I chose gaming as the technology that I wanted to explore within the classroom. As a teacher we are always looking for something new and innovate to keep our students engaged in the classroom and to keep education fun and interesting. With so much stimulus in the world, gaming is probably the one thing that kids relate to the most. I mean who doesn't like games whether your 2 or 60?
Gaming is often linked to video games or PC related games, but it can also refer to board games. The discussion thread I read talked about implementing gaming into the classroom as being an effective teaching tool to meet standards as well as hold students interests. Many educators around the world have encountered using gaming as an effective teaching tool and many have even provided a number of websites that can help. I have listed a few below.
It appears that using gaming to help teach standards can go extremely well or blow up in your face as one teacher put it. But the key to incorporate gaming into your curriculum is in the planning. You need to play the game yourself, first and foremost to determine its appropriateness. Second, plan you learning objectives, what do you want to get out of the game or how do you know it was effective. Lastly, be positive about its use, not every student will want to participate make sure to explain the significance and importance of doing the activity. I think gaming can be a useful tool with the classroom if utilized properly.
www.gamesinlearning.com
www.shambles.net
www.gameslearningsociety.org
www.yoyogames.com - Checkout Game Maker
Tuesday, November 20, 2007
Journal #8
"Tag Your It!" By Justine Brown - T.H.E. Journal
This article discusses the use of radio frequency identification (RFID) within schools. It talks about Brittan Elementary School in Sutter, CA implementing these devices that would automatically track students from the moment the walked onto campus. The system would allow traking throughout the day from taking attendance, restroom usage, lunch to Library book checkout and campus entrance/exit, etc. This system ultimately failed do to privacy concerns by parents, because the system was so extensive in the amount of information that was gathered and utilized. The main scrutiny over this concept is that not only can school employees and teachers look at the information, but because the system relies on radio frequency, individuals who know how to manipulate the frequency inconjunction with a GPS could track the children, thus putting them in extreme danger.
Questions:
1. With a system like this in place, couldn't it be changed to track only certain information such as a childs name and nothing else for attendance purposes only?
I think that by only having a childs name loaded onto the RFID this would allow teachers and school officials to accurately take attendance without any problems. The draw back is still utilizing the radio frequency, but limiting the information stored would be a better alternative than scrapping an entire project in which funding would be extremely high. I just think if you sink alot of money into something, you should give it a shot to be successful rather than not.
2. If RFID is not accepted by parents what about implmenting a card access system in school to help with security and student tracking, similar to colleges?
I think this may be the best option for schools and districts to get parent buy-in on. It would only work however if the students/parents are responsible to bring the access card to school everyday. The schools can then have the information uploaded to a central server that compiles the information and then that would be compared to actual students on hand. Anyway I think that in order to provide security without infringing on indivual privacy rights, this may be the only option that school may have to be successful in tracking student movement in and out of buildings on a campus.
This article discusses the use of radio frequency identification (RFID) within schools. It talks about Brittan Elementary School in Sutter, CA implementing these devices that would automatically track students from the moment the walked onto campus. The system would allow traking throughout the day from taking attendance, restroom usage, lunch to Library book checkout and campus entrance/exit, etc. This system ultimately failed do to privacy concerns by parents, because the system was so extensive in the amount of information that was gathered and utilized. The main scrutiny over this concept is that not only can school employees and teachers look at the information, but because the system relies on radio frequency, individuals who know how to manipulate the frequency inconjunction with a GPS could track the children, thus putting them in extreme danger.
Questions:
1. With a system like this in place, couldn't it be changed to track only certain information such as a childs name and nothing else for attendance purposes only?
I think that by only having a childs name loaded onto the RFID this would allow teachers and school officials to accurately take attendance without any problems. The draw back is still utilizing the radio frequency, but limiting the information stored would be a better alternative than scrapping an entire project in which funding would be extremely high. I just think if you sink alot of money into something, you should give it a shot to be successful rather than not.
2. If RFID is not accepted by parents what about implmenting a card access system in school to help with security and student tracking, similar to colleges?
I think this may be the best option for schools and districts to get parent buy-in on. It would only work however if the students/parents are responsible to bring the access card to school everyday. The schools can then have the information uploaded to a central server that compiles the information and then that would be compared to actual students on hand. Anyway I think that in order to provide security without infringing on indivual privacy rights, this may be the only option that school may have to be successful in tracking student movement in and out of buildings on a campus.
