Technology In Our Society

The Power of One To One

Early Findings from the Maine Learning Technology Initiative

Key Findings: The program that started in the state of Maine to provide laptops on a 1 to 1 ratio for its middle school statewide is a great example of the untapped opportunity to advance students? education.  It seems they also wrestled with some of the same complications in implementation that we have discussed thus far.  Fore them, sponsorship was obtained and teacher involvement was ensured. They moved forward and found great success in student acceptance and attitudes, teaching experiences, and student confidence. From the statistics the payback was academic achievement increases across the board. One of the critical moments was recognizing the need to do something different and then being committed to doing it.

Key Findings: The program that started in the state of Maine to provide laptops on a 1 to 1 ratio for its middle school statewide is a great example of the untapped opportunity to advance students? education.  It seems they also wrestled with some of the same complications in implementation that we have discussed thus far.  Fore them, sponsorship was obtained and teacher involvement was ensured. They moved forward and found great success in student acceptance and attitudes, teaching experiences, and student confidence. From the statistics the payback was academic achievement increases across the board. One of the critical moments was recognizing the need to do something different and then being committed to doing it.

The program that started in the state of Maine to provide laptops on a 1 to 1 ratio for its middle school statewide is a great example of the untapped opportunity to advance students? education.  It seems they also wrestled with some of the same complications in implementation that we have discussed thus far.  Fore them, sponsorship was obtained and teacher involvement was ensured. They moved forward and found great success in student acceptance and attitudes, teaching experiences, and student confidence. From the statistics the payback was academic achievement increases across the board. One of the critical moments was recognizing the need to do something different and then being committed to doing it.

The program that started in the state of Maine to provide laptops on a 1 to 1 ratio for its middle school statewide is a great example of the untapped opportunity to advance students? education.  It seems they also wrestled with some of the same complications in implementation that we have discussed thus far.  Fore them, sponsorship was obtained and teacher involvement was ensured. They moved forward and found great success in student acceptance and attitudes, teaching experiences, and student confidence. From the statistics the payback was academic achievement increases across the board. One of the critical moments was recognizing the need to do something different and then being committed to doing it.

The program that started in the state of Maine to provide laptops on a 1 to 1 ratio for its middle school statewide is a great example of the untapped opportunity to advance students? education.  It seems they also wrestled with some of the same complications in implementation that we have discussed thus far.  Fore them, sponsorship was obtained and teacher involvement was ensured. They moved forward and found great success in student acceptance and attitudes, teaching experiences, and student confidence. From the statistics the payback was academic achievement increases across the board. One of the critical moments was recognizing the need to do something different and then being committed to doing it.

The program that started in the state of Maine to provide laptops on a 1 to 1 ratio for its middle school statewide is a great example of the untapped opportunity to advance students? education.  It seems they also wrestled with some of the same complications in implementation that we have discussed thus far.  Fore them, sponsorship was obtained and teacher involvement was ensured. They moved forward and found great success in student acceptance and attitudes, teaching experiences, and student confidence. From the statistics the payback was academic achievement increases across the board. One of the critical moments was recognizing the need to do something different and then being committed to doing it.

The program that started in the state of Maine to provide laptops on a 1 to 1 ratio for its middle school statewide is a great example of the untapped opportunity to advance students? education.  It seems they also wrestled with some of the same complications in implementation that we have discussed thus far.  Fore them, sponsorship was obtained and teacher involvement was ensured. They moved forward and found great success in student acceptance and attitudes, teaching experiences, and student confidence. From the statistics the payback was academic achievement increases across the board. One of the critical moments was recognizing the need to do something different and then being committed to doing it.

It seems to be clear that in order to take the learning experience to the next level it will involve moving the tools (technology) to the next level. Laptops offer the portability that allows more work and consistent application of that work to be done either at school or at home, if taking them home is allowed. It?s inevitable that 1 to 1 application of laptops will be a fundamental part of the success plan for our students. What we are seeing in the article describing Maine?s experience is a glimpse of where our school system needs to be.

Based upon the five months study done at Maine, it was noted that students was actively involved in learning, attendance problems decreased, and student behavior improved.   Students learning did not stop when the bell rang to go home, students continued to keep learning a top priority when they got home.  Despite the technical difficulties the students faced while using the laptops, the students were content about having a laptop to use.  It was noted in the reading that the greatest improvement in the one to one program was observed by the low achieving and at-risk students. Another reason this one to one program is successful at Maine is due to the training and support that was given to the teacher before the students had an opportunity to use the laptops.  The teachers not only received training from their administrators but from their district.

