Downes, Stephen. (2004). Educational Blogging. Educause Review, 39(5), 14-26.
Summary
This article tackles the question of blogs in education. Do blogs have a place in educational settings? Can they reach students in a way that other writing can't? If so, how can we use blogging without losing its authenticity or freedom? After giving some examples of how different schools are using blogs or blogging software, the author delves into these issues. He starts with a brief history of the blog--what used to be mainly a list of websites updated by the blogger periodically, but which has merged with the online journal to become a little bit of both. Today's blogs, he points out, are defined more by the process or format rather than content. There are five potential uses of blogs in education discussed:
1. Teachers using blogs to replace class webpages
2. Instructors having a place to help students link Internet content that relates to their courses
3. Organizing class discussions that allow all students' voices equal weight
4. Providing summaries of class readings--a "group blog"
5. Students writing their own blogs as a part of their grade for the class
The attractiveness of using blogs comes, in part, from the fact that the are easy to use and pre-formatted, so even the least tech-savvy educators or students can feasibly create one. Most hosting services are also free, and schools can receive some of the installed applications for free if they prefer those.
These positives aside, the remainder of the article discussed the issues surrounding blogging. First, if a school provides a platform for student blogs, they must then be concerned about being held liable for what students choose to post. Although blogs break down barriers and allow students to communicate with an authentic audience, they are also accessible by that same, very public audience. A related issue is raised next: "What happens when a free-flowing medium such as blogging interacts with the more restrictive domains of the educational system?" (22). There seem to be two schools of thought on this--some believe that educational blogging is not 'true blogging'. Instead, it is simply using blogging software to respond to given prompts, and it becomes too contrived. One of the keys to blogging is the blogger reflecting on his/her thoughts as he/she writes, and this can only happen if he/she has an authentic interest in the topic--not necessarily true of assigned prompts. Others say that even if it is more contrived, blogging allows students to simply write, which in turn makes them better writers, and that it's the process of blogging that is important. In this view, blogs offer the "possibility of bringing life into learning" (26).
Response
I found this article extremely interesting--as an English teacher, it has crossed my mind that blogs are a form of writing that many of my students are very interested in, but we do not tap into in class. However, some of the same questions about using blogs that I've had were raised in this piece. I like the idea of free-flowing student reflection, but if I'm requiring it, it is by definition no longer 'free'--it's forced. So I lean more toward the class discussion use--I love the idea of online discussions, though even after reading the article, I'm not totally clear on how a blog would facilitate that. If I could figure it out, though, I think it would be great--there are so many kids who are intimidated by talking/participating in class, and talking online is definitely an equalizer. I could also see using blogs like we do in this class, as a way to post responses to reading...although I think that fits into the article's category of using blogging software to complete ordinary assignments rather than 'true blogging'. But does it matter? Probably not, if it's what you want to do with it. I guess that's what I take away from this article--that there are so many options to using blogs; whether or not it's right for a certain educational situation really depends on what you're looking for students to get out of it.
Wednesday, April 25, 2007
Johnson, Larry and Lamb, Annette. (2007). Podcasting in the school library, part 1: integrating Podcasts and vodcasts into teaching and learning. Teacher Librarian, 34(3), 54-57
Summary:
Although this article is aimed at librarians, it also provides a basic introduction to Podcasts and how they might be used in the classroom. It explained that a Podcasts are audio files that can be viewed individually or subscribed to by the user. Video versions are called 'Vodcasts' and include a visual component. Because of the overwhelming amount of options, the article made suggestions for how to select a quality Podcast to use in an educational setting. First, look at the needs of the learner--what outcome do you want the Podcast to help students reach? Are you using it to differentiate instruction, or to supplement for all students? Like websites, it is also important to verify validity and credibility of the author when the Podcast comes from a less-than-well-known source. Educators should also check for technical, design, and instructional quality, as Podcasts vary in their offerings.
The next section of the article discussed how to use these Podcasts once a quality one has been found. If the Podcast has interactive components, students can collaborate to submit comments and gain an 'authentic audience.' Other uses involve the different types of Podcasts educators can find--current events, primary source materials, expert interviews, opinions on different sides of a debate, language lessons, virtual museum tours, or book reviews.
