I don't actually agree with the title of my blog. But it sounded delightfully evil and fun and I just HAD to use it. Hopefully all you red pen Nazis won't get offended.
So, I have been told (as the exemplary education student that I am), that red pens should not be used in the classroom. The reason for this is that these pens, which emit the bright and stereotype-ridden hue of failure, lower children's self-esteem. I believe this is because students are automatically discouraged when they are handed back papers riddled with red ink... there is an automatic feeling of failure and inadequacy.
I can understand that students react to red pen in this manner. After years of experiencing brief notes and big Xs on papers, students are trained to see red pen as the sign of inaccuracy and "points off." But red pen should NOT be banned for these reasons. Here is why:
The first reason has to do with the pen itself. Red pen isn't the culprit... it's just the tool of the teacher. And the teacher needs to make sure that he or she defines the manner in which he or she assesses- including the moods of such assessments. This may sound confusing. What I am saying is that if teachers create a classroom atmosphere in which assessment is formative, often, open, understood, and open for student-teacher communication, red pen shouldn't be an issue at all.
To start with, the teacher needs to spend some time at the beginning of the year addressing assessment. During this forum discussion (where the students can and should participate), the teacher should express his or her procedures for assessing, including how students can be involved in the process and what part feedback and revisions play in assignments. An important point needs to be made- that when a student receives a graded paper back, they should not immediately be discouraged or annoyed at red marks, but rather that they should look at the marks as steps towards perfection. Red pen is not the problem. It's the students' reactions ("I'm inadequate", "I failed", "I don't even care or want to try to improve") that need to be changed, not the color of pen used.
The next issue having to do with red pen is accountability. Sure, there are plenty of sources out there which stress student accountability in doing all types of things, from homework to class discussions. But there's a whole lot of weight on the teacher to "make" the class successful or "push" the class towards curricular goals. At the end of the day, the teacher is judged on the success of his or her students. That makes sense, but only if it's being done in an appropriate manner.
Whoever has argued that red pens lower self-esteem have a) bad experiences with assessment and b) habits of babying students. Seriously, kids are capable of so much; don't baby them through life!
What are we teaching kids if we don't challenge them, don't hold them accountable, and don't show them negative consequences? We are teaching them they can slide their ways through life, and that lesson doesn't belong in school.
Students MUST be accountable. There's only so much a teacher can do to help students and encourage success. If students don't put in an effort, it's not fair. It seems that there are plenty of ways today to take the blame off of students, and that's not right. Sure, they can't do everything alone; but neither can teachers.
Sunday, May 17, 2009
Saturday, May 16, 2009
To Bachelor's, or Not to Bachelor's?
This is going to sound really conceited right off the bat.
A couple of weeks ago, I mailed out announcements to family and friends to inform them of my impending (ignore the dooms-day feel of that word) graduation from James Madison University. I was receiving a Bachelor's of Science in "Interdisciplinary Social Science" with minors in Secondary Education and French.
The ceremony was great- excepting an overly-egotistical keynotes speaker whose main focus was his "green" lifestyle, and not the awesomeness of our 2009 graduation. Note to self... keep ridiculous personal information and political statements to a minimum when orating during a celebration of other people's accomplishments.
Now here's my selfish tid-bit: although I have received some excellent gifts, I haven't received the volume of gifts or cards as I did from my high school graduation. At least, I don't think I have. Now, maybe the post office is backed up, or the dog ate my cards, but this phenomenon led me to ask a very important question:
In our society, is high school graduation more celebrated than college graduation?
I find that this question opens up several different cans of worms. For one, I come from a population of students (and families) where college is the norm. The expected. That all-important keg-driven four years where you wind up 15 pounds heavier and much wiser (at least on the topic of mixing drinks). For us, yes, it's a big deal.
But there is a whole other side to the story. For families who don't expect their children to attend college, high school graduation is a huge celebration. Or, for families who have experienced a high degree of chaos, problems, or trauma, graduation from high school could be a true feat.
So now, we have two groups of people: those who expect college and those who don't. But I'm not sure there is always a direct correlation between these groups and their opinions of graduations. I'm in the "expecting college" group, and yet my high school graduation brought me much monetary praise and my college graduation did not. Are we still stuck in a society that treats secondary education as more important?
Hell no. I just am examining the issues.
