Rubenstein, G. (2006). Listening to literature: Struggling readers respond to recorded books. Retrieved on February 15, 2009, from, http://www.edutopia.org/print/2689
Rubenstein brings up some very interesting thoughts regarding the use of audio books in the classroom. From the article it appears that recorded books have been researched heavily and contain quite a few advantages to them. Using this type of technology, students can hear what good reading sounds like and strengthen their own fluency as a result. I also appreciate what the author says about students’ opportunities to learn to love literature. When students are stuck with boring content, there is a hatred of reading that develops. Audio books would be engaging for students because they hear texts come to life in the storytellers’ voices. I would guess that many students would consider reading time a treat when they are given opportunities to listen to audio books. Also, Rubenstein mentions that speeches and newspaper articles are available through digital audio websites. This could be a useful tool for content teachers in subjects like social studies or science who want to enhance the reading levels of their students.
I also think audio books have their disadvantages as well. My cooperating teacher used them frequently in her Language Arts/English classroom, and we found that they weren’t ideal for every situation. While listening to A Midwife’s Apprentice on an audio recording, many students did not follow along in their books. Instead of reading with the storyteller, some students preferred to lay their heads down on their desk or do homework for other classes. They were immediately reprimanded for their behavior, but it was clear that they did not take this activity seriously. At times I think audio books can cause students to become passive readers. For this reason I think this type of technology should be used sparingly in a classroom. Due to the need for variety in classroom planning, I think students should experience other types of reading besides that of audio books. They can be a huge advantage to students as long as teachers have the right goals in mind and do not over use them.
Wednesday, February 18, 2009
Rethinking Computers
Ricadela, A. (2008). Rethinking computers in the classroom. Business Week Online, p. 1-1.
Aaron Ricadela’s article on the use of computers in the classroom had some very good points brought up about the role that technology plays in schools. He begins by explaining the hopes of the Obama Administration to give more federal money to place needed computers into classrooms around the country. Though this is a worthwhile initiative, Ricadela argues that this action alone will not improve test scores among students. There have been numerous districts that have transformed their schools into computer-centered environments but have not seen significant results in student learning. When I initially read this I was surprised by the low statistics, and I presume it is a huge disappointment to many advocates of media literacy. Then I read further and realized that many schools are not making correct use out of their resources. According to one researcher, “I’ve been in school with one-to-one laptop programs where kids are doing the equivalent of worksheets on their laptops” (as cited in Ricadela, 2008, p. 1). With all the opportunities that computers offer, it is saddening to realize that students are still forced to do skill and drill activities using worksheets. Teachers should be trained in computer applications and encouraged to use best practices while teaching their students technology-based lessons. Computers should not sit in the back of the classroom without being utilized either. Instead, teachers should be given media software that applies to what they are teaching and engages students with learning that is important to them. As a representative from Intel puts it, “If you’re just sprinkling the technology on top of the curriculum, it’s not compelling, … then you just have some expensive pencils” (as cited in Ricadela, 2008, p. 1).
As mentioned above, this article also touches on the new president’s hope to bring more computers into schools. This is a goal that will take a great deal of time and money, but if it is accomplished, student learning can greatly improve. These efforts could also work to lessen the digital divide. Currently there is a huge need to give poor districts a fighting chance to survive in an era that focuses on technology.
Aaron Ricadela’s article on the use of computers in the classroom had some very good points brought up about the role that technology plays in schools. He begins by explaining the hopes of the Obama Administration to give more federal money to place needed computers into classrooms around the country. Though this is a worthwhile initiative, Ricadela argues that this action alone will not improve test scores among students. There have been numerous districts that have transformed their schools into computer-centered environments but have not seen significant results in student learning. When I initially read this I was surprised by the low statistics, and I presume it is a huge disappointment to many advocates of media literacy. Then I read further and realized that many schools are not making correct use out of their resources. According to one researcher, “I’ve been in school with one-to-one laptop programs where kids are doing the equivalent of worksheets on their laptops” (as cited in Ricadela, 2008, p. 1). With all the opportunities that computers offer, it is saddening to realize that students are still forced to do skill and drill activities using worksheets. Teachers should be trained in computer applications and encouraged to use best practices while teaching their students technology-based lessons. Computers should not sit in the back of the classroom without being utilized either. Instead, teachers should be given media software that applies to what they are teaching and engages students with learning that is important to them. As a representative from Intel puts it, “If you’re just sprinkling the technology on top of the curriculum, it’s not compelling, … then you just have some expensive pencils” (as cited in Ricadela, 2008, p. 1).
As mentioned above, this article also touches on the new president’s hope to bring more computers into schools. This is a goal that will take a great deal of time and money, but if it is accomplished, student learning can greatly improve. These efforts could also work to lessen the digital divide. Currently there is a huge need to give poor districts a fighting chance to survive in an era that focuses on technology.
Tuesday, February 3, 2009
Teens and Cell Phones
Docksai, R. (2009). Teens and cell phones. Futurist, 43(1), 10-12.
In the article "Teens and Cell Phones" Rick Docksai writes about the ways in which cell phones can be incorporated into the classroom. When I first read this article I have to admit I was skepical of how this idea could be carried out successfully. Cell phones are most often banned from classrooms, and students are accused of cheating if they attempt to use their phone while doing class assignments. Docksai reports, however, that this does not need to be the case. Some teachers who have incorporated cell phones into their learning goals have seen notable results in student achievement. Smartphones are particularly looked at in this article, which are cell phones with Internet access and other advanced applications (Docksai, 2009, p. 10). 331 teenager students were given the opportunity to use smartphones in class during a research investigation. After it was complete, the researchers found that student motivation increased when cell phones made their way into the learning process. Though the article did not provide in-depth explanations about the rules and regulations behind the use of smartphones in school, it was understood that the phones were used for organization purposes as well as to provide access to the Internet, make short movies, and record teachers' directions.