Journal #7
"Is Chatspeak Destroying English?" Point/Counterpoint L&L November Issue
This brief article displays both proponents for and against chatspeak and usage of it within the classroom. There are educators that think chatspeak is the worst thing ever invented, on the flipside there are educators that feel as if students make a conscious decision to switch between chatpseak and normal English. Those who think chatspeak is destroying English comment about how they are concerned that students aren't learning how to express themselves through writing as they grow up. This will have a snowball effect on them in their adult lives when it comes to higher education and job interviews. Those who think chatspeak is not destroying English say that students "codeswitch" at will as a means to create a private language. It as a type of rebellious attitude that students and teens use to express themselves.
Questions:
1. Since chatspeak is popular with the advent of on-line games and text messaging, isn't it up to teachers to help re-enforce the appropriate time for usage of such a language?
I think that teachers need to be able to discuss when chatspeak is alright to use in social situations and when it is not appropriate to use. i think be doing this students will have a better understanding about the use of chatspeak within both the working and social environments. Being knowledgable about chatspeak is better than trying to brush it under the carpet as if it doesn't exist.
2. Can chatspeak be utilized as a form of communication between educator and student?
This is a kind of grey area for me. As a teacher i would want my own students to talk with respect and beable to express their ideas to me fully, not have me try to decifer chatspeak to determine what is being asked. I think that as long as the point is made about what is being said I don't have a problem with it. I think it would actually give me a way to better understand my students lives. Obviously not every student will communicate that way, but students are busy outside of school with extracurricular activities and if a text message is their only way of communicating with me then fine.
This brief article displays both proponents for and against chatspeak and usage of it within the classroom. There are educators that think chatspeak is the worst thing ever invented, on the flipside there are educators that feel as if students make a conscious decision to switch between chatpseak and normal English. Those who think chatspeak is destroying English comment about how they are concerned that students aren't learning how to express themselves through writing as they grow up. This will have a snowball effect on them in their adult lives when it comes to higher education and job interviews. Those who think chatspeak is not destroying English say that students "codeswitch" at will as a means to create a private language. It as a type of rebellious attitude that students and teens use to express themselves.
Questions:
1. Since chatspeak is popular with the advent of on-line games and text messaging, isn't it up to teachers to help re-enforce the appropriate time for usage of such a language?
I think that teachers need to be able to discuss when chatspeak is alright to use in social situations and when it is not appropriate to use. i think be doing this students will have a better understanding about the use of chatspeak within both the working and social environments. Being knowledgable about chatspeak is better than trying to brush it under the carpet as if it doesn't exist.
2. Can chatspeak be utilized as a form of communication between educator and student?
This is a kind of grey area for me. As a teacher i would want my own students to talk with respect and beable to express their ideas to me fully, not have me try to decifer chatspeak to determine what is being asked. I think that as long as the point is made about what is being said I don't have a problem with it. I think it would actually give me a way to better understand my students lives. Obviously not every student will communicate that way, but students are busy outside of school with extracurricular activities and if a text message is their only way of communicating with me then fine.
Journal #6
"The threat of Security" By Leanne K. Robinson, Abbie Brown, and Tim Green
This article deals with the issue of security versus the full integration of technology in the classroom. It also discusses how much of the security measures that school districts implement hinder or prevent my teachers of integrating technology into teaching. From what I gather, teachers have to jump through a lot of "red tape" to even get technology into the classrooms. Then once they do the security measures that are in place for access, usage and protecting students are so stringent that many teachers avoid even attempting to use the technology. I understand that the districts are trying not only to protect themselves and students using the equipment, but at what point do they say too much security is prohibiting the learning process with regards to the use of technology in the classroom.
Questions:
1. When do we say we have enough security measures in place to promote learning, but still make using computers safe in school?
I think that once you have the appropriate security measures in place students and teachers should have free range to use technology to meet their needs within the classroom. Obviously it would have to be an ever-changing system, since advancements are made, and rights need to be protected. But as long all the "gaps" are filled, why shouldn't teachers or students be able to burn CD's of their own work or access websites that can be beneficial to learning. As a teacher, if I find a website that is appropriate for students to view and can enhance their learning, but it is blocked by the district there is nothing that says I can't give out the website and students can go look at it at home. It just seems silly to have to contact the district so that they can look at the site and determine whether or not it is appropriate, especially when the teachers typically know the educational standards better than district personnel.
2. Why continue to sink money into technology at schools if educators are not using the resources available to them?
I think districts should put out a survey to all teachers to help them determine if the technology that has been provided to the schools is actually being utilized in the classroom. I think this will give districts a clearer vision of utilization and implementation of technology as a learning tool, rather than spending billions of dollars on hardwiring schools, buying computers that are just going to collect dust in a classroom. I think that the survey should also include a section on perceived security and whether educators think it hinders their implementation in classroom use.