I believe that all students can learn if given the opportunity, which means all students are reachable.  In this one to one program it sparked an interest in the unreachable students.  The students were shown how technology can easily be applied to their class assignment.

Applying the Lesson:  In my classroom their really is not a need to use laptops because my students currently have desktop computers; however, I would allow the students to use laptop because of the flexibility that this tool offers.  My students could take the laptop home to complete an assignment.  The laptops could serve as a backup tool for my classroom when there is a problem with the computers or when the computers are off line.  The one to one program at Maine is a successful program that I believe could be implemented into our school district.  It?s a door we must enter!  Using laptop / computers in my classroom, students improve their ability to do research and have access to current information on different projects.  By having their own laptop/computer students are able to complete an assignment by using a variety of software package such as word processing, spreadsheets, and access. 

Posted at 05:29PM Nov 18, 2006 by ljgladne in General  |  Comments[0]

Constructing Digital Storytelling

Key Findings: In this article the authors discusses seven steps in constructing a digital story. Digital storytelling consists of using a computer to collect still images and a soundtrack to publish a story. Since a picture is worth a thousand words, the digital story gives a pictorial account of a given subject matter.

The first step in digital storytelling is to write an initial script. This is similar to establishing a blueprint for the story being told. In this process the script consist of text that can be printed on an index card which can generate a compelling digital story.  In the preliminary stage the students must be guided in identifying only essential elements.  In the second phase of digital storytelling, the students must plan an accompanying storyboard.  The accompanying storyboard is a plan for what to show. These consist of a series of sketches, video clips that enhances the story.  Also, during this phase students often use personal pictures that are scanned into the computer.  The third phase is known as discussion and revises. Often the class is divided into groups where students read aloud their script and receive comments or feedback for improving the story that is being told.  The fourth phase is sequencing the images in the video editor.  During this time students use a digital video editor such as iMovie or Movie Maker to manipulate the images or make adjustments to the quality of the product. 

The students import their images into a timeline. The timeline establish the order or sequence of the plot. Students must scale their images to the appropriate format in the video editor such that the display of the images is pleasing to the viewer.  The fifth digital storytelling is adding the narrative tracks. During this phase students narrate the script one sentence at a time which allows the students to have total control over pace of their work. Clarity of the narrations and tone are important inputs during this phase. The sixth phase of digital storytelling is to add special effects and transitions. While there are an abundance of visual effects and transitions the students often use minimal special effects for most stories.  The last digital storytelling is to add a musical soundtrack if time permits. The mode or intent can be injected into the plot with the proper soundtrack. Digital storytelling can be accomplished without a major outlay of money.

With today?s technology, all is needed is general hardware and software to produce extremely impressive results. Students with an interest and creative minds can produce digital stories quickly and without much effort. In the eyes of the general population much of the time the results produced by the students are borderline to being professional. Technology puts within the reach of students a whole new world of skills and abilities. While this technology unleashes talents and creativity it also builds higher level thinking by moving outside of traditional learning styles. It challenges old learning techniques by bringing into the learning environment present day tools which are being utilized in all industries and businesses. Students are energized by hands-on computer based learning programs. Therefore, digital storytelling enables and supports a positive learning experience for students.

Applying the lesson: I will use digital storytelling to help my students communicate more effectively; furthermore, digital storytelling will allow the students to work together as a team.  Digital storytelling will help students be more efficient in the technology skills.  Also, it provides a visual environment for learning new information. To utiilize digital communication in my classes, I introduce the lesson my showing past technology to present technology.  After the introduction, the students must put together a portfolio of their school years.  This activity is on going and at the end of the semester the students must share their project with the class.

Posted at 05:00PM Nov 18, 2006 by ljgladne in General  |  Comments[0]

Podcasting 101 for K-12 Librarians

Key Findings: This article describes how many librarians are not familiar with the latest technology known as Podcast. Furthermore, the article notes that many librarians do not have access nor have they previously listened to a Podcast.   Podcast as defined by the New Oxford American Dictionary as ?a digital recording of a radio broadcast or similar program, made available on the Internet for downloading to a personal audio player?.  To a lay person the meaning of podcast is simply a digital audio file that is created, shared, and heard any time an individual wants to listen to music. 

Many podcast can range in duration from a few minutes to several hours and usually contains voice, music, sounds, video and photos. Podcast are portable and they can go anywhere and librarians benefit from this tool being portable.  The program Podcast 101 was implemented into several schools to help librarians understand the basics of Podcasting and encourage their usage while integrating information and technology resources within the curriculum.  Students are very effective users of podcast.  Students eagerly engage in their own learning while using podcast. 