The remainder of the article discussed how to find quality Podcasts. The authors suggested sites like Podzinger or Podcast Directory for Educators. It gave specific suggestions for how to monitor, download, and store Podcasts. Last, the gave ideas about podcasts that might be useful for specific subject areas.
Response
Because I was still so unsure about exactly what a 'Podcast' is, let alone how they might be used in class, I really liked this article. It was very basic, but helped spark some ideas about how this technology could really work well in my English class. One of the things I've been struggling with recently is how to help students who are having a hard time with the novel we're reading as a class--they do a lot of their reading outside of class, and those kids who read way below grade level just can't keep up. After reading this article, I'm going to try to see if there's a Podcast of the novel being read somewhere that students could tap into at home. What a great resource! However, I also liked that the underlying feeling in the article was that teachers (or librarians) should really look at what they want to do with a Podcast and whether or not it is a better resource than print text before jumping in and using it. It seems like sometimes we want to use technology just for the sake of using it, without sitting down and thinking through our objectives and reasoning first.
Summary:
Although this article is aimed at librarians, it also provides a basic introduction to Podcasts and how they might be used in the classroom. It explained that a Podcasts are audio files that can be viewed individually or subscribed to by the user. Video versions are called 'Vodcasts' and include a visual component. Because of the overwhelming amount of options, the article made suggestions for how to select a quality Podcast to use in an educational setting. First, look at the needs of the learner--what outcome do you want the Podcast to help students reach? Are you using it to differentiate instruction, or to supplement for all students? Like websites, it is also important to verify validity and credibility of the author when the Podcast comes from a less-than-well-known source. Educators should also check for technical, design, and instructional quality, as Podcasts vary in their offerings.
The next section of the article discussed how to use these Podcasts once a quality one has been found. If the Podcast has interactive components, students can collaborate to submit comments and gain an 'authentic audience.' Other uses involve the different types of Podcasts educators can find--current events, primary source materials, expert interviews, opinions on different sides of a debate, language lessons, virtual museum tours, or book reviews.
The remainder of the article discussed how to find quality Podcasts. The authors suggested sites like Podzinger or Podcast Directory for Educators. It gave specific suggestions for how to monitor, download, and store Podcasts. Last, the gave ideas about podcasts that might be useful for specific subject areas.
Response
Because I was still so unsure about exactly what a 'Podcast' is, let alone how they might be used in class, I really liked this article. It was very basic, but helped spark some ideas about how this technology could really work well in my English class. One of the things I've been struggling with recently is how to help students who are having a hard time with the novel we're reading as a class--they do a lot of their reading outside of class, and those kids who read way below grade level just can't keep up. After reading this article, I'm going to try to see if there's a Podcast of the novel being read somewhere that students could tap into at home. What a great resource! However, I also liked that the underlying feeling in the article was that teachers (or librarians) should really look at what they want to do with a Podcast and whether or not it is a better resource than print text before jumping in and using it. It seems like sometimes we want to use technology just for the sake of using it, without sitting down and thinking through our objectives and reasoning first.
Tuesday, April 24, 2007
Long, C. (2007). I Need My Space!. NEA Today, 25(7), 38-40.
Summary
Even though this article is less 'scholarly' than my other choices, I chose to blog about it because I thought it might be interesting to see how this widely-used piece of technology is discussed in a journal that many teachers read. The first half of the article focused on how students are using this social networking website, as well as some of the problems that have developed because of it. The uses discussed were as expected: keeping in touch with friends, expressing their individuality, cultivating creativity. However, the author did quote a surprising (to me) statistic--that more than half of American kids online use social networking sites. The difficulties that schools have encountered as a result of MySpace include 'impostor pages' posted about teachers and administrators and student postings that instigate or exacerbate issues between students. Students also don't seem to understand the dangers of posting incriminating pictures of themselves--pictures that anyone can see, including potential colleges, employers, or predators. It was the second half of the article that made me think to include it here--the author discussed how one school is addressing the 'MySpace issue' by explicitly teaching students to utilize social networking sites in a safe manner. The teacher uses sample pages and profiles to help initiate discussions in class about students using sites like these without putting themselves at risk. The reader is left with the feeling that these sites can be a positive thing for students, but students need to be taught how to use them.