This article deals with the issue of security versus the full integration of technology in the classroom. It also discusses how much of the security measures that school districts implement hinder or prevent my teachers of integrating technology into teaching. From what I gather, teachers have to jump through a lot of "red tape" to even get technology into the classrooms. Then once they do the security measures that are in place for access, usage and protecting students are so stringent that many teachers avoid even attempting to use the technology. I understand that the districts are trying not only to protect themselves and students using the equipment, but at what point do they say too much security is prohibiting the learning process with regards to the use of technology in the classroom.
Questions:
1. When do we say we have enough security measures in place to promote learning, but still make using computers safe in school?
I think that once you have the appropriate security measures in place students and teachers should have free range to use technology to meet their needs within the classroom. Obviously it would have to be an ever-changing system, since advancements are made, and rights need to be protected. But as long all the "gaps" are filled, why shouldn't teachers or students be able to burn CD's of their own work or access websites that can be beneficial to learning. As a teacher, if I find a website that is appropriate for students to view and can enhance their learning, but it is blocked by the district there is nothing that says I can't give out the website and students can go look at it at home. It just seems silly to have to contact the district so that they can look at the site and determine whether or not it is appropriate, especially when the teachers typically know the educational standards better than district personnel.
2. Why continue to sink money into technology at schools if educators are not using the resources available to them?
I think districts should put out a survey to all teachers to help them determine if the technology that has been provided to the schools is actually being utilized in the classroom. I think this will give districts a clearer vision of utilization and implementation of technology as a learning tool, rather than spending billions of dollars on hardwiring schools, buying computers that are just going to collect dust in a classroom. I think that the survey should also include a section on perceived security and whether educators think it hinders their implementation in classroom use.
Wednesday, October 17, 2007
Journal #4
Serious Gaming: 'Learn Math or Die Trying' By Linda L. Briggs
T.H.E. Journal - Sept. 2007
The article deals with integrating available technology, in this case for mathematics, and using it within a classroom setting to help students grasp specific concepts. It goes on to talk about how successful the implementation of the program within the Forsyth School district has been. It also talks, briefly, about the stigma that "games" have amongst educators. Once educators can get past the stigma, they see how useful and effective utilizing technology can be in the classroom. the interviewee of the article put's it in simple terms "technology and students fit together naturally, this is their world." Without advancement in technology those students that have trouble with mathematics would be relegated to doing worksheets and never grasping the actual concept, or they may not do the work at all.
Questions:
1) If technology like this is so effective, then why is it not in every school across the country?
I think the answer to that question has to do with available funding for the schools and districts. In an era where No Child Left Behind is so important, I would think lawmakers and educators alike would want anything in the classroom that can give a students a chance to succeed. The reality is that not every school and district can have what they want, and that is plaquing all schools.
2) Given that this technology is succesful, how can it be used for other subject areas?
I think there is software out there that provides a similar interactive experience for students while stressing key concepts in a particular subject. i think they are not utilized as much because they are not reliable or experience to many difficuties with adhering to facts rather than opinion. I thin that the designers of the math game will provide a game on a similar platform for another subject area, giving students the same experience and information that they have delivered with Dimenxian.
T.H.E. Journal - Sept. 2007
The article deals with integrating available technology, in this case for mathematics, and using it within a classroom setting to help students grasp specific concepts. It goes on to talk about how successful the implementation of the program within the Forsyth School district has been. It also talks, briefly, about the stigma that "games" have amongst educators. Once educators can get past the stigma, they see how useful and effective utilizing technology can be in the classroom. the interviewee of the article put's it in simple terms "technology and students fit together naturally, this is their world." Without advancement in technology those students that have trouble with mathematics would be relegated to doing worksheets and never grasping the actual concept, or they may not do the work at all.
Questions:
1) If technology like this is so effective, then why is it not in every school across the country?
I think the answer to that question has to do with available funding for the schools and districts. In an era where No Child Left Behind is so important, I would think lawmakers and educators alike would want anything in the classroom that can give a students a chance to succeed. The reality is that not every school and district can have what they want, and that is plaquing all schools.
2) Given that this technology is succesful, how can it be used for other subject areas?