My last point to make has to do with the educational system. As an up-and-coming teacher (a.k.a. superhero), I hope that I can help children succeed in pursuing post-secondary education. Our job field and society stress higher education. It's my duty to help children thrive (no matter what they choose after school)... but in wanting students to go to college:
Shouldn't we be celebrating college graduations as much as high school graduations?
A couple of weeks ago, I mailed out announcements to family and friends to inform them of my impending (ignore the dooms-day feel of that word) graduation from James Madison University. I was receiving a Bachelor's of Science in "Interdisciplinary Social Science" with minors in Secondary Education and French.
The ceremony was great- excepting an overly-egotistical keynotes speaker whose main focus was his "green" lifestyle, and not the awesomeness of our 2009 graduation. Note to self... keep ridiculous personal information and political statements to a minimum when orating during a celebration of other people's accomplishments.
Now here's my selfish tid-bit: although I have received some excellent gifts, I haven't received the volume of gifts or cards as I did from my high school graduation. At least, I don't think I have. Now, maybe the post office is backed up, or the dog ate my cards, but this phenomenon led me to ask a very important question:
In our society, is high school graduation more celebrated than college graduation?
I find that this question opens up several different cans of worms. For one, I come from a population of students (and families) where college is the norm. The expected. That all-important keg-driven four years where you wind up 15 pounds heavier and much wiser (at least on the topic of mixing drinks). For us, yes, it's a big deal.
But there is a whole other side to the story. For families who don't expect their children to attend college, high school graduation is a huge celebration. Or, for families who have experienced a high degree of chaos, problems, or trauma, graduation from high school could be a true feat.
So now, we have two groups of people: those who expect college and those who don't. But I'm not sure there is always a direct correlation between these groups and their opinions of graduations. I'm in the "expecting college" group, and yet my high school graduation brought me much monetary praise and my college graduation did not. Are we still stuck in a society that treats secondary education as more important?
Hell no. I just am examining the issues.
My last point to make has to do with the educational system. As an up-and-coming teacher (a.k.a. superhero), I hope that I can help children succeed in pursuing post-secondary education. Our job field and society stress higher education. It's my duty to help children thrive (no matter what they choose after school)... but in wanting students to go to college:
Shouldn't we be celebrating college graduations as much as high school graduations?
Friday, May 15, 2009
The First of the Summer
Ah, what a long year it has been.
Now, I am proud to say that I officially have a degree. Forreals. It's scary, definitely, but I'm getting used to it.
The summer job hunt has begun... and that's always a party with angel food cake. This summer isn't stressing me as much (yet) in that arena, but I really do need to score something soon. Bachelor's degree = something good, I'm hoping.
Topic of the day is: revenge. But really folks, my intellectual muse is understimulated.
Next post to have something better, hopefully.
Now, I am proud to say that I officially have a degree. Forreals. It's scary, definitely, but I'm getting used to it.
The summer job hunt has begun... and that's always a party with angel food cake. This summer isn't stressing me as much (yet) in that arena, but I really do need to score something soon. Bachelor's degree = something good, I'm hoping.
Topic of the day is: revenge. But really folks, my intellectual muse is understimulated.
Next post to have something better, hopefully.
Thursday, April 23, 2009
Philosophizing a Bit
It's hard to know where to begin.
For three years, I have followed education courses which have dealt with issues all the way from diversity to "PowerPoint Learning Objects". And now, I have to condense a plethora of random convictions into a short amount of meaningful space. A great task. Except, some of that stress is reduced since really, technology is my priority in this epic blog experience.
For one, I have to continue to believe in the power of a teacher (3). Not only the power to help a student earn a decent grade in a class, but the power to change adolescent perceptions of success and of the future. Yes, please refer to any and all inspirational educator movies in order to understand my sentiment. Alongside this "belief in teachers," there is a random assortment of resources which reference the "Power of One" idea; quotes, film clips, articles. I have provided a few links in order to aid you in better understanding where these inspirations come from.
"The Power of One." (Video). http://www.caringstrangers.com/powerofone.htm
Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. (Margaret Mead) http://womenshistory.about.com/cs/quotes/a/qu_margaretmead.htm
Whatever you do will be insignificant, but it is most important that you do it. (Gandhi) http://www.famous-quotations.com/
We must become the change we want to see. (Gandhi) http://www.famous-quotations.com/
And, if you're dying for a connection between teacher power and technology, indulge in these fantastic (and simple!) quotes:
However, it's no longer just an issue of content or an issue of standards or an issue of interesting curricula. As we have learned in this class, it is now also a question of technology. We are led to inquire: how can we possibly find the happy medium between exemplary education and technological use?
