If You Can't Beat 'Em, Join 'Em by Charlene O'Hanlon
THE Journal August 07
Charlene O'Hanlon has written an article about the use of social networking sites in educational settings. Although geared primarily to teens, social networking sites are being used in classrooms with students as young as eight or nine. The use of social networking sites in classrooms has many applications and is producing very positive results. The sites are being used for everything from language arts to science. In one class, students write persuasive essays in response to prompts posted on their instructor's blog; in another, students are producing a podcast of news from colonial times. The results have been very positive. Students are striving for quality in their written work because they know they will be published and read by peers. The use of social networking sites has resulted in higher test scores, as well; as much as nine points higher scores in some science classes.
Social networking sites in education are not accessible to the outside world and security measures are very stringent. Most districts and school sites have specific policies and limitations which must be acknowledged and adhered to. In addition to educating children in core academic subjects, the use of social networking sites in schools gives children the opportunity to learn social protocol and safety concepts before venturing out into the public networking sites.
Questions:
1. How can you use a social networking site in the lower grades? As early as second grade, with some guidance from the instructor, I can imagine children posting short answer responses to a prompt on their teacher's blog. Another benefit, mentioned in the article, of introducing the concept to children while they are young, is the opportunity to teach computer etiquette and safety while the children are receptive.
2. Might parents be hesitant? If security measures are stringent and parents are made aware of them, I think that most parents would see the benefits to the technology and might even welcome the guided introduction to something that will surely be a major player in the life of their child in high school and beyond.
Friday, October 19, 2007
Wednesday, October 17, 2007
Journal 4
Designing to Learn, A Focus on Design in Project-Based Learning by Diane McGrath
Diane McGrath is making the important point that good design is crucial to project-based learning (PBL). In fact, one might argue that good design is crucial to any kind of lesson being planned, but in this article, the focus is on PBL. Project-based learning is defined as that in which students, "construct artifacts to better understand a subject and then communicate to an audience what they have learned" (p.50). With regard to design of a PBL, McGrath focuses on four important features: design skills, planning, audience and standards.
The crucial component of the design skills feature is that the student is able to represent that which they've learned as an artifact. The design skills component includes all of the research and organizing skills required to complete the project. The planning feature involves helping students learn to break the project down into manageable pieces and learn to keep themselves on track. The audience feature involves not only an audience for the finished project, but also reviews by audiences (of any size) throughout the process. Finally, the standards feature involves making certain that the student focus is on acquiring knowledge and not just on creating the artifact. The artifact should be an outgrowth of knowledge gained, not just a project for project's sake.
Questions:
1. With regard to the standards feature, how does a teacher guard against projects for project's sake? I think a point made in the article addressed this question very well. The technology should not be the focus of the project, which it often is if the students are creating only one or two projects per year. Instead, the projects should be so numerous that, "the bells and whistles become old hat" (p. 53). Not that the students are pumping out projects left and right, but that the technology used becomes just another tool, like a pencil.
2. With regard to the audience feature, how can a teacher foster the concept of cooperative work in the classroom? At the beginning of any PBL, it is important to stress that all students will be audiences for other students in the class. The purpose of these audiences is to provide constructive feedback. This concept needs to be explained clearly to the class so that feedback does not become hurtful. A team-building exercise or two might help as will occasions where the teacher invites constructive feedback of his or her efforts, as well.
Diane McGrath is making the important point that good design is crucial to project-based learning (PBL). In fact, one might argue that good design is crucial to any kind of lesson being planned, but in this article, the focus is on PBL. Project-based learning is defined as that in which students, "construct artifacts to better understand a subject and then communicate to an audience what they have learned" (p.50). With regard to design of a PBL, McGrath focuses on four important features: design skills, planning, audience and standards.
The crucial component of the design skills feature is that the student is able to represent that which they've learned as an artifact. The design skills component includes all of the research and organizing skills required to complete the project. The planning feature involves helping students learn to break the project down into manageable pieces and learn to keep themselves on track. The audience feature involves not only an audience for the finished project, but also reviews by audiences (of any size) throughout the process. Finally, the standards feature involves making certain that the student focus is on acquiring knowledge and not just on creating the artifact. The artifact should be an outgrowth of knowledge gained, not just a project for project's sake.
Questions:
1. With regard to the standards feature, how does a teacher guard against projects for project's sake? I think a point made in the article addressed this question very well. The technology should not be the focus of the project, which it often is if the students are creating only one or two projects per year. Instead, the projects should be so numerous that, "the bells and whistles become old hat" (p. 53). Not that the students are pumping out projects left and right, but that the technology used becomes just another tool, like a pencil.
2. With regard to the audience feature, how can a teacher foster the concept of cooperative work in the classroom? At the beginning of any PBL, it is important to stress that all students will be audiences for other students in the class. The purpose of these audiences is to provide constructive feedback. This concept needs to be explained clearly to the class so that feedback does not become hurtful. A team-building exercise or two might help as will occasions where the teacher invites constructive feedback of his or her efforts, as well.
Journal 3
A War of Words by Jim Paterson
Jim Paterson has written a very interesting article that looks at why many educators are vocal critics of the anti-plagiarism programs used in high schools and colleges across the country.
With the advent of the internet as a research tool came a steep increase in plagiarism. Students were able to cut and paste the work of others at will; even purchasing completed term papers online. Software programs such as Turnitin.com were created as a response to the rise in plagiarism. With these programs, all student papers are compiled in a database and compared against each other for common structure and word combinations. The article quotes John Barrie, the developer of Turnitin.com, as saying that his company, used by at least 6,000 high schools and colleges nationwide, has cut plagiarism rates by more than 80 percent on campuses where it is used.
