The Virtual Revolution- Unit 8

This article looks at the growing popularity of virtual schools. Distance education classes are being offered more and more as society is advancing toward an online world. The internet has become an integral part of our lives, work and play, politics, and now our schools. The possibility of an entirely virtual school system is not as far-fetched an idea as it once was. What would a future of virtual schooling look like? The article looks back in time at the history of our education system and how it has reached where it is today. According to Greenway and Vanourek (2006) correspondence programs have been around since the late 1800’s, although the more familiar distance-education programs using video, internet, and mail conferencing has been around since the early nineties. The first virtual courses were offered in the mid nineties and have since taken off in several states across the country. As of 2005, over 150 virtual programs were offered by 42 states (Greenway and Vanourek, 2006). The definition of a virtual school is fuzzy, although most programs offer the same resources, staff, events, and student assistance as regular schools, just without the brick buildings. The article discusses examples of programs from different schools around the country, and talks about the positive and negative aspects of virtual school. Obvious issues such as a lack of socialization, technical issues, dependence on technology, and more independent study can have negative effects on some students’ learning. On the positive side, virtual school has the benefit of eliminating (for the most part) time constraints that often impose on student mastery of material. Students can work on an assignment for as long as it takes, rather than work up to a bell. The public has had mixed reactions about the development of virtual schools, which may very well determine its future in our public school system.

Greenway, R. & Vanourek, G. (2006). The virtual revolution. Education Next, Spring.

The idea of a virtual school system leave me with mixed feelings. As a future educator, I find it difficult to imagine how effective a learning experience can be if the student does not go much beyond the computer screen to learn. For student who have not been successful in the traditional educational system (drop-outs, students who need to work during regularly scheduled school days, teen parents, etc.), virtual schools provide a second chance to earn an education. Time limits and difficult social environments are removed. For many other students, however, learning is most effective when it is hands-on and interactive. Although virtual schools do offer activities such as field trips and tutoring, the majority of the learning is visual. I am also curious as to what a virtual future would look like for students who are incapable of using technology, either due to physical impairments, disabilities, distractions at home, or simply the inability to afford the necessary technology. Eliminating public school buildings also eliminates several services that are offered to students in addition to an education: childcare, meals, health screenings, and social nurturing are all likely concerns if we close down school buildings. The option of virtual schools is great for the students it works for, but it would not suffice as the only option for our children.

Assessing the Technology Training Needs of Elementary School Teachers- Unit 4

This article discusses the need for more training of in-service elementary school teachers. In the past, technology training and education has been directed at the secondary and higher education levels, but this is no longer that case as children of all ages are now using computers as tools for learning. While most elementary teachers are using technology in their classrooms, the majority are computers for administrative tasks rather than learning tools. Training for in-service teachers has only reinforced this, as training sessions have focused more on activities (such as word processing or spreadsheets) that are not useful for learning and teaching but more for administrative tasks. Teachers need to be trained not only how to use technology, but also how to integrate it into their curricula to enhance student experiences. The article outlines a study done in the state of Georgia that examines teachers’ confidence, knowledge, and ability to integrate technology into their classrooms, what types of activities they use technology for in their classrooms, as well as what training the teachers have had about technology. The results of the study revealed what was suspected: while teachers were using computers, more were using them for administrative tasks (78 percent), such as grading and correspondence, than as tools for instruction or to introduce new material to students (31 percent)(McCannon & Crews, 2000). Almost all teachers in the study were offered technology training, but only a small percent were offered training in technology use other than word processing. Teachers interviewed felt that training in word processing was the most beneficial training offered to them, which has reinforced the problem. Curriculum integration will be the most beneficial type of training elementary teachers can receive. With the right training, it can become an integral part of the learning process for students, not just a source of entertainment for students as it has been used in the past.

McCannon, M. & Crew, T.B. (2000). Assessing the technology training needs of elementary school teachers. Journal of Technology and Teacher Education, 8(2), 111-21.

Although I am interested in teaching in the secondary field, this article was very interesting to me because the education students are receiving in elementary school will affect my teaching experience as those students grow and enter middle and high school. In order for their learning experiences to be fulfilling, secondary students should have extensive practice and experience with technology at an early age. This will not only give them the training and skills to be able to used more advanced technology in secondary school, but it will also give them the confidence and strategies to use technology and be able to evaluate what information they find with it.

MISSES: Web-based Examination, Evaluation, and Guidance- Unit 6

This article outlines the use of the Management Information Systems Electronic Support System (MISSES) in a college class, department, or program. MISSES is an electronic support system that is designed as an aid for teachers and students and is used to enrich educational content by ensuring that they would have access to all classes, related subject matter, and examinations electronically (Tanrikulu, 2006). The system grants students access to classroom materials, such as assignments, notes, and exams, from anywhere and at any time by allowing students to log on to the system via the internet or network. Teachers and department staff can also access the system to upload, edit, and remove class content, including notes, quizzes, handouts, questions, and exams. Students can take online exams right from home. The instructor can upload questions into a question bank on the system. Each question can be linked to a class document, such as a section of notes that the question refers to, and create exams by choosing questions from the bank. Instructors can also choose the duration of the exam, the point values for each question, and can even include essay questions to be manually graded. The students benefit greatly from this type of exam because they can review their scores immediately after, and any questions they missed are accompanied by a link to the notes on that topic. Students may not get the grade on the test, but they will still gain knowledge of the course material. The MISSES was designed considering the needs of the students (what information do they need access to?), the teachers (what information can they post for students to access?), administrators (what data needs to be entered for the system to work for students and teachers?), and net surfers who are interested in testing the system out. The MISSES also heavily considered system requirements that would allow it to remain functional and useful to teachers and students. MISSES is an example of how schools are integrating new technology into the curriculum as the learning and life styles of students are evolving.