We have been able to explore applications, articles, websites, and techniques in order to give us, as future educators, a "leg up" when it comes to having our own wired classrooms (isn't that one of the main points of this class?). As a practicum student, I've had limited experience with SmartBoard and online quiz game-making. But, even though there's a small chance I will even have a SmartBoard (much less more than two computers in my classroom), I still have to train myself to be ready for the day when the gods bless me with twenty top-of-the-line MacBooks and matching iPods.
Here's the simplest point of philosophical rambling about technology and education and kids: it's not about "fighting" the negative effects of technology, it's about FINDING A BALANCE.
Don't trivialize it, capitalize on it.
Consider, for example, the various websites provided at the bottom of this blog. They all have some tidbit of information related to our students and technology, and can even be used in helping to build that all-important, personal philosophy about students and technology.
Belief #1: There are negative effects of technology on education; be aware of them.
Education is no exception to those institutions affected by technological problems. Cell phone use, unfair nation-wide distribution of school funds, bad technology use by teachers... it happens. The first step in being an informed educator is to know the problems and work against them.
For the Wiki project, my partner and I looked at attentional deployment/multi-tasking. The articles I found were quite informative as to the negatives of multi-tasking; the result is students who aren't necessarily absorbing the information they need to absorb. That, obviously enough, has some big significance in the education world. Also, however, I read up in this articles about brain structure, and how brains respond to alleged "multi-tasking"; and the truth is, the brain (even though it's going through its own evolutionary process) isn't the multi-tasker we assumed it to be. Therefore, yes, there are certainly problems with kids doing all those different things on top of homework.
Not only that, but the brain isn't currently as adapted to technology (or, really, our tech habits) as it needs to be. One of the articles points out that at the rate we use technology (every blinkin' chance), our brain's processes of use and relaxation aren't getting done. This can't possibly be good for children's brain abilities. (4, 5, 6)
Of course, a huge point to consider (and to make distinctions): "For all the handwringing about Generation M, technology is not really the problem. "The problem," says Hallowell, "is what you are not doing if the electronic moment grows too large"--too large for the teenager and too large for those parents who are equally tethered to their gadgets. In that case, says Hallowell, "you are not having family dinner, you are not having conversations, you are not debating whether to go out with a boy who wants to have sex on the first date, you are not going on a family ski trip or taking time just to veg. It's not so much that the video game is going to rot your brain, it's what you are not doing that's going to rot your life." (5)
Belief #2: Teachers need to have the right amount of training before they can be appropriate users of classroom technology.
I could really just sum up this entire belief by saying: attend Educational Technology. But, the fact of the matter is, having a teacher who isn't flexible around technology or who uses it incorrectly doesn't help students. What's more, teachers might not even understand how to react to children's behavior problems with technology; if the teacher catches a student using a cell phone, but then doesn't know how to turn it off... sounds pathetic. (lecture, etc.)
This entire semester has been full of discussions and demonstrations which apply to this belief. The whole point of the semester was not only to fulfill any state requirements in technological competence, but also to learn software and methods that might actually be helpful in our classrooms.
WebQuests: This seems self-explanatory, as we have discussed the topic in class. But, for repetition's sake, WebQuests are awesome ways to promote student-led learning in a forum which tests children's skills at synthesizing information, working as a group, preparing presentations, and also surfing the Web for appropriate resources. Complementary lessons on authoritative Webpages and search engines can be used to helps students with the WebQuest.
Newsletters: Even though we created these for parent-teacher reasons, students can still use them on their own. Students can do projects like historical advertisements or "one-page" newspapers and "publish" their own flyers.
Digital Stories: I won't go into detail, as I wrote a whole page on this subject previously.
PowerPoint Tutorials: So much is possible here. Not only can teachers use them as lesson enhancers, but students can create them to help other students (or even other classes!)
Wikis: What better way to get students synthesizing information AND using the web at the same time? Bravo Wiki pages! Refer to my Wiki response for an idea on Wiki use.
If I did not explicitly cite every section, cite them now.
For three years, I have followed education courses which have dealt with issues all the way from diversity to "PowerPoint Learning Objects". And now, I have to condense a plethora of random convictions into a short amount of meaningful space. A great task. Except, some of that stress is reduced since really, technology is my priority in this epic blog experience.
