This semester if off to a running start! I'm taking 3 graduate classes, 2 of which focus on educational technology. We're only 3 weeks in, and I've already learned an abundance about the technology that exists in our 21st century. New terms, services, and resources are being introduced to me left and right: assistive technology, ISTE, RSS, Google Reader, del.icio.us, just to name a few. As I absorb all this information, experiment with it, and sign-up for different accounts, I can't help but think why some people believe that technology can be overwhelming. There are SO MANY resources out there, how does one not only avoid feel like their drowning in all of them, but more importantly, decide which ones are valuable options to share with classroom teachers and teach to students. Of course, it would be great if they could get a little piece of everything, but that's unrealistic. Teachers feel they have so much on their plate already, they can't imagine integrating technology. We must do this in a way that avoids that overwhelming feeling. We need to teach them about the resources and how to utilize them in a way, but do so in a way that does make it appear that it's all this extra work. It can be integrated with things you're already doing. But my question remains, which ones? Where would you start?
Additionally, another challenge I'm facing is how does one keep up with the ever-changing world of technology? Things are constantly being added, replaced or upgraded to better serve the users, and it seems virtually impossible to stay afloat with all this. Without these classes, I wouldn't know about student blogging or assistive technology, or even tweeting for that matter. But what happens when Twitter is replaced with something even better? I want to ensure that I'm providing my students and colleagues with the most up-to-date information, but with things changing so rapidly, how is that possible?
Tuesday, September 27, 2011
Implications of Technology and Common Core State Standards
"How will a rise in online testing in states that adopt the standards affect your own practice? Should you be concerned?" (Duebel, 2010). The answer is YES! If by 2014 we will begin testing under the Common Core State Standards (CCSS) by means of the computer, we have a long way to go. Yes, progress in the area of technology in the classroom has been made, but we are still a ways off from online testing being the norm.
One of the most critical issues with this concerns accessibility. Online testing means schools adopting CCSS must have access to computers for each student. Gray, Thomas and Lewis found that the ratio of students to computers in the classroom was 5.3:1. It's obvious to anyone with simple math skills that we have an inequality between the number of computers available and the number of computers needed. Who is going to supply these additional computers? Are schools going to be responsible when they are already busting at the seams with other budget issues such as teacher layoffs and program cuts?
If students are going to be assessed on the computer, it means they need frequent exposure to using this technology. However, many times there's an additional roadblock besides accessibility, and that, although it's hard to admit, is the teacher. Schools need to offer much more professional development in the area of technology integration. Teachers need to realize that integrating technology means much more that plopping a student in front of the computer to practice reading using Starfall.com or memorize their math facts using the program Math Blaster. We must give all students fair chances to succeed on the test, and for this to happen, we need to ensure teacher appropriately implement this technology.
There are a myriad of additional concerns I have with using technology to test under CCSS, including technical difficulties, adaptive testing, curriculum revamping and instructional practices. You might think, "Why, you're a techy, isn't this what you want?" and while they answer may be yes, we need to be sure it's not done before EVERYONE is ready!
One of the most critical issues with this concerns accessibility. Online testing means schools adopting CCSS must have access to computers for each student. Gray, Thomas and Lewis found that the ratio of students to computers in the classroom was 5.3:1. It's obvious to anyone with simple math skills that we have an inequality between the number of computers available and the number of computers needed. Who is going to supply these additional computers? Are schools going to be responsible when they are already busting at the seams with other budget issues such as teacher layoffs and program cuts?
If students are going to be assessed on the computer, it means they need frequent exposure to using this technology. However, many times there's an additional roadblock besides accessibility, and that, although it's hard to admit, is the teacher. Schools need to offer much more professional development in the area of technology integration. Teachers need to realize that integrating technology means much more that plopping a student in front of the computer to practice reading using Starfall.com or memorize their math facts using the program Math Blaster. We must give all students fair chances to succeed on the test, and for this to happen, we need to ensure teacher appropriately implement this technology.
There are a myriad of additional concerns I have with using technology to test under CCSS, including technical difficulties, adaptive testing, curriculum revamping and instructional practices. You might think, "Why, you're a techy, isn't this what you want?" and while they answer may be yes, we need to be sure it's not done before EVERYONE is ready!
Tuesday, September 20, 2011
Blogging...Changing the Classroom
Blogging is a new step for me. Or should I say I'm a novice to having my own blog. Yes, I have plenty of friends who have their own blog and I relish in reading their updates and scrolling through their pictures. It's a way for us to stay connected, despite being hundreds of miles apart. But, what will happen as blogging expands, leaves family rooms across the country and enters the classroom? Will it change the traditional classroom? How can you help but say...yes!
When we incorporate blogging into our classroom, we are embracing the technology that exists for our students. We are equipping them with a "new set of skills and attitudes." But it's more than just using technology.
Blogging gives students and teachers alike a voice. Teachers can use blogs as a way to communicate with students and parents. They can keep them updated on things the children are learning, homework assignments, important dates and even incorporate photos or videos of happenings in the classroom (with prior parent permission, of course).
However, more importantly is the voice blogging gives to students. We are constantly reminding students they are writing for an audience, but who is that audience? Blogging opens up our audience to a whole new world; writing is no longer just for the teacher. Additionally, when students know they are writing for an audience, one that will be published for the world to see, they are often more in tune to their writing quality. They will open up and be honest, admit their fears, share their dreams.
Blogging allows us to communicate and interact with people from around the globe, "not just people in our immediate environment." People can respond to blogs with comments and questions. Connections will form as comments are made. Classrooms can pair up and have blogging buddies.
Blogging will, without a doubt, change the world in your classroom and the way you teach! Are you ready?
When we incorporate blogging into our classroom, we are embracing the technology that exists for our students. We are equipping them with a "new set of skills and attitudes." But it's more than just using technology.
Blogging gives students and teachers alike a voice. Teachers can use blogs as a way to communicate with students and parents. They can keep them updated on things the children are learning, homework assignments, important dates and even incorporate photos or videos of happenings in the classroom (with prior parent permission, of course).
However, more importantly is the voice blogging gives to students. We are constantly reminding students they are writing for an audience, but who is that audience? Blogging opens up our audience to a whole new world; writing is no longer just for the teacher. Additionally, when students know they are writing for an audience, one that will be published for the world to see, they are often more in tune to their writing quality. They will open up and be honest, admit their fears, share their dreams.
Blogging allows us to communicate and interact with people from around the globe, "not just people in our immediate environment." People can respond to blogs with comments and questions. Connections will form as comments are made. Classrooms can pair up and have blogging buddies.
Blogging will, without a doubt, change the world in your classroom and the way you teach! Are you ready?
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