As students create podcast, students learn to research, write, develop vocabulary, speak effectively, manage time, solve problems, and grab attention.  Students become very effective in using the podcast; they often become teachers as they assist others during implementation stages.  The author noted several reasons why podcast should be used in the school libraries they are as followers:  promoting the library ? for book reviews, reading incentive programs, and connecting librarians to student achievements; using student products to share learning ? student podcast can include interviews, dramatization of students creative writing, and observation about the learning process; providing professional development ? on demand tutorial, book group discussion guide, presentations from outside professional, and discussion of educational issues.  

The eight steps to creating your own podcast are as follows: gather the required hardware and software, decide on the content, practice, record the podcast, test the podcast, publish the podcast to share your good work, promote the podcast, and evaluate and learn from your mistakes. Podcast are growing in popularity and its technology.

Applying the lesson: This new tool serves as a unique option to opening educational possibilities to young and old alike. Podcast enables learning by allowing students to obtain information beyond the traditional lecturing format. This tool is apart of the current products that are used by today?s generation. They are in the family of products such as iPods, MP3 players, and other digital players. To use Podcast in educational settings transfers the recreational use of technology and opens new options for educators to teach students. In order to tap into the interest of this and future generation of students it will take some outside the box ideas about classrooms, teaching, and learning in the 21st century.  Since students are already familiar with using many of today?s new products and their functionality integrating podcast into the curriculum would be fairly easy.  Using podcast will be an excellent tool to use when students are absent from class and need the class notes; furthermore, podcast would be a great tool for students to reflect on what they learned. The access to playback gives the student a great resource for accurate review of the educational material at anytime.  Posting of Podcast files online allow the ability to retrieve lessons remotely if desired.

Posted at 04:57PM Nov 18, 2006 by ljgladne in General  |  Comments[0]

Vive Les Villages! Leaders Sharing Project-Based Learning

Key Findings: A unique approach to teaching is through Project-based learning (PBL). PBL is a model for classroom activity that shifts away from the traditional classroom practices of small, isolated, instructor-centered lessons and instead emphasizes learning activities that are long-term and student-centered, and incorporates real world issues and practices. By using the techniques in PBL students are instructed in a unique way by engaging them in their own learning. Students exposed to different subject areas in real time to be involved in the production process, instead of in isolation or in a routine classroom setting.

The reading from the Vive Les Villages article does a superb job as it explains the PBL model. Students learning the French language are put in an environment where all communications and activities are done in that language. It takes away the opportunity to rely on their native tongue, which is English. In this example the student has to experience all interactions and reactions from a French perspective. PBL helps make learning real. It utilizes technology as tool for performing activities just as would be done in an English speaking environment. Real world activities that are performed in the business world are carried out by the student which gives them a first-hand experience with both the language and the activity. The mission is to strengthen the Five C?s ? Communication, Cultures, Connections, Comparisons, and Communities.

In project based learning, teachers can generate assignments where the difficulties imitate problems in the real world.  Project based learning allow students to work cooperatively with other students.  Also, project based learning allows for communication and problem solving skills.  A student becomes engaged in the learning process and takes ownership of their learning within the curriculum. 

Applying the Lesson: In some of my classes, I plan assignments so that my students can use the hands-on approach to accomplish their work task.  I had the students to complete a lemonade activity where they worked with a partner to earn money for their business.  The team had to use higher order thinking skills to answer questions presented to them regarding their business? profit or loss.  During another activity my students was to be an entrepreneur.  The students had to brainstorm on what type of business they would operate and what type of product they would sell.  This activity required higher order thinking skills.  The activities above were altered to accommodate the different learning styles of each student.  On several occasions, I divide the students into groups and give each group a slate where they can discuss the questions and answers before writing down the group response.  This has proven very beneficial when reviewing for a test.   Often during these discussion and answer times students are able to connect new learning to past learning experiences.   I will continue to incorporate the principles of project based learning into my curriculum to gain more productive and successful learning experiences. 

Posted at 04:55PM Nov 18, 2006 by ljgladne in General  |  Comments[0]

What a Concept! Using Concept Mapping on Handheld Computers

Key Findings: Students increase their ability to relate new information to more general concepts already in use through the use of concept maps. With the maps students develop better understandings of general concepts, and tend to recognize new relationships between them. Though concept maps instructors can determine how well students understand the concept instead of how well they memorize information.

More significant learning can occur if a student has tools that support higher learning and development. Constant and consistent access to handhelds for students can have a positive effect on students learning. Though the usage of handhelds, concept maps are easier to be use on individual student basic when they are made available on these devices. 