For one, I have to continue to believe in the power of a teacher (3). Not only the power to help a student earn a decent grade in a class, but the power to change adolescent perceptions of success and of the future. Yes, please refer to any and all inspirational educator movies in order to understand my sentiment. Alongside this "belief in teachers," there is a random assortment of resources which reference the "Power of One" idea; quotes, film clips, articles. I have provided a few links in order to aid you in better understanding where these inspirations come from.
"The Power of One." (Video). http://www.caringstrangers.com/powerofone.htm
Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. (Margaret Mead) http://womenshistory.about.com/cs/quotes/a/qu_margaretmead.htm
Whatever you do will be insignificant, but it is most important that you do it. (Gandhi) http://www.famous-quotations.com/
We must become the change we want to see. (Gandhi) http://www.famous-quotations.com/
And, if you're dying for a connection between teacher power and technology, indulge in these fantastic (and simple!) quotes:
- Teachers are vital to the learning process. Tech is good, but it is not a perfect substitute.
- Computers can never replace humans.
- Learning is based on motivation, and without teachers that motivation would cease to exist. (7)
However, it's no longer just an issue of content or an issue of standards or an issue of interesting curricula. As we have learned in this class, it is now also a question of technology. We are led to inquire: how can we possibly find the happy medium between exemplary education and technological use?
We have been able to explore applications, articles, websites, and techniques in order to give us, as future educators, a "leg up" when it comes to having our own wired classrooms (isn't that one of the main points of this class?). As a practicum student, I've had limited experience with SmartBoard and online quiz game-making. But, even though there's a small chance I will even have a SmartBoard (much less more than two computers in my classroom), I still have to train myself to be ready for the day when the gods bless me with twenty top-of-the-line MacBooks and matching iPods.
Here's the simplest point of philosophical rambling about technology and education and kids: it's not about "fighting" the negative effects of technology, it's about FINDING A BALANCE.
Don't trivialize it, capitalize on it.
Consider, for example, the various websites provided at the bottom of this blog. They all have some tidbit of information related to our students and technology, and can even be used in helping to build that all-important, personal philosophy about students and technology.
Belief #1: There are negative effects of technology on education; be aware of them.
Education is no exception to those institutions affected by technological problems. Cell phone use, unfair nation-wide distribution of school funds, bad technology use by teachers... it happens. The first step in being an informed educator is to know the problems and work against them.
For the Wiki project, my partner and I looked at attentional deployment/multi-tasking. The articles I found were quite informative as to the negatives of multi-tasking; the result is students who aren't necessarily absorbing the information they need to absorb. That, obviously enough, has some big significance in the education world. Also, however, I read up in this articles about brain structure, and how brains respond to alleged "multi-tasking"; and the truth is, the brain (even though it's going through its own evolutionary process) isn't the multi-tasker we assumed it to be. Therefore, yes, there are certainly problems with kids doing all those different things on top of homework.
Not only that, but the brain isn't currently as adapted to technology (or, really, our tech habits) as it needs to be. One of the articles points out that at the rate we use technology (every blinkin' chance), our brain's processes of use and relaxation aren't getting done. This can't possibly be good for children's brain abilities. (4, 5, 6)
Of course, a huge point to consider (and to make distinctions): "For all the handwringing about Generation M, technology is not really the problem. "The problem," says Hallowell, "is what you are not doing if the electronic moment grows too large"--too large for the teenager and too large for those parents who are equally tethered to their gadgets. In that case, says Hallowell, "you are not having family dinner, you are not having conversations, you are not debating whether to go out with a boy who wants to have sex on the first date, you are not going on a family ski trip or taking time just to veg. It's not so much that the video game is going to rot your brain, it's what you are not doing that's going to rot your life." (5)
Belief #2: Teachers need to have the right amount of training before they can be appropriate users of classroom technology.
I could really just sum up this entire belief by saying: attend Educational Technology. But, the fact of the matter is, having a teacher who isn't flexible around technology or who uses it incorrectly doesn't help students. What's more, teachers might not even understand how to react to children's behavior problems with technology; if the teacher catches a student using a cell phone, but then doesn't know how to turn it off... sounds pathetic. (lecture, etc.)
This entire semester has been full of discussions and demonstrations which apply to this belief. The whole point of the semester was not only to fulfill any state requirements in technological competence, but also to learn software and methods that might actually be helpful in our classrooms.
WebQuests: This seems self-explanatory, as we have discussed the topic in class. But, for repetition's sake, WebQuests are awesome ways to promote student-led learning in a forum which tests children's skills at synthesizing information, working as a group, preparing presentations, and also surfing the Web for appropriate resources. Complementary lessons on authoritative Webpages and search engines can be used to helps students with the WebQuest.