Response
I thought it was interesting how this article addressed something we talked about in class last week--the assumption we make about students knowing how to use the technology they're using. However, I was thinking about that more in terms of educational technology. This article takes that one step further--teaching students about technology that really has little educational value, but is obvioulsy a huge part of many students' lives outside of school. While I can certainly see the reasoning behind educating students about the dangers of misusing this technology and showing them safer ways to use it, it's interesting to see technology education expanding to include this type of non-educational technology. On a personal level, I always find it interesting to get a better idea of what my students are doing with technology, and reading this gave me a little insight into what kids think about this site. I think I've generally dismissed it as kind of a passing trend, but it seems to be a much larger force in students' lives than I realized.
Summary
Even though this article is less 'scholarly' than my other choices, I chose to blog about it because I thought it might be interesting to see how this widely-used piece of technology is discussed in a journal that many teachers read. The first half of the article focused on how students are using this social networking website, as well as some of the problems that have developed because of it. The uses discussed were as expected: keeping in touch with friends, expressing their individuality, cultivating creativity. However, the author did quote a surprising (to me) statistic--that more than half of American kids online use social networking sites. The difficulties that schools have encountered as a result of MySpace include 'impostor pages' posted about teachers and administrators and student postings that instigate or exacerbate issues between students. Students also don't seem to understand the dangers of posting incriminating pictures of themselves--pictures that anyone can see, including potential colleges, employers, or predators. It was the second half of the article that made me think to include it here--the author discussed how one school is addressing the 'MySpace issue' by explicitly teaching students to utilize social networking sites in a safe manner. The teacher uses sample pages and profiles to help initiate discussions in class about students using sites like these without putting themselves at risk. The reader is left with the feeling that these sites can be a positive thing for students, but students need to be taught how to use them.
Response
I thought it was interesting how this article addressed something we talked about in class last week--the assumption we make about students knowing how to use the technology they're using. However, I was thinking about that more in terms of educational technology. This article takes that one step further--teaching students about technology that really has little educational value, but is obvioulsy a huge part of many students' lives outside of school. While I can certainly see the reasoning behind educating students about the dangers of misusing this technology and showing them safer ways to use it, it's interesting to see technology education expanding to include this type of non-educational technology. On a personal level, I always find it interesting to get a better idea of what my students are doing with technology, and reading this gave me a little insight into what kids think about this site. I think I've generally dismissed it as kind of a passing trend, but it seems to be a much larger force in students' lives than I realized.
Wednesday, April 18, 2007
Harris, Amber and Jordan, LuAnn. (2006). Online Instruction for Distance Education Delivery: Perparing Special Educators in and for Rural Areas. Journal of Special Education Technology, 21(3), 55-58. Retrieved April 16, 2007 from ProQuest Database.
Summary
The authors discussed a new resource (book) that addresses distance learning and Special Education. The book, and therefore the article, gave suggestions for how distance learning can positively impact Special Education. Some of the suggestions were aimed at assisting Special Education students who are involved in distance learning. These suggestions included having a clear understanding of the support that would be needed before designing the program, using fewer "bells and whistles" to simplify design, and increasing interactivity to help combat frustration and isolation. The interaction piece seems to be especially critical when dealing with Special Education students because students who struggle with learning to begin with may be more likely to succumb to frustration without support or interaction of some kind. Suggested technology to implement such interaction included live interactive video, webcasting, and audio or video teleconfrencing.
The article also points out that distance learning can benefit SPED by helping get more teachers certified in this area--an area where certificated teachers are in short supply. The authors discussed several programs that use distance learning to guide teacher certification candidates through both the classwork and field practice requirements. These programs allow people from all areas, even if they are not close to a university, to fulfill certification requirements. In addition, online programs are also being developed to train SPED paraeducators.
Last, the article points out that distance education is also good for future distance educators, as it allows them to experience what their students will experience, and design their course accordingly.
Response
I chose this article because I'm interested in positive ways to reach SPED students through technology or distance education. I hoped this article would give some specifics in terms of how distance learning can meet the needs of these students, but it really seemed to be saying things that apply to all students or distance learning situations. I did see their point about focusing on making programs for these students more interactive to combat frustration, but I expected more concrete suggestions and less general discussion. I also wonder if SPED students are less likely than general ed students to be connected to the technology that would be necessary for distance learning. Overall, I didn't find this article very helpful or particularly thought-provoking.