Tanrikulu, Z. (2006). MISSES: Web-based examination, evaluation, and guidance. EDUCAUSE Quarterly, 29 (1).

I think the MISSES is a wonderful example of how schools can improve their use of technology to aid both students and teachers. The idea of an online exam that gives students information on questions they missed is a wonderful demonstration of education for understanding rather than education for grades. Students learn to value their education because they are learning from their mistakes, rather than focusing on getting the grade. This would be an excellent resource for the classroom because it can offer students the same content in a new method of delivery. Students who cannot come to class can still access material and make up assignments from home. The only problem I see with a system like this is if it were used in an attendance-optional setting, because students would most likely fail to attend classes if they could learn enough from home.

The Myth about Student Competency - Unit 7

This article addresses the misconception that today’s college students are sufficiently competent in instructional technology. This myth stems from confusion between competency and confidence. Because the latest generation has been raised in a world of technological advancement, the assumption is made that all Gen NeXters are completely competent with IT use. In reality, many students are simply confident. Students can access the web and use a search engine, but can they use the information they find in a competent manner? The ability to use technology is not the same as the ability to analyze and interpret what that technology delivers. This article claims that the majority of students today may have confidence with IT (that is, they can click and search) but lack what the authors refer to as information literacy, or “the ability to recognize when information is needed and the ability to locate, evaluate, and use that information effectively”(Oblinger and Hawkins, 2006). It is the responsibility of educators to recognize that students may not be information literate, despite the apparent competency. With more and more students turning to independent research and relying less on the knowledge of librarians and the reliable sources found in libraries, it is more crucial than ever that students learn to become information literate. This skill will not only be essential to future employment, but will also be essential to further education within specific career fields that require a constant re-educating to keep up with modern theories.

Oblinger, D.G. and Hawkins, B.L. (2006). The myth about student compentency. EDUCAUSE Review, March/April, 12-13.

This article clearly captures a problem that exists with Generation NeXt and is likely to exist with future generations. Because students today have been raised using modern technology, older generations jump to the conclusion that all students know how to use technology effectively. This is far from true, and makes more than one assumption. First, older generations are assuming that all youth have had equal and constant access to technology. In reality, only students from specific socio-cultural backgrounds have had such access, while other students may have been aware of technology but rarely given opportunities to access it. Second, it is assumed that students are competent with all forms of technology, when in reality many students lack competency and even confidence in their abilities to use many forms of technology, including presentation, spreadsheet, editing, and web design programs that are not used on a daily basis like search engines and word processing programs usually are. Lastly, the fact that students know how to find information easily and quickly does not guarantee that this information is reliable. Many students have failed to learn about what it means to be information literate- this idea has been assumed and never addressed properly. In order for technology to create the opportunities claimed by society for students who are savvy, they must first and foremost know how to evaluate and interpret the information that technology brings to the table.

Science and Technology: It’s a Perfect Match! - Unit 5

This is a brief article outlining the different strategies used by elementary and middle school teachers to implement technology into their science lessons. The article offers tips for teachers on how to use technology effectively by first considering the objectives of the lesson and then deciding which technology would be effective at meeting these objectives. Technology can be used to spark student interest and is can be a great opportunity for students to explore topics for which hands-on activities are not accessible. Some activities that have been used by teachers in the past include the use of digital cameras and computers to create PowerPoint story books about living creatures, the use of websites to guide student research projects, the use of scientific equipment (such as digital video microscopes), and the use of “virtual field trips”- activities that “take students” to faraway places using online technology to view pictures and research life in strange countries.

Renwick, L. (2003). Science and technology: It’s a perfect match! Instructor, March.

This article introduced some great ideas for sparking interest in students during science lessons. Most of the ideas, however, were intended for elementary classrooms and were much too basic for the secondary level. The idea of using the internet for research could be integrated into a WebQuest project in much the same way, increasing the difficulty level to meet secondary standards. Virtual field trips are also a unique and engaging way for students to learn about topics by exploring, even if it is from their own classroom chair! The very idea of using technology to motivate and excite students is necessary in today’s classroom if teachers want to build a connection between students and science.