Newsletters: Even though we created these for parent-teacher reasons, students can still use them on their own. Students can do projects like historical advertisements or "one-page" newspapers and "publish" their own flyers.
Digital Stories: I won't go into detail, as I wrote a whole page on this subject previously.
PowerPoint Tutorials: So much is possible here. Not only can teachers use them as lesson enhancers, but students can create them to help other students (or even other classes!)
Wikis: What better way to get students synthesizing information AND using the web at the same time? Bravo Wiki pages! Refer to my Wiki response for an idea on Wiki use.
The point to remember is: I've heard that technology is not necessarily greater than the teacher. So, use technology, but don't forget that your position as a teacher is still powerful! (7)
Belief #3: Basic is okay.
I inserted this belief as a reaction to an article I read about online courses and their positions in grade schools. My reaction was that, although having online courses can definitely be a help in some schools, I don't think they are necessarily vital at this point in time (which was mentioned in the article). I've been through four years of college and haven't taken an online class.
The point about "basics" is that although technology is awesome, that doesn't mean that there needs to be an overload of it. An overload is not only expensive, but also questionably necessary. Not all students are going to become computer scientists. Therefore, when designing projects or teaching technology use, teachers need to focus on solidifying basic skills in their students. (This reminds me a bit of an article on homework I read, and about homework format and focus- I don't have the exact citation on me.) For example, knowing how to surf the web, use search engines, write/send emails, determine webpage authority, and use Microsoft Office are probably the basics. If there's a chance to expand further than that, great. But administrators and teachers shouldn't become fixated on the idea that more technology = better learning. Thus, online classes probably aren't a necessary component. Aim for survival in the digital world when teaching technology. (1, homework articles)
Belief #4: Find the zen, find the feng shui.
As articles have noted (and the video provided on the Wiki page), the solution to multi-tasking or "technology" problems isn't to take an extreme route. Rather, it's all about compromise. Make kids do a graphic organizer about the Mongols and then play Marvel Capcom. In fact, we've discussed rewards and reinforcers in my Behavior Management class... it's a good system. Sometimes, you just gotta remember that there are more important things in life than checking Facebook. (4, 5, 6)
(Although, I've had a hard time learning that lesson.)
Resources to Note and Cite for This Blog and for Further Information
1). "Schools Won’t Require Online Class. Yet." Winnie Hu. Published January 30, 2009. http://www.nytimes.com/2009/02/01/education/01educnj.html?_r=2&scp=4&sq=education%20online%20February%202009&st=cse
2). (Cell Phone Article). http://blogs.edweek.org/edweek/DigitalEducation/
3). “Children "Tune out" in Response to the Ambiguous Communication Style of Powerless Adults.” Daphne Blunt Bugental, Judith E. Lyon, Eta K. Lin, Emily P. McGrath and Alfred Bimbela. Child Development, Vol. 70, No. 1 (Jan. - Feb., 1999), pp. 214-230. Published by: Blackwell Publishing on behalf of the Society for Research in Child Development.
4). “The Perils of Multitasking: When Kids are Plugged In, How Much Sinks In?” Margery D. Rosen. February 28, 2007. http://www.google.com/url?q=http%3A%2F%2Fwww2.scholastic.com%2Fbrowse%2Farticle.jsp%3Fid%3D11595&sa=D&sntz=1&usg=AFrqEzc04P8kNBsaFRSlO8guVKkG9BFBtA
5). “The Multitasking Generation.” Claudia Wallis. March 19, 2006. http://www.time.com/time/magazine/article/0,9171,1174696-2,00.html
6). “Too Much Multitasking.” ConnectWithKids. Accessed April 2, 2009. http://www.youtube.com/watch?v=-nUMNCzalXI
7). "Is It Age or IT: First Steps Toward Understanding the Net Generation." Diana and James Oblinger. http://www.educause.edu/Resources/EducatingtheNetGeneration/IsItAgeorITFirstStepsTowardUnd/6058
Also cite my courses and professors.If I did not explicitly cite every section, cite them now.
Thursday, April 9, 2009
Online... Better Than Off-line?
Wow. This article is an amazing jumping-off point for educational discussion.