Summary
The authors discussed a new resource (book) that addresses distance learning and Special Education. The book, and therefore the article, gave suggestions for how distance learning can positively impact Special Education. Some of the suggestions were aimed at assisting Special Education students who are involved in distance learning. These suggestions included having a clear understanding of the support that would be needed before designing the program, using fewer "bells and whistles" to simplify design, and increasing interactivity to help combat frustration and isolation. The interaction piece seems to be especially critical when dealing with Special Education students because students who struggle with learning to begin with may be more likely to succumb to frustration without support or interaction of some kind. Suggested technology to implement such interaction included live interactive video, webcasting, and audio or video teleconfrencing.
The article also points out that distance learning can benefit SPED by helping get more teachers certified in this area--an area where certificated teachers are in short supply. The authors discussed several programs that use distance learning to guide teacher certification candidates through both the classwork and field practice requirements. These programs allow people from all areas, even if they are not close to a university, to fulfill certification requirements. In addition, online programs are also being developed to train SPED paraeducators.
Last, the article points out that distance education is also good for future distance educators, as it allows them to experience what their students will experience, and design their course accordingly.
Response
I chose this article because I'm interested in positive ways to reach SPED students through technology or distance education. I hoped this article would give some specifics in terms of how distance learning can meet the needs of these students, but it really seemed to be saying things that apply to all students or distance learning situations. I did see their point about focusing on making programs for these students more interactive to combat frustration, but I expected more concrete suggestions and less general discussion. I also wonder if SPED students are less likely than general ed students to be connected to the technology that would be necessary for distance learning. Overall, I didn't find this article very helpful or particularly thought-provoking.
Tuesday, April 17, 2007
Boehle, Sarah. (2006). Putting the 'learning' back in e-learning. Training, 43(1), 29-33. Retrieved April 16, 2007 from ProQuest Database.
Summary
This article outlines the frustration that many in the e-learning community feel about the lack of quality in the learning tools that are being created and used. Some claim that the expectations held in the early 2000's for the evolution of e-learning have not come to pass. Learning tools have simply improved visually and become more entertaining, but have not improved the actual learning experience. The article describes two main problems with current e-learning design. First, it focuses on content rather than the learning experience. Rather than pinpointing what successful behaviors designers want students to take away from their programs and working backward from there, they focus on how to explain the content and present it in a far too linear manner. Instead, experts believe that training should reflect unpredictable real work experience rather than simply organized content to be learned. The second problem, which is clearly connected to the first, is e-learning's focus on knowledge retention instead of "skill transference." If trainers' goals for students include application of skills to a job or task, focusing on simple information recall (specifically as measured through post-tests) will do them no good. Instead, students need extensive, varied opportunities to practice real-world skills. The last suggestion in the article is to integrate storytelling into e-learning as a way to help students connect to material by "living" an experience through a story.
Response
I kept wishing throughout the article that the author would give some examples of exactly what she meant by "e-learning." I had a hard time imagining exactly what types of tools she was referring to. However, that aside, I think that the problems outlined in the article are typical of learning in general, not just e-learning. The over-focus on learning content and retaining basic knowledge is present in in-person learning as well. I can see how these issues would become even more prevalent when learning is taking place online, as students are not interacting face-to-face, but rather interacting via technology. It makes sense that "real-world" practice is more challenging to simulate on the computer. But I agree that it's necessary--if trainers/teachers want to prepare students for actual work or life experiences, the key would obviously be practice, not just testing over content. I've seen this use of technology--online post-testing instead of on-paper post-testing--and wondered, does the fact that the test is electronic somehow make it more progressive? Not so much. At first, I was a little confused by the shift to discussing 'storytelling' at the end of the article, but the more I think about it, I guess that could be one avenue to simulating practice when learning is taking place through technology rather than in a physical classroom. Maybe that could be a starting point in moving toward e-learning that truly prepares students what they'll be doing, rather than just pushing memorization or shallow learning.
Summary
This article outlines the frustration that many in the e-learning community feel about the lack of quality in the learning tools that are being created and used. Some claim that the expectations held in the early 2000's for the evolution of e-learning have not come to pass. Learning tools have simply improved visually and become more entertaining, but have not improved the actual learning experience. The article describes two main problems with current e-learning design. First, it focuses on content rather than the learning experience. Rather than pinpointing what successful behaviors designers want students to take away from their programs and working backward from there, they focus on how to explain the content and present it in a far too linear manner. Instead, experts believe that training should reflect unpredictable real work experience rather than simply organized content to be learned. The second problem, which is clearly connected to the first, is e-learning's focus on knowledge retention instead of "skill transference." If trainers' goals for students include application of skills to a job or task, focusing on simple information recall (specifically as measured through post-tests) will do them no good. Instead, students need extensive, varied opportunities to practice real-world skills. The last suggestion in the article is to integrate storytelling into e-learning as a way to help students connect to material by "living" an experience through a story.
