The Tech Learning twitter page caught my attention today with their tweet about the KWL strategy. Silvia Tolisano writes about how some teachers are adding an "H" to the well-known reading strategy. This "H" stands for how: How do we get this information? How did we find this information? How did the learning take place? These questions are critical for our students to answer as we come to an era where information is plentiful and not always correct. After working with college students, I have realized that many students do not know how to discern a good source from a bad one, even at the college level. Adding the "H" to KWL can help teachers address this and help students work through the process of gaining knowledge.
To extend this process even further, another educator noted that they have added an "A" and "Q" to KWL, making the acronym KWHLAQ. The "A" and "Q" stand for "Apply and Question," asking students to apply their gained knowledge and raise any further questions students have about the topic. Tolisano notes how this is applicable to using technology because it can raise questions about how the students got the information. For instance, students can question the answers they found, and gain perspective by asking further questions about what an opposing party might think. Because students have access to so much information, it is important to include the how, application, and question because students need to understand good sources, find ways to apply their findings to the real world, and then explore different perspectives or further questions they might have about the topic. KWL would still be sufficient on its own, but KWHLAQ is a great way to address the aspects of technology and the internet.
Tuesday, July 26, 2011
Monday, July 25, 2011
Textbooks are bad, laptops are good.
“In the next three to five years, everything we know will be turned upside,” he said. “Just as the printing press created a new social class – the mercantile class instead of just kings and peasants – we are creating a new class, and it’s going to be those who can access and use technology.” - Iowa Superintendent John Carver
This week, David Nagel tweeted an article about Iowa's digital learning experiment. John Carver, an educational superintendent in Van Meter, Iowa, has pushed a laptop initiative to replace textbooks. Carver states in the article that he sees students more focused and interested in learning because laptops encourage learning in the way kids today are used to: by looking up information on the internet. I am not sure if I completely agree with dispelling textbooks from the classroom (although I never liked them much as a student), but I do think that it is important that we teach students how to use the internet to look for reliable sources and discern a "good" source from a bad one. Carver notes at the end of the article that the next step into his laptop initiative is to study the affects of using laptops as a primary information source through MRI scans, so it seems as of yet they have not recorded any scientific, research-based results.
I do think that the above quote, however, is very interesting, especially considering education from an urban educator's standpoint. I do believe Carter is correct when he says that what will be the next divide is access and being able to use technology. If our students are coming from a background where technology is not accessible, and we want them to be successful in obtaining careers and possibly social mobility, then it will be an essential life skill to be able to skillfully use technology, the internet, and laptops. Again, I am not sure I agree with Carter's notion to completely rid the classroom of all textbooks, as I feel they could be used as a reference in the classroom, but I do believe that this notion of computer and technology skills being essential to the success of our students in the "real world" is spot on. Part of the reason why I want to be an urban educator is to address generational poverty and give my students some skills to be social mobile, and computer and technology skills are and will be a huge part of that. I will be interested to see how Carver's thoughts and laptop initiative play out and affect student learning, either for the better or worse.
The article:
http://iowaindependent.com/57295/one-to-one-schools-%E2%80%98step-through-the-looking-glass%E2%80%99
This week, David Nagel tweeted an article about Iowa's digital learning experiment. John Carver, an educational superintendent in Van Meter, Iowa, has pushed a laptop initiative to replace textbooks. Carver states in the article that he sees students more focused and interested in learning because laptops encourage learning in the way kids today are used to: by looking up information on the internet. I am not sure if I completely agree with dispelling textbooks from the classroom (although I never liked them much as a student), but I do think that it is important that we teach students how to use the internet to look for reliable sources and discern a "good" source from a bad one. Carver notes at the end of the article that the next step into his laptop initiative is to study the affects of using laptops as a primary information source through MRI scans, so it seems as of yet they have not recorded any scientific, research-based results.
I do think that the above quote, however, is very interesting, especially considering education from an urban educator's standpoint. I do believe Carter is correct when he says that what will be the next divide is access and being able to use technology. If our students are coming from a background where technology is not accessible, and we want them to be successful in obtaining careers and possibly social mobility, then it will be an essential life skill to be able to skillfully use technology, the internet, and laptops. Again, I am not sure I agree with Carter's notion to completely rid the classroom of all textbooks, as I feel they could be used as a reference in the classroom, but I do believe that this notion of computer and technology skills being essential to the success of our students in the "real world" is spot on. Part of the reason why I want to be an urban educator is to address generational poverty and give my students some skills to be social mobile, and computer and technology skills are and will be a huge part of that. I will be interested to see how Carver's thoughts and laptop initiative play out and affect student learning, either for the better or worse.
The article:
http://iowaindependent.com/57295/one-to-one-schools-%E2%80%98step-through-the-looking-glass%E2%80%99
Wednesday, July 20, 2011
Freedom to teach [technology]
Today's post is brought to you by a tweet from the Office of EdTech the Washington Post tweeted by the. The sentiment of this article is similar to my last post about the "censorship" of some technology in classrooms, but looks at technology through usefulness and practicality in the classroom.
What I found most relevant from this article is Vicki Davis' thought about technology and students:
"Putting computers in the hands of kids doesn’t make them any smarter than if they rubbed Einstein’s head. It is how the technology is used—by interacting—that improves learning."
This goes back to one of the topics we discussed in class: do not make a lesson around technology. It is incredibly important that I keep this in mind as I create lessons and work with students because putting an iPod touch or iPad in their hands will not help them. It is about incorporating the use of technology into my lessons to enhance learning and teach them skills applicable to the "real world." Davis cites students whose interests were sparked with the use of video and photography, but really it was the teacher who allowed these students to use these tools and taught them how to use them that really created this spark for learning. What Davis states above is and will be important to bear in mind as I progress as an educator.