In the most basic sense, the article is discussing the prevalence and subsequent requirement/non-requirement of having online courses in pre-collegiate schools. Although the state mentioned most firsthandedly was New Jersey, the article did provide some "shocking" details about online courses in other states. And, it seems a little surprising- maybe just because I don't remember online courses being part of my high school experience.
According to the article:
More than 70 percent of the nearly 15,000 school districts in the United States currently offer at least one online course, enrolling more than a million students last school year alone, said Susan Patrick, president of the International Association for K-12 Online Learning, which estimates that online enrollment has increased about 30 percent annually since 1997. “It’s growing faster than any other innovation in K-12 education,” she said.
What? Forreal? Like, really?
It's not that I am so surprised by its growth rate; really, I'm not sure that any of us conscious individuals should be surprised by the popularity and growth rates of technology anymore. It's that, all of these schools were using online courses... and where was that while I was trudging the halls of Great Bridge High School?
For one, the advantages mentioned in the article are certainly enticing. There are always going to be students who want to go the extra mile and study something not found in person in their schools. Or there are always going to be students who have time issues or learning disabilities or other needs for potential online courses. And sure, there's nothing wrong on capitalizing on the use of email and other technological "stuff", since kids these days seem to be BFFs with gadgets.
But, that doesn't mean that there aren't any arguments against using online courses. For one... is it really necessary? As a college student, I haven't taken any online courses. Sure, they're there- but it hasn't been necessary. And, if I haven't had to... then why should it be so important for a high schooler to do so?
What's more, I remember some of the students who wanted to take an extra course back in high school. I'm pretty sure one or two of them met with my history teacher during lunch and studied Comparative Government. Sure, there was likely an electronic component to their meetings- but was it to the extent of an official online class?
Another allusion in this article- "the standards debate." I have actually participated in a discussion of curriculum standards in my MSSE 625 class, and this article hints at needing state-to-state cooperation when it comes to the standards for online classes. Is that even achievable?
And what's more, there's always the issue of money in schools (money matters are mentioned in the article). Some schools have enough, other schools do not. Should money be funnelled toward online courses, or towards other educational components which might be more beneficial? (Enter the possibility of Kindles, as provoked by Katie and Rachel's Net Generation presentation.) It sort of goes along with that whole idea of "just because you can doesn't mean you should/have to." Just because the technology is available to provide schools with online classes doesn't mean they have to use it (or should).
And, for anyone who will fight that it's awesome for teaching methods of technological use, might I suggest that it's probably easier (and less expensive and time-consuming) to just show children how to send emails or deposit documents into digital dropboxes? You can even show them how to do Webinars or watch YouTube videos, without taking an online course. Sounds good to me. Taking online courses does not equal technological mastery.
“There may be value to exposing students to this type of instruction,” said Mr. Belluscio, whose group offers Webinars for school board members. “But it may not be such a critical part of high school redesign that we need to make it a requirement.”
Last point: Teachers > Technology. Google the research.
http://www.nytimes.com/2009/02/01/education/01educnj.html?_r=2&scp=4&sq=education%20online%20February%202009&st=cse
In the most basic sense, the article is discussing the prevalence and subsequent requirement/non-requirement of having online courses in pre-collegiate schools. Although the state mentioned most firsthandedly was New Jersey, the article did provide some "shocking" details about online courses in other states. And, it seems a little surprising- maybe just because I don't remember online courses being part of my high school experience.
According to the article:
More than 70 percent of the nearly 15,000 school districts in the United States currently offer at least one online course, enrolling more than a million students last school year alone, said Susan Patrick, president of the International Association for K-12 Online Learning, which estimates that online enrollment has increased about 30 percent annually since 1997. “It’s growing faster than any other innovation in K-12 education,” she said.
What? Forreal? Like, really?
It's not that I am so surprised by its growth rate; really, I'm not sure that any of us conscious individuals should be surprised by the popularity and growth rates of technology anymore. It's that, all of these schools were using online courses... and where was that while I was trudging the halls of Great Bridge High School?
For one, the advantages mentioned in the article are certainly enticing. There are always going to be students who want to go the extra mile and study something not found in person in their schools. Or there are always going to be students who have time issues or learning disabilities or other needs for potential online courses. And sure, there's nothing wrong on capitalizing on the use of email and other technological "stuff", since kids these days seem to be BFFs with gadgets.
But, that doesn't mean that there aren't any arguments against using online courses. For one... is it really necessary? As a college student, I haven't taken any online courses. Sure, they're there- but it hasn't been necessary. And, if I haven't had to... then why should it be so important for a high schooler to do so?