I think the use of cell phones in class could be extremely positive for learning, but teachers need to take action to prevent negative results from occurring. Schools who decide to invest in class sets of smartphones need to have strict guidelines for students to follow as they are making use of the phones. I also think students should not have access to some features of the phones while they are in class. For example, I don't think phone calls or text messages should be permitted in the classroom unless it is apart of the teachers' lesson plan and relates to the subject matter being taught. The article describes a situation in British Columbia that occurred, which makes me nervous about some ways that technology is being brought into the classroom. Students in this particular school created "fight club" videos that were posted on the Internet for public viewing. If teachers are going to permit cell phones to be used in the classroom, it must be monitored very closely. Otherwise, students will not gain any useful knowledge from the tools and will become distracted from their true learning.
In the article "Teens and Cell Phones" Rick Docksai writes about the ways in which cell phones can be incorporated into the classroom. When I first read this article I have to admit I was skepical of how this idea could be carried out successfully. Cell phones are most often banned from classrooms, and students are accused of cheating if they attempt to use their phone while doing class assignments. Docksai reports, however, that this does not need to be the case. Some teachers who have incorporated cell phones into their learning goals have seen notable results in student achievement. Smartphones are particularly looked at in this article, which are cell phones with Internet access and other advanced applications (Docksai, 2009, p. 10). 331 teenager students were given the opportunity to use smartphones in class during a research investigation. After it was complete, the researchers found that student motivation increased when cell phones made their way into the learning process. Though the article did not provide in-depth explanations about the rules and regulations behind the use of smartphones in school, it was understood that the phones were used for organization purposes as well as to provide access to the Internet, make short movies, and record teachers' directions.
I think the use of cell phones in class could be extremely positive for learning, but teachers need to take action to prevent negative results from occurring. Schools who decide to invest in class sets of smartphones need to have strict guidelines for students to follow as they are making use of the phones. I also think students should not have access to some features of the phones while they are in class. For example, I don't think phone calls or text messages should be permitted in the classroom unless it is apart of the teachers' lesson plan and relates to the subject matter being taught. The article describes a situation in British Columbia that occurred, which makes me nervous about some ways that technology is being brought into the classroom. Students in this particular school created "fight club" videos that were posted on the Internet for public viewing. If teachers are going to permit cell phones to be used in the classroom, it must be monitored very closely. Otherwise, students will not gain any useful knowledge from the tools and will become distracted from their true learning.
Week 3
Wolsey, T. D., & Grisham, L. (2007). Adolescents and the New Literacies: Writing Engagement. Action in Teacher Education, 29(2) 30-36.
The article, “Adolescents and the New Literacies: Writing Engagement”, brought up many excellent points about the use of technology in schools today. According to Wolsey (2007), “if students are to become adept at using technology for their learning and in their lives, schools have a responsibility to teach those technology skills…” (p. 30). I agree that schools have a very significant role to play in the development of students’ skills in technology. Districts have the opportunity to lessen the digital divide by providing all students with learning experiences with computers and other media outlets. It was very surprising to me to read, however, that less than 25% of secondary teachers reported students using the computer frequently throughout the academic year (p. 30). I think teachers should realize the importance of incorporating technology into the curriculum and find opportunities for students to interact with it. This isn’t being done, however, because I think many teachers view technology as a hassle more than a learning tool. I don’t think many veteran teachers realize the impact that technology can have on academic achievement. Instead, they simply see it as a way to amuse students during free time.
The study that the Wolsey and Grisham conducted regarding technology use in the classroom gave significant results that every teacher should consider. By comparing and contrasting information gained from online discussions, face-to-face discussions, and journal writing, researchers were able to confirm that technology in the classroom can greatly improve learning. It is very interesting to me that the online discussions produced more interactive dialogue and better literary responses than the other methods of learning (Wolsey, 2007, p. 33). Since student attitudes about writing also increased after the study, it should be concluded that technology is an appropriate and needed tool to use in the classroom.
The article, “Adolescents and the New Literacies: Writing Engagement”, brought up many excellent points about the use of technology in schools today. According to Wolsey (2007), “if students are to become adept at using technology for their learning and in their lives, schools have a responsibility to teach those technology skills…” (p. 30). I agree that schools have a very significant role to play in the development of students’ skills in technology. Districts have the opportunity to lessen the digital divide by providing all students with learning experiences with computers and other media outlets. It was very surprising to me to read, however, that less than 25% of secondary teachers reported students using the computer frequently throughout the academic year (p. 30). I think teachers should realize the importance of incorporating technology into the curriculum and find opportunities for students to interact with it. This isn’t being done, however, because I think many teachers view technology as a hassle more than a learning tool. I don’t think many veteran teachers realize the impact that technology can have on academic achievement. Instead, they simply see it as a way to amuse students during free time.
The study that the Wolsey and Grisham conducted regarding technology use in the classroom gave significant results that every teacher should consider. By comparing and contrasting information gained from online discussions, face-to-face discussions, and journal writing, researchers were able to confirm that technology in the classroom can greatly improve learning. It is very interesting to me that the online discussions produced more interactive dialogue and better literary responses than the other methods of learning (Wolsey, 2007, p. 33). Since student attitudes about writing also increased after the study, it should be concluded that technology is an appropriate and needed tool to use in the classroom.
Subscribe to:
Comments (Atom)