Kids Galore Helping in Darfur
By Wendy Drexler
Learning and Leading With Technology
November 2007
In the Darfur region of Sudan, Africa, there is a current event issue regarding genocide that is occurring in the region. Third grade students from the U.S. were taught about this problem and they decided to do something about it by starting a website. Members of Congress became aware of the students efforts and it spread to the state legislature, Amnesty International, and the Florida Holocaust Museum.
The students began integrating this project called SaveDarfur.org into their curriculum and added to the site daily. They held podcast interviews and wrote to UNICEF in order to get people to donate money to that organization. They are now receiving global recognition and are making a difference to this cause. The article used them as an example to other educators on how to make a difference in their classrooms.
1.) What have the students efforts done to get the attention of lawmakers and Congress?
Answer: The article said that Congress is aware of their efforts, but it doesn't say what Congress is doing to help. I would love to hear what our country is doing to put a stop to this genocide. We need to give these students a reason to continuing caring about what they are doing. They need to see how their efforts make a difference.
2.) How much money have they raise so far?
Answer: The article doesn't say how much money they've raised so far. I would love to get an update on their progress and know how their efforts are paying off financially.
Sunday, November 25, 2007
Friday, November 23, 2007
Journal # 9
Should Cell Phones Be Banned From Classsrooms?
Learning and Leading With Technology December/January 07-08
By Josh Allen and Liz Kolb
From two different viewpoints, two authors ask this question and give their reasons why yes or why no..
Yes (ban them): Reasons given are: They won't be used as an educational tool because they are distracting to kids. Even the Blackberry's which could be used as a technology tool would be inefficient at providing that resource due to the text messaging and web access in class. The money would be ebtter served buying the student a laptop.
No: (don't ban them): Reasons given are: Cell phones are the students "Swiss Army Knife" which means that they have multiple uses and can be utilized in class as a technology. Since many students already have a cell phone, teachers can put them to use as audio recorders, video cameras, still camera's, note taking devices, calculators, faxing, scanning, web access, and special needs students can use them to record lessons which then get sent to them in email form. Since more students have access to cell phones than they do to internet at home, they can do homework from them no matter where they are. They author suggests the teacher collects the phones at the beginning of class, passes them out when they are needed, then collects them again to avoid misuse.
If I had to make a choice, I would still say that cell phones don't belong in classrooms. There wouldn't be a way to monitor what the student is actually doing on it and it can be very distracting. Put the money to better use- buy the student a laptop computer!
Learning and Leading With Technology December/January 07-08
By Josh Allen and Liz Kolb
From two different viewpoints, two authors ask this question and give their reasons why yes or why no..
Yes (ban them): Reasons given are: They won't be used as an educational tool because they are distracting to kids. Even the Blackberry's which could be used as a technology tool would be inefficient at providing that resource due to the text messaging and web access in class. The money would be ebtter served buying the student a laptop.
No: (don't ban them): Reasons given are: Cell phones are the students "Swiss Army Knife" which means that they have multiple uses and can be utilized in class as a technology. Since many students already have a cell phone, teachers can put them to use as audio recorders, video cameras, still camera's, note taking devices, calculators, faxing, scanning, web access, and special needs students can use them to record lessons which then get sent to them in email form. Since more students have access to cell phones than they do to internet at home, they can do homework from them no matter where they are. They author suggests the teacher collects the phones at the beginning of class, passes them out when they are needed, then collects them again to avoid misuse.
If I had to make a choice, I would still say that cell phones don't belong in classrooms. There wouldn't be a way to monitor what the student is actually doing on it and it can be very distracting. Put the money to better use- buy the student a laptop computer!
Journal #8 Course Management (cms)
The tool I chose to learn more about is Course Management or (cms). First of all, it appears as though there is a program that people use called Moodle to organize the courses that they teach. It is a collaborative open tool that instructors use to organize their grading, topics, lessons, etc... After researching and reading the blogs of users and prospective users this is what I found:
-Schools and-or educators will post the course description and requirements for anyone to view
-They use Moodle Wiki's to share their collaborative material
-Someone teaching overseas can utilize the course management system to communicate with others and gain access to materials when otherwise it would be very difficult
-Instructions for installing the program are at http://docs.moodle.org/en/Installation
-A host is needed for the Moodle and it is at http://npv.com.