What's more, I remember some of the students who wanted to take an extra course back in high school. I'm pretty sure one or two of them met with my history teacher during lunch and studied Comparative Government. Sure, there was likely an electronic component to their meetings- but was it to the extent of an official online class?
Another allusion in this article- "the standards debate." I have actually participated in a discussion of curriculum standards in my MSSE 625 class, and this article hints at needing state-to-state cooperation when it comes to the standards for online classes. Is that even achievable?
And what's more, there's always the issue of money in schools (money matters are mentioned in the article). Some schools have enough, other schools do not. Should money be funnelled toward online courses, or towards other educational components which might be more beneficial? (Enter the possibility of Kindles, as provoked by Katie and Rachel's Net Generation presentation.) It sort of goes along with that whole idea of "just because you can doesn't mean you should/have to." Just because the technology is available to provide schools with online classes doesn't mean they have to use it (or should).
And, for anyone who will fight that it's awesome for teaching methods of technological use, might I suggest that it's probably easier (and less expensive and time-consuming) to just show children how to send emails or deposit documents into digital dropboxes? You can even show them how to do Webinars or watch YouTube videos, without taking an online course. Sounds good to me. Taking online courses does not equal technological mastery.
“There may be value to exposing students to this type of instruction,” said Mr. Belluscio, whose group offers Webinars for school board members. “But it may not be such a critical part of high school redesign that we need to make it a requirement.”
Last point: Teachers > Technology. Google the research.
http://www.nytimes.com/2009/02/01/education/01educnj.html?_r=2&scp=4&sq=education%20online%20February%202009&st=cse
Tuesday, April 7, 2009
The Quest for the Perfect Quest
So, as diligent educational technology students, we are currently embarking on an intensive journey into developing WebQuests of our own design. I'm sure that the intention is to have this activity be profitable in our future careers.
So, it seems ideal that a WebQuest could be partnered with another intensive assessment in my classroom; and that is what I shall attempt to do. A fairly intensive, large-scale assessment which I have planned for a unit has to do with cultural conflict, and a WebQuest might be an excellent way for students to research their topics in a monitored, organized way.
THE TASK
It's 4 a.m. in the morning. Suddenly, as you are happily sleeping, your cell phone starts vibrating. You try to ignore it. But whoever it is keeps calling and calling and calling. Slightly annoyed, you answer the call.
On the other end of the line is a deep voice. The man tells you that you have been selected for a secret meeting of international experts, and that you need to get on a plane to Switzerland in the next two hours.
He tells you that you have been selected because of your expertise in cultural conflict. You have studied specific conflicts thoroughly and you have information that could help save lives and repair relationships between groups.
You accept the challenge.
Once you arrive in Switzerland, you will prepare a speech to deliver to an international council. The council is interested in finding solutions for some significant and problematic cultural conflicts, and they want your help.
Your speech will combine information about a particular conflict; you must give the history of the conflict and describe major events and groups involved in the conflict, as well as inform the council as to what solutions might be best for the conflict.
You are an expert. Now, surf the web for information and CHANGE THE WORLD!
So, it seems ideal that a WebQuest could be partnered with another intensive assessment in my classroom; and that is what I shall attempt to do. A fairly intensive, large-scale assessment which I have planned for a unit has to do with cultural conflict, and a WebQuest might be an excellent way for students to research their topics in a monitored, organized way.
THE TASK
It's 4 a.m. in the morning. Suddenly, as you are happily sleeping, your cell phone starts vibrating. You try to ignore it. But whoever it is keeps calling and calling and calling. Slightly annoyed, you answer the call.
On the other end of the line is a deep voice. The man tells you that you have been selected for a secret meeting of international experts, and that you need to get on a plane to Switzerland in the next two hours.
He tells you that you have been selected because of your expertise in cultural conflict. You have studied specific conflicts thoroughly and you have information that could help save lives and repair relationships between groups.
You accept the challenge.
Once you arrive in Switzerland, you will prepare a speech to deliver to an international council. The council is interested in finding solutions for some significant and problematic cultural conflicts, and they want your help.
Your speech will combine information about a particular conflict; you must give the history of the conflict and describe major events and groups involved in the conflict, as well as inform the council as to what solutions might be best for the conflict.
You are an expert. Now, surf the web for information and CHANGE THE WORLD!
Thursday, March 26, 2009
It's All Greek to Me!
As part of our latest blog posting, we were required to check up on a Webquest of our choice and give it a look-over... all to benefit us when it comes to making our own Webquests.