I think there is software out there that provides a similar interactive experience for students while stressing key concepts in a particular subject. i think they are not utilized as much because they are not reliable or experience to many difficuties with adhering to facts rather than opinion. I thin that the designers of the math game will provide a game on a similar platform for another subject area, giving students the same experience and information that they have delivered with Dimenxian.
Tuesday, October 16, 2007
Journal #3
"A War of Words" By Jim Paterson
The article speaks of combating plagiarism and gives an idea of how to solve the problem rather than pointing fingers at students that do plagiarize. One way of helping to stop plagiarism is to actually teach students how to utilize research and organize it to be used within a paper. As the example given in the article at Blattman Elementary School. The other way suggests uploading all student workinto a database and allow a computer to determine if a student has plagiarized based upon a comparison of works already stored in that database. I think the latter is more of a scare tactic rather than a resolution to the ongoing problem.
Question:
1) What is the incentive for a student to produce a quality paper if they are already prejudged as having plagiarized?
I don't think there is any incentive for students to do quality work. If a student knows that their work will be put under a microscope without it even being read, I think they will do nothing different, because they know they are going to fail anyway. But it may make the student work a bit harder to find information that is more obscure to include into a paper.
2) If teaching students how to do research is successful, then why not teach all students how to do research?
I think many teachers believe that all students know how to do research, paraphrase and cite information from texts and websites. When in reality most do not. Many students nowadays are writing essays in elementary school and are having to cite examples from text. However, students are not taught how to do this. They may end up in high school before they are actually taught how to cite works in a paper. By then it is too late and they struggle with the concept and end up plagiarizing, because it is all they know how to do.
The article speaks of combating plagiarism and gives an idea of how to solve the problem rather than pointing fingers at students that do plagiarize. One way of helping to stop plagiarism is to actually teach students how to utilize research and organize it to be used within a paper. As the example given in the article at Blattman Elementary School. The other way suggests uploading all student workinto a database and allow a computer to determine if a student has plagiarized based upon a comparison of works already stored in that database. I think the latter is more of a scare tactic rather than a resolution to the ongoing problem.
Question:
1) What is the incentive for a student to produce a quality paper if they are already prejudged as having plagiarized?
I don't think there is any incentive for students to do quality work. If a student knows that their work will be put under a microscope without it even being read, I think they will do nothing different, because they know they are going to fail anyway. But it may make the student work a bit harder to find information that is more obscure to include into a paper.
2) If teaching students how to do research is successful, then why not teach all students how to do research?
I think many teachers believe that all students know how to do research, paraphrase and cite information from texts and websites. When in reality most do not. Many students nowadays are writing essays in elementary school and are having to cite examples from text. However, students are not taught how to do this. They may end up in high school before they are actually taught how to cite works in a paper. By then it is too late and they struggle with the concept and end up plagiarizing, because it is all they know how to do.
Journal #2
"Bloggers Cafe - Making Your Presence Known" By Tim Lauer
Learning and Leading with Technology - Aug. 2007
This article talks about the use of micro-blogging and live streaming within the teacheing profession and how it is revolutionizing staff development. In particular it focuses on two websites that help make this possible, Twitter and Jaiku. Both of these sites allow users to display in real time what is happening via the internet at any moment. They also allow users to file share with friends and other users. Jaiku in particular "provides a whole picture of what a person does online." This can be helpful in identifying a persons computer usage and tracking them throughout the internet. It goes on to talk about how school districts are now using these sites to help promote staff development by sending a few people to an out of state conference and sending a feed back to the school, via the internet, so that all staff can benefit from information at the conference. The coolest part of the article, in my opinion, is that these websites also allow for video feeds to be sent wirelessly to cellphones as well.
Questions:
1)Would school districts object to using these websites within a classroom setting?
I think school districts would have a hard time objecting to utilizing one of these two websites within a classroom. I think that the benefit of staff development and educational data sharing far outweighs any negatives, since keeping teachers on the forefront of technology and educational issues is so great. i think by using this sites teachers will be able to share experiences, and "best practices" amongst each other, making all teachers across the country better.
2)What benefits are there if a teacher would use one of these two sites in the classroom?
I think teachers should use these sites in their classroom. No longer can the students use the excuse i wasn't at school, or I was sick that day for no completing their homework. Teachers could literally show students via the wbsite what was taught in class via a video stream. Teachers can then hold the student responsible for work that was completed in class. It can also allow students who didn't understand the activity to review the lesson at home with their parents. This would give the students an additional opportunity for review as well as answer any questions they may have.