So why would educators be against anti-plagiarism software? Jim Paterson goes on to write that many educators are concerned about the punitive nature of the anti-plagiarism programs. The educators cited in the article are concerned that these tools are about catching cheaters and not about teaching. The educators also question the adversarial system these programs set up between the instructor and the student. The article goes on to give many examples of educators using traditional methods and software programs to teach students how to conduct research, how to properly paraphrase and how to cite sources appropriately. The article concludes with a quote from Maribeth Mohan, a teacher at Glenbard High School in Illinois, in which she stresses the significant difference between a teaching tool and a detection tool.
Questions:
1. Do anti-plagiarism programs have a place in education? Absolutely. I am not so naive as to believe that these programs will stop plagiarism, but I feel they are a tool, a necessary component of modern research. Students still need to be taught how to conduct research, how to paraphrase without plagiarism and how to cite sources, but this software might catch those who are trying to avoid actually doing the work.
2. How early can you introduce the concept of plagiarism? Surprisingly early. Young children, grades K through 2, have a well developed sense of justice. In the article, Jim Paterson spotlighted a librarian who was introducing the concept of plagiarism to second graders inconjuction with a lesson on how to conduct research.
Jim Paterson has written a very interesting article that looks at why many educators are vocal critics of the anti-plagiarism programs used in high schools and colleges across the country.
With the advent of the internet as a research tool came a steep increase in plagiarism. Students were able to cut and paste the work of others at will; even purchasing completed term papers online. Software programs such as Turnitin.com were created as a response to the rise in plagiarism. With these programs, all student papers are compiled in a database and compared against each other for common structure and word combinations. The article quotes John Barrie, the developer of Turnitin.com, as saying that his company, used by at least 6,000 high schools and colleges nationwide, has cut plagiarism rates by more than 80 percent on campuses where it is used.
So why would educators be against anti-plagiarism software? Jim Paterson goes on to write that many educators are concerned about the punitive nature of the anti-plagiarism programs. The educators cited in the article are concerned that these tools are about catching cheaters and not about teaching. The educators also question the adversarial system these programs set up between the instructor and the student. The article goes on to give many examples of educators using traditional methods and software programs to teach students how to conduct research, how to properly paraphrase and how to cite sources appropriately. The article concludes with a quote from Maribeth Mohan, a teacher at Glenbard High School in Illinois, in which she stresses the significant difference between a teaching tool and a detection tool.
Questions:
1. Do anti-plagiarism programs have a place in education? Absolutely. I am not so naive as to believe that these programs will stop plagiarism, but I feel they are a tool, a necessary component of modern research. Students still need to be taught how to conduct research, how to paraphrase without plagiarism and how to cite sources, but this software might catch those who are trying to avoid actually doing the work.
2. How early can you introduce the concept of plagiarism? Surprisingly early. Young children, grades K through 2, have a well developed sense of justice. In the article, Jim Paterson spotlighted a librarian who was introducing the concept of plagiarism to second graders inconjuction with a lesson on how to conduct research.
Wednesday, October 3, 2007
Journal 2
As I See It: Infusion or Integration by Kimberley Ketterer.
With regard to technology in the classroom, Kimberley Ketterer found that many in the education field; teachers, students and administrators alike, used the words infusion and integration both interchangably and incorrectly. In the article, infusion was defined, with regard to technology, as acquisition and accessibility of hardware and/or software for students and teachers to use in the classroom. Integration was defined as using technology appropriately and seamlessly as a tool for learning and teaching in the classroom.
Ketterer goes on to say that educators have always been acquiring and using new technology, citing pencils, pens and overhead projectors as prior technological advances; the difference with today's technological advances is their high cost coupled with how quickly technology becomes obsolete.
Questions:
1. How can I make sure my students have access to new technology in my classroom? As an educator, I have to be persistent and pursue all avenues of technology funding available. This might mean writing a proposal to your School Site Council, PTA or Foundation and maintaining close contact with administrators and those at the District Office that demonstrate an affinity for technology. Pursue all available grants, as time permits, of course, and push for technology for all students.
2. How can I integrate technology with the grade-level standards in a meaningful way? With so much emphasis on benchmark testing and "teaching to the test," it seems impossible to think of incorporating technology, too. It's not impossible. Use the internet as a resource of other teachers who have integrated technology into their regular curriculum and look for programs like Accelerated Math or Successmaker that teach the grade-level standards and allow children to proceed at their own pace.
With regard to technology in the classroom, Kimberley Ketterer found that many in the education field; teachers, students and administrators alike, used the words infusion and integration both interchangably and incorrectly. In the article, infusion was defined, with regard to technology, as acquisition and accessibility of hardware and/or software for students and teachers to use in the classroom. Integration was defined as using technology appropriately and seamlessly as a tool for learning and teaching in the classroom.
Ketterer goes on to say that educators have always been acquiring and using new technology, citing pencils, pens and overhead projectors as prior technological advances; the difference with today's technological advances is their high cost coupled with how quickly technology becomes obsolete.
Questions:
1. How can I make sure my students have access to new technology in my classroom? As an educator, I have to be persistent and pursue all avenues of technology funding available. This might mean writing a proposal to your School Site Council, PTA or Foundation and maintaining close contact with administrators and those at the District Office that demonstrate an affinity for technology. Pursue all available grants, as time permits, of course, and push for technology for all students.
2. How can I integrate technology with the grade-level standards in a meaningful way? With so much emphasis on benchmark testing and "teaching to the test," it seems impossible to think of incorporating technology, too. It's not impossible. Use the internet as a resource of other teachers who have integrated technology into their regular curriculum and look for programs like Accelerated Math or Successmaker that teach the grade-level standards and allow children to proceed at their own pace.
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