Chapter 5

Chapter 5 deals with the emergence of peer based learning in the ACOT classrooms.  Because of the nature of the technology and the students adapting to it quickly, they became a great source of learning for the class.  Teachers initially noticed the exchange of knowledge from one student to another naturally with the technology.  Then teachers learned to use this and plan around it causing the students to be more engaged and learn from each other.  The approach also helped overturn stagnating social orders in the classrooms to the benefits of the less popular students.

            The author continues to point out that using students as technological experts can extend beyond the classroom.  It was interesting to see the adoption of student run lessons on technology for the district and hiring students as technical experts.  Additionally, the students began to branch out and peer teach material on the subject not just technology.  The chapter closes with data supporting the peer teaching method and its benefits for many classrooms.

            This chapter I found reinforcing.  The peer teaching model is something that we are much more accustomed to today; it is nice seeing literature from a time when a stronger argument would need to be made for it.  It is a much easier sell today, and as such I would not expect to find an article like this to show up today.

            I enjoyed the phrasing and frontier feel to describing peer based teaching and it was nice to see the benefits laid out the way they were.  It also makes sense that this approach would flow from incorporating technology.  It is a means of opening the door in older pedagogical styles.  In all it was a nostalgic view into common contemporary ideas.

Chapter 4

Chapter 4 lays out some of the issues with the adoption of new technologies.  Problems from student misbehaviour and cheating hit hardest during the initial stage of entry.  Further issues from environmental concerns and software conflicts can really cause problems in that initial stage.  This further combines with the attitudes during entry stage and make it very difficult to adapt to.

            Fortunately, by stage 2 adoption the teacher becomes familiar enough with the technology to adapt to begin adapting to these new issues.  As these issues get overcome the teachers begin to see the direct uses of having the technology in the classroom.  The efficiency in combining databases for instance was a huge gain for a teacher.  Another commented on how quickly the existing technology is maxed out resulting in queues for popular machines and filled hard drives.  It never seems like enough.

            By stage 3 the teachers are actively using the technology to better solve general problems in the classroom.  The technology no longer serves as a source of problems, but instead helps reduce pre-existing issues.  The new technology allowed grading and education plans to become much simpler.  In addition, it became easier to use approaches that minimize cheating.  On top of that the technology allows the teachers to easily access information from broader sources to help improve teaching style and results.

            I liked the direction of this chapter.  It addressed issues that anyone having to employ new technology would run into.  In the times before we master a technology there is a power vacuum that allows all sorts of negative consequences to carry more weight than we are comfortable with.  I liked how the chapter acknowledges this and then shows that with a little time and effort the investment can pay off by ultimately countering those effects in the technology and possibly work against them further to keep misbehaviour and cheating down even more effectively.

Chapter 3

Chapter three laid out a general road map of adopting technology in a classroom setting.  The chapter starts off pointing out the importance of beliefs in instructional evolution.  The author then goes on to describe the stages that a classroom undergoes while adopting new technologies.

            The stages run from entry where the frustrating and reluctant time of unpacking and basic troubleshooting occur to adoption where enough familiarity is established to further incorporating the technology.  Then adaptation when the technology is used regularly in the course of daily work.  Next came appropriation where the technology is viewed as another tool like any other and the teacher has a certain mastery of it.  Finally comes invention where the teacher gets creative in the use of the technology and it makes its own value in the classroom.

            I really enjoyed the layout of this chapter.  It seemed to be more realistic than some of the other readings.  It is excited about technology but realistic.  The stages show that a concerted effort often has to be made to adapt previous pedagogy styles to include newer technologies.  I really enjoyed the section talking about the importance of beliefs in motivation.  Honestly, that applies to nearly everything not just education.  To get someone engaged in a new idea or technology you have to get them to believe in it in some way.

Video Editing Software

I am all over the place on video editing it seems.  For completeness I use the following and can help people with any of the following:

1.  AVS Video Editor V 6.3.2.234 (latest)
This is the main software I use, I bought the full version but it may have trial stuff too:

http://www.avs4you.com/AVS-Video-Editor.aspx

I do not recommend buying anything unless you try it and really like it.  Movie Maker on windows did not have as many features and file formats.