Learning and Leading with Technology - Aug. 2007
This article talks about the use of micro-blogging and live streaming within the teacheing profession and how it is revolutionizing staff development. In particular it focuses on two websites that help make this possible, Twitter and Jaiku. Both of these sites allow users to display in real time what is happening via the internet at any moment. They also allow users to file share with friends and other users. Jaiku in particular "provides a whole picture of what a person does online." This can be helpful in identifying a persons computer usage and tracking them throughout the internet. It goes on to talk about how school districts are now using these sites to help promote staff development by sending a few people to an out of state conference and sending a feed back to the school, via the internet, so that all staff can benefit from information at the conference. The coolest part of the article, in my opinion, is that these websites also allow for video feeds to be sent wirelessly to cellphones as well.
Questions:
1)Would school districts object to using these websites within a classroom setting?
I think school districts would have a hard time objecting to utilizing one of these two websites within a classroom. I think that the benefit of staff development and educational data sharing far outweighs any negatives, since keeping teachers on the forefront of technology and educational issues is so great. i think by using this sites teachers will be able to share experiences, and "best practices" amongst each other, making all teachers across the country better.
2)What benefits are there if a teacher would use one of these two sites in the classroom?
I think teachers should use these sites in their classroom. No longer can the students use the excuse i wasn't at school, or I was sick that day for no completing their homework. Teachers could literally show students via the wbsite what was taught in class via a video stream. Teachers can then hold the student responsible for work that was completed in class. It can also allow students who didn't understand the activity to review the lesson at home with their parents. This would give the students an additional opportunity for review as well as answer any questions they may have.
Saturday, September 15, 2007
Journal #1
"Power of the Mashup" By Susie Boss and Jane Krauss
The "Power of the Mashup" article by Boss and Krauss identifies how technology can be combined with current everday teaching practies to form a better cirriculum. It also talks about how the internet is affecting how students learn around the globe. It tells how students from Australia can influence student learning in the Unidted States. I especially liked how teachers are taking students everday technology and incorporating them into teaching, such as ipods. By doing this it brings what students are interested in and turning those interests into a learning tool.
Questions:
1. What kind of challenges are there by using a student's personal technology within the classroom?
I think using a students personal technology as a teaching tool cna lead to abuse of policy issues. I think students would be tempted to use their technology for non-educational use, such as ipods being able to play music and videos as well.
2. Can technology be incorporated into every lesson?
I think technology can be incorporated into every lesson, as long as the technology is relevant. For instance I would not use an Ipod during a math lesson, conversely I would allow the use of the Internet during a silent reading time.
The "Power of the Mashup" article by Boss and Krauss identifies how technology can be combined with current everday teaching practies to form a better cirriculum. It also talks about how the internet is affecting how students learn around the globe. It tells how students from Australia can influence student learning in the Unidted States. I especially liked how teachers are taking students everday technology and incorporating them into teaching, such as ipods. By doing this it brings what students are interested in and turning those interests into a learning tool.
Questions:
1. What kind of challenges are there by using a student's personal technology within the classroom?
I think using a students personal technology as a teaching tool cna lead to abuse of policy issues. I think students would be tempted to use their technology for non-educational use, such as ipods being able to play music and videos as well.
2. Can technology be incorporated into every lesson?
I think technology can be incorporated into every lesson, as long as the technology is relevant. For instance I would not use an Ipod during a math lesson, conversely I would allow the use of the Internet during a silent reading time.
Tuesday, September 4, 2007
Intro Letter
My wife and I at a USC game.
Hello!
My name is Dana Lane. I was born and raised in Southern California and have lived here my entire life. I attended elementary school at Del Obispo Elementary and middle school at Marco Forester in San Juan Capistrano. In high school at Dana Hills I played basketball and gradutated in 1996.
My experiences with technology are a bit limited but have grown over the years. I have always had a computer around me since I was about 8 years old. My first computer was a Macintosh that my parents bought for the household. Since then I have only had PCs with windows on them. So I do play favorites when it comes to what type of computer I would rather use. Being an avid gamer I depend on technology quite a bit. I use technology on a daily basis, whether it's playing games, downloading music or watching television.
What I like about the College of Education Mission Statement is the commitment to "student-centered education." This has an impact on me, because I want to be in a program that provides opportunities for their students to succeed and are willing to help make a student's dream a reality. As I read the mission statement I hope to gain the knowledge necessary to be a great teacher and leader with the education field. In making my decision to attend CSUSM, I didn't take the mission statement into account until now. I know some current teachers who have graduated from the COE program and they have told me that it is one of the better programs within the Cal State system. So for me the mission statements were not an integral part of my decision making.
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