-It costs about $500 a year to use
-You can get started at http://www.moodlerooms.com/academic-hosting.html
-Or if you are remote you can start here http://www.remote-learner.net/.
Another classroom management software used is GenevaLogic Visions 6. It was not as preferred as Moodle and some commenter's said it wreaked havoc on their web pages.
It seems as though Moodle works like Blackboard as some commenter's said it was just like that. Students are able to log on and post discussions and assignments right into it.
-Schools and-or educators will post the course description and requirements for anyone to view
-They use Moodle Wiki's to share their collaborative material
-Someone teaching overseas can utilize the course management system to communicate with others and gain access to materials when otherwise it would be very difficult
-Instructions for installing the program are at http://docs.moodle.org/en/Installation
-A host is needed for the Moodle and it is at http://npv.com.
-It costs about $500 a year to use
-You can get started at http://www.moodlerooms.com/academic-hosting.html
-Or if you are remote you can start here http://www.remote-learner.net/.
Another classroom management software used is GenevaLogic Visions 6. It was not as preferred as Moodle and some commenter's said it wreaked havoc on their web pages.
It seems as though Moodle works like Blackboard as some commenter's said it was just like that. Students are able to log on and post discussions and assignments right into it.
Tuesday, November 13, 2007
Journal #7
Leapin' Lizards!: Students as Data Collectors
Edutopia
By Diane Petersen
April 2005
This is an article written by a fourth grade science teacher in Washington State. She was bored with her usual curriculum and decided to integrate "nature mapping"- a hands-on nationwide program where animals are tracked and observed in their own environment. Her students were able to do this with the help of the local farmers in an effort to find and track "horny toads." There were documented reports from the 1930's that these lizards were going extinct, but local sightings among her students said that maybe these findings were inaccurate. By utilizing NatureMapping, every time a horny toad is spotted, it is recorded either on paper or by phone, and then put into a database that will keep track of the information. Over time, the lizards were found to live on private property as well as uninhabited areas and they were even able to discover some other information about how they live in the winter. Overall this experiment involves the local community, gives the students a hands-on real life handle on science, and also accomplishes some very important information gathering. Most of all, the students love it!
1.) Would this be possible in schools where funding is low?
Answer: It does seem to be an expensive program that requires the software and computers forthe class to use. For Mrs. Petersen's class, they received a grant from Bill Gates in order to make this happen. A teacher who wanted to use this would have to find funding from somewhere and probably would have to petition the community.
2.) What if the community wasn't willing to participate?
Answer: I think that if you generate an interest there will always be willing participants. It also depends on the issue. Maybe there is a red-ant problem in the neighborhood behind the school, and if so, some of the residents may be willing to report to the students what types of bugs eat them, etc...If there really is very little interest in what the students are trying to accomplish, than the teacher can re-direct the project into something that the community will embrace.
Edutopia
By Diane Petersen
April 2005
This is an article written by a fourth grade science teacher in Washington State. She was bored with her usual curriculum and decided to integrate "nature mapping"- a hands-on nationwide program where animals are tracked and observed in their own environment. Her students were able to do this with the help of the local farmers in an effort to find and track "horny toads." There were documented reports from the 1930's that these lizards were going extinct, but local sightings among her students said that maybe these findings were inaccurate. By utilizing NatureMapping, every time a horny toad is spotted, it is recorded either on paper or by phone, and then put into a database that will keep track of the information. Over time, the lizards were found to live on private property as well as uninhabited areas and they were even able to discover some other information about how they live in the winter. Overall this experiment involves the local community, gives the students a hands-on real life handle on science, and also accomplishes some very important information gathering. Most of all, the students love it!
1.) Would this be possible in schools where funding is low?