Response
I kept wishing throughout the article that the author would give some examples of exactly what she meant by "e-learning." I had a hard time imagining exactly what types of tools she was referring to. However, that aside, I think that the problems outlined in the article are typical of learning in general, not just e-learning. The over-focus on learning content and retaining basic knowledge is present in in-person learning as well. I can see how these issues would become even more prevalent when learning is taking place online, as students are not interacting face-to-face, but rather interacting via technology. It makes sense that "real-world" practice is more challenging to simulate on the computer. But I agree that it's necessary--if trainers/teachers want to prepare students for actual work or life experiences, the key would obviously be practice, not just testing over content. I've seen this use of technology--online post-testing instead of on-paper post-testing--and wondered, does the fact that the test is electronic somehow make it more progressive? Not so much. At first, I was a little confused by the shift to discussing 'storytelling' at the end of the article, but the more I think about it, I guess that could be one avenue to simulating practice when learning is taking place through technology rather than in a physical classroom. Maybe that could be a starting point in moving toward e-learning that truly prepares students what they'll be doing, rather than just pushing memorization or shallow learning.
Meech, Scott. (2007). What Teachers Must Know to Help Students Know. Educators' eZine. Retrieved April 13, 2007, from http://www.techlearning.com/showArticle.php?articleID=196604341.
Summary
This article proposes that although current students are more "tech-savvy" than students in the past, they still don't know how to use technology (specifically the Internet) efficiently. Meech discusses the issue of the "Invisible Web," that is, websites--many of them extremely valuable--that are never accessed by students, or teachers for that matter, because they don't show up on a Google search. This dependence on simple Goolgle keyword searching rather than even considering utilizing other modes of information proves (to Meech) that students have embraced a blind faith in information on the Internet. A recent study by the Partnership for 21st Century Skills ranked students being skilled in information technology equal in importance to reading, writing, and math as critical skills for future workers. The disconnect between being familiar with computers and being technically literate can only be bridged, Meech states, by educators embracing and learning about new technology so that they can confidently address these issues with students.
Response
I agree wholeheartedly with Meech's observations. I often wonder if I assume too much understanding of technology just because my students know what all of the "F" buttons on the computer do and I don't! Then I see how randomly they access information on the Internet, and it's scary. We need to teach students how to determine validity of information--on the web and elsewhere. We are such an information-saturated society, and many of our students are blind consumers who don't question what they see/read/hear. I also agree that for teachers to be comfortable with technology and what's out there is the first step--otherwise we feel too intimidated to address it with the students we serve, and that's doing everyone a disservice.
Summary
This article proposes that although current students are more "tech-savvy" than students in the past, they still don't know how to use technology (specifically the Internet) efficiently. Meech discusses the issue of the "Invisible Web," that is, websites--many of them extremely valuable--that are never accessed by students, or teachers for that matter, because they don't show up on a Google search. This dependence on simple Goolgle keyword searching rather than even considering utilizing other modes of information proves (to Meech) that students have embraced a blind faith in information on the Internet. A recent study by the Partnership for 21st Century Skills ranked students being skilled in information technology equal in importance to reading, writing, and math as critical skills for future workers. The disconnect between being familiar with computers and being technically literate can only be bridged, Meech states, by educators embracing and learning about new technology so that they can confidently address these issues with students.
Response
I agree wholeheartedly with Meech's observations. I often wonder if I assume too much understanding of technology just because my students know what all of the "F" buttons on the computer do and I don't! Then I see how randomly they access information on the Internet, and it's scary. We need to teach students how to determine validity of information--on the web and elsewhere. We are such an information-saturated society, and many of our students are blind consumers who don't question what they see/read/hear. I also agree that for teachers to be comfortable with technology and what's out there is the first step--otherwise we feel too intimidated to address it with the students we serve, and that's doing everyone a disservice.
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