Implementing PDAs in a college course: One professor’s perspective- Unit 3

This article discusses the implementation of PDAs (personal digital assistants) into college courses as a tool for teaching and learning. The article stresses the importance of use-centered design when implementing any form of technology or other tool into the classroom: the concentration must be on the goals and tasks assigned to the student. In other words, the task assigned to the student must be considered, and then the technology that is helpful in completing or performing this task be implemented. PDAs have become increasingly popular among college students and professors, so the idea of implementing them as a tool on campus is a promising idea. Some common tasks of college students and professors involve course scheduling (syllabi and calendars), document formatting (assignments, lab reports, notes, or other documents), applications (calculators, periodic tables, or other applications specific to content area), tracking of assignments (grades, due dates), test preparation and quizzes, and classroom and campus information (building locations, maps, hours of operation). The use of PDAs as a tool on college campuses can be very valuable for all of these tasks, giving students access to these areas at any time, in any location, without the burden of carrying all of the material. Student and teacher evaluations for similar programs already being implemented on campuses have revealed that the use of PDAs has been helpful, provided the implementation was for a useful purpose and not just the sake of using technology. It is an excellent way to incorporate the technology of student’s lives to their education.

Peterson, D. (2002).Implementing PDAs in a college course: One professor’s perspective. Syllabus, November.

This article was a great example of how Digital Immigrants (college faculty members of the baby boom generation) have attempted to adapt instructional strategies to the learning and lifestyles of Generation NeXt students. Although somewhat technologically outdated (the mention of the possibility of wiFi becoming available has been met!), it proposes a wonderful way of allowing students to connect to their universities in a convenient, quick, and resourceful way. This article provides me with an example and motivation to incorporate common technology (iPods, cell phones, etc) into my lessons as a way to show students how they can combine learning with the tools they use on a regular basis outside of the classroom. The only downside to a lot of what was presented in this article is the assumption that all university students have access to PDAs, something that may stereotypically hold but in reality is far from true. PDAs are expensive and may seem impractical to the typical student on a budget, so traditional methods and modes of communication may be necessary in college classrooms despite advancements in technology.

Changes in brain function in children with dyslexia after training- Unit 2

This article focuses on children and adults with dyslexia. While there is no clear understanding of the causes of dyslexia, research is revealing how the activity of certain areas of the brain in people with the disorder is markedly below-normal during tasks that involve auditory process and oral language recognition. The article discusses how functional magnetic resonance imaging (fMRI) can be used to safely and non-invasively measure the brain activity of children and adults during specific tasks. This technique was used to study the effects of remedial training via an auditory learning and oral language software, Fast Forward Language, on the brain function of children with dyslexia. Children with dyslexia were trained using the software, and their fMRI scans from before and after the training were compared (normal children were also used in the study as a control). The results found that prior to the software program children with dyslexia had significantly lower activity levels in a specific area of the brain. After training, two things were observed: first, the activity levels in that area of the brain became much closer to normal levels in dyslexic children. Second, other areas of the brain not known for their function in the tasks presented to the children showed increased activity levels, indicating compensation by other parts of the brain for underdeveloped or damaged areas. The studies have had an impact on dyslexia research because they have shown that the disorder may be strongly tied to biological underdevelopments.

Temple, E. (2003). Changes in brain function in children with dyslexia after training. The Phonics Bulletin, May, 1-3.

I found this article to be particularly interesting as a future science teacher, because it provides much insight into the challenges that I can expect to face with students who have learning disabilities. In a subject area where the distinction between sounds, letters, and words has generally determined the success of the student in learning, I can use my knowledge of how dyslexia affects learning in some students as a way to develop teaching techniques that can help to accommodate students. Also, the fact that brain function has been shown as a possible link to dyslexia in children may also provide a way to incorporate a scientific look at learning disabilities within my classroom curriculum.

Digital Natives, Digital Immigrants- Unit 1

This article discusses how the development of technology in the past decades has led to a new generation of student learners, or Generation NeXt. This new generation of college students is far different from past generations of learners, yet the education system that exists in most universities has failed to adjust to a new mode of instruction. So-called Digital Immigrants, the professors and teachers from the Baby Boom generation, have not been raised with the same technology that today’s generation has. They are familiar with what would be considered a more traditional style of education, one that is highly inclusive of books, reading, writing, and arithmetic. Generation NeXters, or Digital Natives, have developed their learning abilities and styles in a completely different world that values fast-paced, instant communication. Use of technology, from instant messaging to instant online access to virtually any library of information, has resulted in a student generation that is not only bored with traditional instruction, but often confused and discouraged by it. Digital Immigrants are either ignoring the necessity or finding it extremely difficult or irrational to adjust their teaching strategies to accommodate the new learning style of the Digital Native. Researchers and faculty have been addressing this issue by encouraging Digital Immigrant instructors to develop technology-based equivalents to their traditional methods of teaching, including the creation of computer-based gaming, web-based activities, and a more fast-based delivery of information.

Prenskey, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

I found this article very interesting, considering that I am a part of Generation NeXt. Although I have been raised using technology, I feel that this article makes general assumptions that all college students learn best through technology. Although I do use the computer as my first source of information, I also enjoy more “traditional” ways of learning, such as textbooks and lectures, to understand the material I am presented with. Such a fast-paced, technology-centered approach to education may help capture and attain the attention of so-called Digital Natives, but in the end it will never be able to replace some of the instructional approaches that have always worked well.