The Webquest I investigated dealt with Ancient Greece- specifically, however, in developing an understanding both of this era's lifestyles and of their opinions on "what makes a good person." Check it out at: http://www.iwebquest.com/greece/greece.htm.
Overall, I can't really say much bad about this Webquest... but I will mention some key problems with its functionality. For one, the writer of the Webquest has a definite problem with grammar. Although that is not the end of the world, it is quite an annoyance- and it is, of course, vital to make sure your Webquest is not only usable, but readable and professional!
Also, a HUGE problem that I encountered is that a good number of links were not operative any longer. And, there was one specific page that pulled up as an "error"- but once the kids navigated away from it, they were still able to find information. These links problems are absolutely problematic (duh!) for a Webquest's success. My advice- make sure those pages you are using are not going anywhere!
A less serious comment is that not only did a good number of the links fail, but other links just pulled up the page for the students to use. Of course, as we have learned in class, it would be more of a "quest" if the students had to click-click before locating the information.
However, enough with the bad. How about some positives of this Webquest? For one, the author did provide a bazillion websites and books for the children to use. (Admittedly, I did come across the same failed webpages numerous times, hinting that different links led to the same page or general website... but, there isn't much wrong with including various links to one website, if the author finds it useful.) In fact, one link had an extensive list of books that the children might want to investigate!
Also, in each step of the project, the author had essential questions for the students, as well as questions asking them for input on the project. For instance, sometimes the author asked the students to email their responses!
Also, the tasks went from exploratory types to (gasp! every teacher get excited!) application types! Isn't application the end all and be all of education?? Students used the website to develop ideas, and then they had to be the authors of their own myths! What's more, after the myths were created, the students would have to perform them!
And I must give a HUGE SHOUT-OUT to the author for one outstanding quality of the Webquest; the fact that there were links included to help the students write and perform their myths! I think it's absolutely genius that the author decided those links would be helpful for his students! Congrats, author, on thinking outside the box!
All in all... good job! The author used the Webquest both for data collection and for student reference!
As a final note, the author used Ancient Greece in an unique way- having to do with character traits. However, any teacher could use myths/heroes in a variety of interesting ways; such subjects definitely have potential for exciting students!
The Webquest I investigated dealt with Ancient Greece- specifically, however, in developing an understanding both of this era's lifestyles and of their opinions on "what makes a good person." Check it out at: http://www.iwebquest.com/greece/greece.htm.
Overall, I can't really say much bad about this Webquest... but I will mention some key problems with its functionality. For one, the writer of the Webquest has a definite problem with grammar. Although that is not the end of the world, it is quite an annoyance- and it is, of course, vital to make sure your Webquest is not only usable, but readable and professional!
Also, a HUGE problem that I encountered is that a good number of links were not operative any longer. And, there was one specific page that pulled up as an "error"- but once the kids navigated away from it, they were still able to find information. These links problems are absolutely problematic (duh!) for a Webquest's success. My advice- make sure those pages you are using are not going anywhere!
A less serious comment is that not only did a good number of the links fail, but other links just pulled up the page for the students to use. Of course, as we have learned in class, it would be more of a "quest" if the students had to click-click before locating the information.
However, enough with the bad. How about some positives of this Webquest? For one, the author did provide a bazillion websites and books for the children to use. (Admittedly, I did come across the same failed webpages numerous times, hinting that different links led to the same page or general website... but, there isn't much wrong with including various links to one website, if the author finds it useful.) In fact, one link had an extensive list of books that the children might want to investigate!
Also, in each step of the project, the author had essential questions for the students, as well as questions asking them for input on the project. For instance, sometimes the author asked the students to email their responses!
Also, the tasks went from exploratory types to (gasp! every teacher get excited!) application types! Isn't application the end all and be all of education?? Students used the website to develop ideas, and then they had to be the authors of their own myths! What's more, after the myths were created, the students would have to perform them!
And I must give a HUGE SHOUT-OUT to the author for one outstanding quality of the Webquest; the fact that there were links included to help the students write and perform their myths! I think it's absolutely genius that the author decided those links would be helpful for his students! Congrats, author, on thinking outside the box!
All in all... good job! The author used the Webquest both for data collection and for student reference!
As a final note, the author used Ancient Greece in an unique way- having to do with character traits. However, any teacher could use myths/heroes in a variety of interesting ways; such subjects definitely have potential for exciting students!
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