2.  Windows Movie Maker V 2012 (build 16.4.3505.0912)
The latest WMM I could get from Windows update (last night).  I have made a video detailing basic operations in this programme, and I think it will help anyone using it:

http://www.youtube.com/watch?v=S0pTaca-Ods&feature=youtu.be

3.  Camtasia Studio V 8.0.4 (Build 1060) Dec 9 2012
I am using this in the trial version form to convert the swf files generated by Jing into avi files so I can actually do stuff with them other than put them on the site.  I might pick this up later, but I can try to help anyone using this if they need.  This one seems to come with tutorials and such so it seems nice:

http://www.techsmith.com/camtasia.html

Chapter 11 Reflection

            The focus of chapter 11 gives 10 general rules to govern a school’s ability to limit student expression online.  The rules are not hard rules, more guidelines that have some legal precedent.  As such, everything derived from the rules may apply in a variable fashion.  In general students enjoy the rights of free speech even in school settings.  The biggest limitation in the free expression is when it provides a disruption to the function of the school, especially if the expression promotes or entails illegal activity or threats against persons (using the phrase “going Columbine” was listed as a clear case). 

            I have not had much experience with this, the closest I have faced is with students’ tendencies to get off topic.  I try to engage their reasoning and steer the conversation back on topic.  It is in no way the same as curtailing freedom of expression of course, but it relates in trying to maintain a message to the students that their input is respected and valued even if it is not always applicable.  However, the input should not come at the expense of the goal of the lesson.  To my knowledge we have not had any threats or much in the line of bullying that I have seen, but it is nice to see the aspects laid out as clearly as possible in this chapter.  I very much appreciate the guidelines and their explanations in this chapter.

Chapter 10 Reflection

            The focus of chapter 10 is cyber bullying.  As expected this topic is lengthy and offers many, many great tips.  No foolproof solution is available but there exist many techniques to reduce the effect and likelihood.  The chapter starts in the logical first step, assessing if there is a bullying problem.  From there the author looks at the basics in a school setting.  The comparison to safety training for shop class was most intriguing, and an excellent idea.  I also found the explicit reminder of not searching contents of confiscated items really useful.  Seeing it in plain text like that provides a great reminder of something to important that can be overlooked in the moment. 

The author goes on to describe some filtering technologies that are/can be used with internet surfing to keep content appropriate.  Then cautions about bypasses for those technologies like proxies and handheld devices.  That ties into the section with parent involvement and the suggestion to be direct with children and notify them of monitoring devices as that can provide a deterrent.  The chapter explores techniques for developing secure passwords and advising children to never give out personal information.  The author also provides lists of warning signs of bullying.

Thus far I have not encountered much in the lines of bullying in general, let alone cyber brand bullying.  I do expect it to be a big concern, however, when I have an actual class to teach.  The warning signs and advice on safety practices and technologies for filtering will certainly help, I suspect.  I hear about cyber bullying intermittently and understand that as we become a more online based society that it will grow in occurrence and severity unless we actively work against it.

Chapter 9 Reflection

            The focus of chapter 9 is in generating school policies and other forms of contract law.  These include permission slips, policies, handbooks, and so forth.  The author points out that legal changes in 2006 now make it imperative for schools to keep track of good electronic records for any material that may require it.  The author points out that internet availability in schools is primarily for student education and teacher development, and that other uses should be carefully covered in policies set up preferably with legal council.  The author also lays out a basic plan for developing and implementing policies in schools.  Further, the teachers must be engaged to communicate with parents about computer and internet issues concerning the students.  Finally the chapter contains a sample acceptable use policy as a general resource to give an idea of what it entails.

            I have not had much of this chapter apply to my experience thus far.  The closest I have come is really dealing with student releases for photos and such.  The few times we have used computer labs the networks have been set up to automatically block anything outlandish.  Further, we only used online activities and did not access forums or the like.  I do enjoy the chapter giving me a view into the types of things I can expect and lets me think of problems before they occur.

Chapter 8 Reflection

            The focus of chapter 8 is assessment of the partnering style.  The author details many different forms of assessment including ipsative, peer, and self.  The recommendations tend towards formative and self assessment as better means, but acknowledges the benefits of all types.  The author also points out the oddity of ‘taking away student tools during examinations’.  The example given is having math tests where no calculators are allowed.  The author proposes reversing that, changing the nature of the test to encourage tool use even with fact based tests (perhaps an efficiency test on obtaining the facts).