The low cost of a handheld provides the opportunity for full time access of technology aid for each student.  And the small size of the handheld allows for easy portability.  Students can pull their handheld out of their book bag or desk any time they need it. Instead of going to the computer lab, students can remain in their classroom to create electronic concept maps. Because of easy access, the students can perform these activities during their TAG sessions if desired. 

Students generally have very positive reactions to using handheld computers. The majority of students prefer to use handheld computers rather than paper and pencil or desktop PC?s. With the handhelds it is easier to move things around and it was faster and easier to get organized more so than using paper and pencil.

As far as a computing device, you get more for your money when purchasing handhelds. Many students are using iPods and other devices in their personal lives so the transition to handheld applications is not that troublesome to learn.

Applying the lesson: In our society today technology is all around us, it is imperative that teachers use the technology available to us to help prepare students to be workplace ready.   I teach Keyboarding to the 6^th graders, Business Computer Technology to the 7^th graders and Exploring Business Technology to the 8^th graders these courses equip students with the fundamentals of the computer.  It is my responsibility to teach students how to use technology and how to relate what they learn to the real world.  Using concept map I can review my student?s conceptual understanding of the material.  I will observe my students create a concept map which can provide instructional feedback for me.   I will use the software application Inspiration more.   I will use Inspiration to help my student?s access prior knowledge, organize their thinking about a topic that?s being discussed, to make predictions and expand links among concepts.  With concept mapping I can incorporate higher level thinking, this is especially true with my gifted students.  During the unit of study students are given a KWL Chart to access prior knowledge before the actual lesson.  When a unit of study is almost over the students are allowed to work with a partner to map out what they have learned.  This has proven to be very effective for the students right before test time.

I use the Inspiration software on several occasion, one way I utilize Inspiration is when my seventh graders write an unbound report about themselves.   I let the students brainstorm about essential questions concerning what are important facts about them.  I then have the students organize their thoughts into a diagram using Inspiration.  Inspiration has proven too beneficial in helping the students see what they are doing.  The seventh graders also use Inspiration when our unit of study is on computer hardware and software.

Posted at 04:52PM Nov 18, 2006 by ljgladne in General  |  Comments[0]

Teacher Beliefs About Educational Software: A Delphi Study

Key Findings:The study makes a good point in that traditional material used by teachers tends to be tailored for the unique needs of the class by the instructors. However with commercial educational software the teacher will rarely manipulate the basic software but trust that it is of quality and value that it will meet the objectives for which it was designed. Teachers are more comfortably with the time-honored material and have become familiar with using them in their classes. I even have a colleague on my staff that has been introduce to some software that has the ability to reduce paperwork when administering test to students. It?s a new approach where the students interact with the lesson and respond to questions which has been entered into the software by the teacher. The response from my college was that she preferred doing the testing by paper. This was because of a lack of confidence and comfort in utilizing this new tool of technology. Many teachers that have core curriculum classes are from the same viewpoint. They do not have the skills or comfort to venture much beyond their current teaching methods and tools.

Educational software will not evolve and improve to the level it should without a much larger acceptance and embracing of technology by educators. Software being cognitively, socially, and pedagogically appropriate for students as the article states is based on its improvement and this is conditioned on the feedback from teachers. Comments that aid in software improvement is exemplified in the Delphi study. Observations given said there needs to be software and operating system simplification, really good software should be affordable, and another comment was in regard to ease of use of out-of-the-box software. Feedback such as this is what advances educational software. So, our teachers really are needed to give their perspective and classroom experiences to make software easy, of high quality, and effective.  

Applying the lesson: I do believe that we should embrace new ideas as well as new educational software that apply to our curriculum.  We as teachers must share our experiences with one teachers to help develop our students to their fullest potentials.  I will start to explore more ways on how to integrate other software applications into my curriculum.  I will work with the technology department to explore, purchase, and participate in field studies to ensure that our need for educational software is meet.  Also, I will take the initiative in setting up workshops for teachers to attend and learn more about the new educational software that was purchased. 

One type of educational software that I use is Timeliner.  Using Timeliner, I am able to incorporate events that happened over a period of time.  For instance, whenever I discuss with my students the history of computers they are able to visualize as well as construct a timeline.  To further the student?s knowledge, the homework assignment is to ask their parents what events took place in the student life from birth to present date.  The next class period they must create the timeline in this software and add clipart according. 

Posted at 04:51PM Nov 18, 2006 by ljgladne in General  |  Comments[0]