users. They compete for the most friends and also compete to "jazz up" their page to appeal to and attract users with the variety of applications that are available. People also log into different applications to see how their standing is amongst their friends - e.g. My Hottest Friends.

Facebook is a massive social phenomenon. Being a member (user) I can attest to the number of conversations that include something pertaining to or that simply revolve around something that happened on Facebook. I joined in March of 2007, and after a month of intense addiction, the craze wore off and I am able to limit myself to checking Facebook a couple of times a week. I have heard many stories of people becoming addicted to Facebook. So many so, that I would address it as a major problem arising from the use of the site. Still, it is very rarely that I meet someone in a social setting whom doesn't inquire "Do you have Facebook?"

Facebook allows you to meet the friends of friends and connect with people through the ever-growing number of groups that its users create. It is easy to find companionship and commonality on Facebook, as there are groups for everyone. However, of particular danger is the fraudulent representation found in profiles. I post a story I had heard concerning this as a reply to one of David Whicher's postings on internet safety. Unless it is a friend, you don't know if the person contacting you is who their profile depicts them as. Facebook allows users to store, "tag" and make comments about photos. Some of which can be embarassing to other users. However, one is always given the option of accepting or declining a tag on a photo (a tag is having your name affixed to the visage of a person in the photo). Here, we may run into problems with copyright infringement and libel.

With regard to implications beyond socializing with friends. Facebook can help people network, and in the future perhaps users will pursue jobs and sell themselves online to potential employers.

Some thoughts on week one's readings

Reading the article Get Connected, Get in the Know, it is mentioned that all members of the school community must "develop a broad understanding of the appropriate and inappropriate uses of technology". Such education must be started early, and still I don't think it will curb the problem. Cyberspace has become for many younger people "a primary social channel" and as and as in reality, there will exist social cliques, gossip and bullying. We are informed that "0ver 70% of respondents" to Kids Help Phone have "experienced cyberbullying". Unless there is a way to hold students accountable for their actions, this behaviour is going to persist. Those who bully will continue doing so, they know it is wrong, they do not need lessons in using technology ethically to know that they are causing harm. However, because there are no consequences, and consequences are difficult to enact, there is little to deter them from carrying out unethical deeds online.

The article mentions that students want/require a "supportive school climate" that offers someplace to report cyber bullying and discusses equipping students who are bullied with the "interpersonal skills to respond online to an individual who is bullying". I feel that these are good practical measures when combined with an effective education, that includes character development on ethical uses of technology, mentioned above, at a young age, we can come closer to absolving cyber-bullying.

Something that confused me in this week's readings was the mention of learning that can be provided "just in time", under the "Advantages of Online Learning". Does this mean that the learning is provided in "real-time" or that the learning is much needed and coming just in time, given that technology is progressing at such a rapid and steady pace? I was also unsure of the meaning of "endpoints". In the Visual Collaboration section of one of our weekly articles it stated that in 1999 there were 398,000 endpoints at $15,000 each and in 2003, this number had risen to 2.1 endpoints at $1,500 each. What are endpoints?

I also began to wonder while reading about the development of online learning, can online learning take into account the different "types" of learners that we seek to cater in our classrooms? If a child is catered to throughout their academic career as an auditory learning, will her/his needs be met in an online course? Or will such learners be forced to adapt to new learning methods?

The Stephen Downes article on educational blogging also notes that students in the future will develop "new skills and attitudes" and states specifically that these students will have more experience writing online that with a traditional pen and paper. This is great news for me given the horrible and ever-worsening (perhaps I am online too often?) state of my handwriting!

I felt a particularly interesting point in this article was the "situation of equity" that blogs afford their users. Some students do speak more than others in the classroom, just as some would write more than others online. But, everyone can view their similarities and differences and an equal forum is created for the expression of these.

Reflection #2 - On Educational Blogging

I found a site called SupportBlogging.com, with an informative section subtitled "Educational Blogging".

http://supportblogging.com/Educational+Blogging

This section informs us that educational blogging looks at the educational process or educational interests through blogs created by students, teachers, administrators and other involved "entities". Amongst the uses for blogging in education which are examined are: 1) Teacher Communication (to students, parents, or other teachers), an accessible conduit (given both parties have access to a computer) vessel through which teachers can better elucidate what is going on in the classroom and entertain questions or concerns. 2) Dialogue Generation, questioning subject matter and, as a class, collaboratively contributing answers, thoughts, opinions, questions, etc. 3) Student Blogs, this is most similar to how blogs are used in our course - here the author makes a point of saying how unrestricted blogs are usually reserved for older students, whereas the blog community of younger students is restricted to a much smaller community.
I think that a school-wide blog could be monitored with success and still provide a diversity of opinions and discussion oppurtunities while concurrently upholding student accountability. However, I suppose we run into security problems as there is no way that I can think of that would stop students from creating a "pseudonym" through which they could post whatever they wanted, and consequently, harass and bully freely without accountability. In such circumstances, teachers and administration would have to patrol the blog and delete any such instances of cyber-bullying and ensure that personal data is not communicated onto the Web. A school-wide blog would provide a great oppurtunity to teach about responsible journalism and the lasting effect of the remarks that are made through blogs. In addition, teachers and administrators would have to keep an ear to the ground and an eye on the playground as a security measure to increase awareness of who is doing the bullying.
This section of the website also examines how teachers might use blogs to share philosophies, experiences and methodologies.
Perhaps the most informative section of the article is where it examines what blogging does for students. The author writes that many individuals are intrigued by blogs as blogs allow them to "express their ideas in a medium that appears to have life and longevity". Aside from a much larger audience for the blog posting, this seems to be a primary difference between a typical paper journal and blogging. Blogging is an enduring archive of its author's thoughts.
The article also states that blogging creates enthusiasm for writing and communication, however it does not go into detail on how it does so. One might assume it is the "cool" appeal of the technology, the aforementioned permanance of the entries and the potentiality of reaching a global audience. In addition, a more dynamic reality is brought to the classroom through this technology. Whatever the intrigue or appeal, the important thing is that blogs inherently engage students in conversation and learning and promote literacy.

My Reflections - Assignment #1

I think that blogs are advantageous in that they entertain opinions and comments from sources outside of the immediate environment of the classroom. Anyone from anywhere may provide information and collaborate with the blogger, thus making an infinitely large classroom! In addition, blogs offer a vast explanse of space (compacted to an area the size of the computer the blogger is working on) for students to organize and view the assignments and work that they complete in their classes. This seems a much more efficient alternative to traditional hard-copy school work, which would eventually be misplaced, or thrown away. In essence, students who blog are generating an archive of their education!

Because the internet and blogging offer a "no holds barred" forum, students are open to cyber abuse and other bullying. If there are methods through which to close down access from outside sources, using such security measures would negate the advantage of having worldly offerings and opinions on student blogs. The blogs would have to be patrolled by us to ensure that these "contaminants" were dismissed from the forum.

Well, this concludes my initial thoughts on the idea of blogging and my first blog entry!! I'll be back in a couple of days with an article and some information to share with everyone.

S

Introduction - Hello All!!

My name is Shane Parisi. I am presently employed as a kindergarten teacher at a private day care. I'll be looking into employment within the DSBN, the TDSB or any other takers in the coming year. I am ever-seeking new and exciting ways through which to convey lessons to students. I enjoy using Power Point and Microsoft Word to deliver and plan lessons. I feel this course will be a great oppurtunity for me to expand my knowledge and bring that knowledge into my classroom. I'm greatly looking forward to working with all of you!!
To a great semester,
Shane