            Further the author explores the applications of assessment on the implementation of the partnering style.  This is explored heavily with teachers, advocating peer and self assessment along partnering ideals.  A spectrum based indicator was suggested for an example.  The author also provides a context for assessing school administrators, school systems, and the nation in regards to improvement.

            I found the reading pretty interesting, especially all the options on assessment and its applications.  Moreover, I liked the parts where questions are asked about what we are actually measuring in assessment and whether it is apt.  The final section talking about national goals and what it means to be falling behind other nations was most engaging.  Not all of the clear benefits are identified with the testing approaches we currently have (obvious statement), but also our goals and our approaches may not go hand in hand as we might think.  Most teachers would likely agree that ninth grade level literacy is key to our national educational goals, but the author makes a valid point that that seemingly basic goal (in our eyes) may not result in what we want.  Teaching students to use new technologies may be a better approach.

Chapter 3 Reflection

          The focus of chapter 3 is on promoting technology usage in an education domain.  It tackles the key points of motivating educators, enabling educators, and organizing educators.  The author notes early that a good way to get motivation for teachers to adopt new technology for use in the classroom is to provide time for them to work with it specifically.  Teachers will not adopt something unless they are personally motivated about it.  Further, adults acquire new skills along their own interests far better than having it forced upon them.  Further, interest and access can be facilitated by technology coordinators (support teacher who aids teachers in blending technology and lessons), planning committees (groups who organize technologies to be used and pursue funding to support that technology), and teacher leaders (advocates who extend their interest by working making it available and working with other teachers no matter the location).

            I found the chapter to be pretty interesting and somewhat applicable to what I do.  We have been compiling lessons and activities for science education and are trying to make those available online for anyone who is interested in using them.  In addition, we will include lessons on technology where applicable.  I tend to agree with the self motivation on acquiring new technologies.  I taught myself how to make gif files one afternoon simply because I felt it would be the best way to explain how a given microscope works.  I doubt I would have figured it out so thoroughly without my own drive for how it would help my lesson.  Afterwards I made a document that explains how to do it for others so that anyone can easily make a gif file with free online software.  I have not had experience with technology coordinators or planning committees; however, they sound like very good ideas.

Chapter 7 Reflection

Chapter 7 deals with Web 2.0 and especially its influence and contributions to English language learners.  Beyond the more direct benefits of having more visual and graphical aspects with web 2.0 options lie the access to it in extracurricular times giving students better chances of exposure.  Further, it can improve verbal acquisition of the language from interactions with blogs and so forth.  The author promotes the concept that the key to using the technology is to focus on teaching critical consumption of information by the students.  The author takes the guidelines and goals of TESOL and gives examples of how Web 2.0 techniques can achieve the desired effect.  Finally, the author talks about maintaining proper safety protocols for web technology in schools.  For the most it is something decided upon by each school to get the best practice for their style.  Recommendations include limiting access to some sites or teaching students how to navigate sites to avoid inappropriate material.  Further, safety concerns of personal information are briefly discussed.
This is a hard one to connect to my personal experiences.  I have not done much with Web 2.0 materials nor ELL students.  I was aware of the benefits of the more graphical and interactive portions of Web material for ELL, but had not fully considered the boosts it could provide with English language assimilation.  Thus far we have erred on the side of anonymity for any students involved with our programs for safety concerns.  It is nice to see the additional information on the negative effects of technopanics as well.

Chapter 5 Reflection

Chapter 5 deals with reshaping our outlook on media and its possible uses in education.  We need to update our view of what literacy, learning, and knowledge look like in the modern classroom.  I was very pleased that the response was there is no easy answer and it is complicated.  We should be turning from the old “one right answer” viewpoint.  Expanding on that the author explores aspects of new media and how students interact with it.  Of particular note was the exploration of texting and the implications on student development that are associated.  It was nice to see a look of understanding the broader social implications of texting as opposed to seeing it as a degradation of English (as the usual conclusion).  Further the author advises against the common approach of prohibiting new media (i.e. cell phones) and instead trying to adapt to employ them.  These techniques promote peer based learning.  I am not entirely convinced that “geek out” is as mainstream accepted as the author states, but the underlying sentiment is certainly correct.
The usage of new media as opposed to focusing on it as a distraction was of particular note to me.  I know I have tried to incorporate new media and tech into educational activities including video games, tablet devices, and mp3 players.  Further, a recommendation from a high school science teacher sticks with me that when the class needs to record time (usually with stopwatches) to allow the students to use smart phones or the like instead.  This is done on the condition that it is used when appropriate only of course.