Davis' article:
http://www.washingtonpost.com/national/on-leadership/the-greatest-teacher-incentive-the-freedom-to-teach/2011/07/19/gIQAd7NYOI_story_1.html
What I found most relevant from this article is Vicki Davis' thought about technology and students:
"Putting computers in the hands of kids doesn’t make them any smarter than if they rubbed Einstein’s head. It is how the technology is used—by interacting—that improves learning."
This goes back to one of the topics we discussed in class: do not make a lesson around technology. It is incredibly important that I keep this in mind as I create lessons and work with students because putting an iPod touch or iPad in their hands will not help them. It is about incorporating the use of technology into my lessons to enhance learning and teach them skills applicable to the "real world." Davis cites students whose interests were sparked with the use of video and photography, but really it was the teacher who allowed these students to use these tools and taught them how to use them that really created this spark for learning. What Davis states above is and will be important to bear in mind as I progress as an educator.
Davis' article:
http://www.washingtonpost.com/national/on-leadership/the-greatest-teacher-incentive-the-freedom-to-teach/2011/07/19/gIQAd7NYOI_story_1.html
Friday, July 8, 2011
The State of Education
This week, Lucy Gray's tweet led me to a blog by Catalyst Chicago about the use of technology in CPS schools. The blog outlines how Chicago is lagging in its push to bring more technology in the classroom, and why students can benefit from access of technology in school.
Samuel Barnett blogs brings up an interesting point regarding accessibility and the importance of using technology in the classroom. Not only does it interest students, but they are comfortable with it, and will definitely use technology for the rest of their lives. As teachers, we need to be well trained and comfortable enough that we can show them appropriate uses for the internet and how to be creative. Creating a YouTube video reacting the Civil War can be as easy as a web cam. Prior to YouTube, a student needed a recording device, access to blank videos/dvds, and probably needed to be done outside of school. Bringing the use of YouTube into the classroom provides more accessibility and engagement on how these web tools can be used appropriately.
Barnett suggests that CPS should have at least two techies in each building. I would say instead hold workshops and enable teachers to be their own techie, and let students troubleshoot if/when needed. If teachers are bringing social media into the classroom and using it to post YouTube videos students made, or write blogs together and create discussion, we are in turn educating students on how to use these tools to their greatest potential. This is a struggle for me, as I have rolled my eyes at Twitter and blogs for a long time; however looking at these things as an educational and networking tool has really helped me come around to the usefulness of these phenomenons, and I am not getting bogged down with the "LOL"s and "OMG G2G, CYA L8TR" crap that I used to associate with these forms of social media and technology. To show how these can be used appropriately should and can be done in the classroom through able and trained teachers.
To see the article:
http://www.catalyst-chicago.org/notebook/index.php/entry/1181/Technology_boosts_learning%2C_but_CPS_behind_curve
Samuel Barnett blogs brings up an interesting point regarding accessibility and the importance of using technology in the classroom. Not only does it interest students, but they are comfortable with it, and will definitely use technology for the rest of their lives. As teachers, we need to be well trained and comfortable enough that we can show them appropriate uses for the internet and how to be creative. Creating a YouTube video reacting the Civil War can be as easy as a web cam. Prior to YouTube, a student needed a recording device, access to blank videos/dvds, and probably needed to be done outside of school. Bringing the use of YouTube into the classroom provides more accessibility and engagement on how these web tools can be used appropriately.
Barnett suggests that CPS should have at least two techies in each building. I would say instead hold workshops and enable teachers to be their own techie, and let students troubleshoot if/when needed. If teachers are bringing social media into the classroom and using it to post YouTube videos students made, or write blogs together and create discussion, we are in turn educating students on how to use these tools to their greatest potential. This is a struggle for me, as I have rolled my eyes at Twitter and blogs for a long time; however looking at these things as an educational and networking tool has really helped me come around to the usefulness of these phenomenons, and I am not getting bogged down with the "LOL"s and "OMG G2G, CYA L8TR" crap that I used to associate with these forms of social media and technology. To show how these can be used appropriately should and can be done in the classroom through able and trained teachers.
To see the article:
http://www.catalyst-chicago.org/notebook/index.php/entry/1181/Technology_boosts_learning%2C_but_CPS_behind_curve
Sunday, July 3, 2011
Twitterpated.
Joining twitter was interesting - initially I was hesitant of the idea, but after creating my profile realized that there were a few people I am interested in following (The New Yorker, Steven Fry, Time magazine, etc). So I followed 25 or so. Then, after looking at the tweets I became confused and bit frustrated about the tweets I did not understand, or that had nothing to do with what why I was following that person in the first place.
After cutting my list of following down, I turned to David Nagel for some writing material this week. There are numerous things going on in the educational technology world. One thing that caught my eye was Nagel's tweet about the professor University of Wisconsin who received a grant to design a video game that would attempt to debunk negative attitudes towards women and minorities. Video games have come light years since Atari, and would be a good medium to address the issues of racism and sexism, especially because a few video games perpetuate stereotypes and negative attitudes. I am interested to see how this might play out, and if it would be accessible and entertaining, or more on the educational game wave-length which might turn off students or adults.
After cutting my list of following down, I turned to David Nagel for some writing material this week. There are numerous things going on in the educational technology world. One thing that caught my eye was Nagel's tweet about the professor University of Wisconsin who received a grant to design a video game that would attempt to debunk negative attitudes towards women and minorities. Video games have come light years since Atari, and would be a good medium to address the issues of racism and sexism, especially because a few video games perpetuate stereotypes and negative attitudes. I am interested to see how this might play out, and if it would be accessible and entertaining, or more on the educational game wave-length which might turn off students or adults.
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