Answer: It does seem to be an expensive program that requires the software and computers forthe class to use. For Mrs. Petersen's class, they received a grant from Bill Gates in order to make this happen. A teacher who wanted to use this would have to find funding from somewhere and probably would have to petition the community.
2.) What if the community wasn't willing to participate?
Answer: I think that if you generate an interest there will always be willing participants. It also depends on the issue. Maybe there is a red-ant problem in the neighborhood behind the school, and if so, some of the residents may be willing to report to the students what types of bugs eat them, etc...If there really is very little interest in what the students are trying to accomplish, than the teacher can re-direct the project into something that the community will embrace.
Friday, November 2, 2007
Journal #6
Fitting the Pieces Together- Successful Integration with Laptops
By Patricia Yost
Learning and Leading with Technology
November 2007
This article discusses the the successful integration of laptop computers among middle school students at a school district in Pennsylvania. This is a pilot program that focused on pedagogy rather than technology so that students could take their learning to a higher level. The resources teachers were able to utilize for this program allowed them to make significant changes in the way they viewed, presented, and taught material. Students not only were able to successfully integrate technology into their lives, but more importantly, they were able to use it to enhance the whole realm of their learning experience. Who would have thought that middle schoolers would be able to create power point presentations, spreadsheets, make videos, plus more? These are all things that I am just beginning to learn as an adult! I wish I would have had these options as a child!
This pilot program started with 8 sixth grade teachers and moved to a whole program that integrated students with laptops. First year teachers would get a personal laptop of their own with a video projector to share with her class and another teacher. A second year teacher would get personal laptop, a ceiling-mounted projector, and a cart of laptops that are shared with another classroom. By year 3, they have all the fore mentioned, plus digital video and cameras.
1.) What are the possible downfalls of this program?
Answer: Well, since the first year the students don't have access to laptops and they only get to see the computer "stuff" from a projection screen, they aren't able to utilize the technology themselves. This doesn't seem that different than what is in place currently in many schools. But by year three, the students are fully utilizing these programs and equipment and they are beginning to see technology as a way of life.
2.) How would I utilize this program as a teacher in middle school?
Answer: This would be so exciting for me. To be able to bring up different math programs online and have the class participate in them would bring a whole new dimension to teaching algebra. A teacher could create online competitions between other classes in other schools, they could get teaching ideas from other areas, and utilize so many resources to assist the material. There seems to be endless possibilities to assist in the learning and development of my students.
By Patricia Yost
Learning and Leading with Technology
November 2007
This article discusses the the successful integration of laptop computers among middle school students at a school district in Pennsylvania. This is a pilot program that focused on pedagogy rather than technology so that students could take their learning to a higher level. The resources teachers were able to utilize for this program allowed them to make significant changes in the way they viewed, presented, and taught material. Students not only were able to successfully integrate technology into their lives, but more importantly, they were able to use it to enhance the whole realm of their learning experience. Who would have thought that middle schoolers would be able to create power point presentations, spreadsheets, make videos, plus more? These are all things that I am just beginning to learn as an adult! I wish I would have had these options as a child!
This pilot program started with 8 sixth grade teachers and moved to a whole program that integrated students with laptops. First year teachers would get a personal laptop of their own with a video projector to share with her class and another teacher. A second year teacher would get personal laptop, a ceiling-mounted projector, and a cart of laptops that are shared with another classroom. By year 3, they have all the fore mentioned, plus digital video and cameras.
1.) What are the possible downfalls of this program?
Answer: Well, since the first year the students don't have access to laptops and they only get to see the computer "stuff" from a projection screen, they aren't able to utilize the technology themselves. This doesn't seem that different than what is in place currently in many schools. But by year three, the students are fully utilizing these programs and equipment and they are beginning to see technology as a way of life.
2.) How would I utilize this program as a teacher in middle school?
Answer: This would be so exciting for me. To be able to bring up different math programs online and have the class participate in them would bring a whole new dimension to teaching algebra. A teacher could create online competitions between other classes in other schools, they could get teaching ideas from other areas, and utilize so many resources to assist the material. There seems to be endless possibilities to assist in the learning and development of my students.
Subscribe to:
Comments (Atom)