Chapter 4 Reflection

Chapter 4 looks deeper into involvement, motivation, and development in new approaches to education.  Initially the author recommends having students introduce teachers to new technology, a clever and effective suggestion.  The author goes one to discuss the relevance and importance of collaboration between educators and parents with suggestions like websites and video projects as a means of facilitating this.  Further, the author expresses the importance of real world connections of lessons to life.  One example was using Skype to advance a lesson on globalization.  In addition, the author talks about using these real world connections to help motivate students.  Having the high school freshman generate a police report based on raw data from law enforcement and their own calculations was a novel recommendation for engagement.
I see some overlap between the recommendations and my personal experience.  The collaboration is actually something we are currently focusing on with the educational outreach I do.  We are setting up the website, lesson plans and other documents, and generating demonstration videos to aid other educators interested in using our activities.  I have also been looking over many similar videos and sites that have been set up by others to augment what we currently have.
I was also interested in the line on page 68 about technology requiring human input to operate.  In my undergraduate education a professor described computers as devices that can do work a million times faster than humans, but only with the right input.  If you use the wrong information the computer becomes a device that makes mistakes a million times faster than humans.  I found it refreshing to see the sentiment in the chapter.

Chapter 2 Reflection

The focus of chapter 2 is on the set up of schools and how it reflects the approach to learning.  The chapter points out that the rate of innovation has accelerated and thus the old understanding of designing schools for many decades worth of use without need of modification is not applicable.  The author advises that a better approach is to mimic the adaptations of business (for example) to new technology.  Focus on infrastructure that can be changed and is not taken for granted.  Allow for physical restructuring of schools based on perceived needs and keeping things adaptive.  Examples are given of renting many types of rooms (i.e. classrooms or auditoriums) while only investing heavily on rooms that will likely be needed for a decent period (i.e. science labs or vocational labs).
The chapter also provides statistics verifying that the current approach is not working as effectively as it should.  Further, the author points out that many of the detractors of the new approaches are often motivated by their comfort zones and their reliance on the older methods pedagogy.  The author stresses the needs of adapting the school environment to more modern approaches.
Connecting this approach is harder for me having not really been in a school itself as a teacher.  I can see arguments provided and while I do not disagree, I am wary about how much of it is phrased and presented.  Clearly thought needs to be used in investing in what is useful and not getting oneself caught in poor options.  Many computer labs may be rendered obsolete with wifi and tablet computers.  I can see the important messages within.  However, I am wary of the denouncing of much of the old technique as well.  Modern children have many more options and are exposed to much more, but the underlying mental faculties and techniques are likely little different.  We are the same species after all.  Old techniques need to be modified and adapted for newer versatility certainly, but saying that it’s the 21st century now and showing an exponential graph is hardly evidence that old ideas do not apply.  There is certainly good material here, but it seems overly emphatic for what evidence it provides.

Chapter 1 Reflection

The focus of chapter 1 of the text is laying out the general aspects of partnering.  This is an approach that replaces the older lecture style approach to education with more student driven learning methods.  The author describes education of students less as trains on a track and more as rockets with open ended trajectories.  The key becomes in providing the students with the skills and background they need to progress in their own path.  Further the chapter details the individual responsibilities of both teacher and student while also giving some information on peers, administrators, and parents and how they fit in a well executed partnering approach.
Initially, I was put off by identifying the material as inquiry based as opposed to partnering.  It was nice about half way through to have it better explained the connections.  That made it easier for me to understand the chapter.  I have been trying to use more inquiry based approaches in my approach to educational outings and my interactions with other students.  It was nice to see that this was not just relabeling another idea and representing as something entirely new.
Another thing that struck me was reference to using a NASA program in the authors university work that then later was used in education by a much younger group.  One of my favorite outings in my work utilized a NASA airfoil simulation designed for undergraduates in aerospace engineering.  We stream lined it a little and had 3-4th graders using it.  We then had them play a game with it, and ‘tested’ their resulting knowledge of wings and how they work by making real airfoils with paper to test in a wind tunnel.  It was nice to see something so similar that happened to others and to have the memory brought up again.