When I first became aware of the invention of electronic reader's and tablets I was fascinated at how practical and versatile they were, especially when it came to storing reading content. However, I assumed that these new devices were not going to pose a significant threat to traditional printed media immediately, since it would take widespread sales and time for people to adopt such a drastic change. I was proved wrong when I realized that e-readers/tablets quickly became quite affordable and the public had rapidly embraced digital reading content over printed material. This rapid turn of events has given rise to the debate over whether printed literacy media (especially novels and textbooks) will soon be supplanted by digital literacy media. My brother and I have had this debate several times as we continue to recognize the prevalence of e-readers/tablets in society and how digital versions of reading content have practically become second nature in the arena of publications.
Now day, readers have access to an ever-increasing variety of literacy media ranging from novels, newspapers, magazines, and recently even textbooks. Large bookstore companies such as Barnes & Noble have suffered unprecedented losses in sales due to the common reader's preference to now download new reading content on to their e-readers/tablets. Barnes & Noble in particular has even introduced its own tablet product to compensate for sales losses caused by other tablet brands. As a college student, if I had the option of downloading all my textbooks onto my mobile reading device, I would absolutely choose this alternative over having to carry heavy loads of books to class. Regarding the public school classroom, if all textbooks were made available in digital versions it would certainly alleviate the problem of students receiving or returning books in destitute conditions.
What do you believe will occur to novels, textbooks, and other printed media in the years to come?
Friday, April 27, 2012
Multiple uses for Google Earth in the classroom
Recently in my READ-411 course, our instructor revealed how the functions of Google Maps/Earth can be employed into classroom learning. The satellite transmitted virtual imaging of Google Earth allows one to view an accurate and detailed setting of any location of in our planet! By adjusting the magnification controls, one can obtain a street view of any neighborhood/city and familiarize one's self with the street names and infrastructure, all from your computer screen. A web resource like this is ideal for when someone wishes to orient his/herself beforehand with the landscape and surroundings of a future travel destination.
In relation to classroom instruction, there are several potential uses that can be derived from such a dynamic tool. In a history or geography course, the instructor can create a shared map for his/her class and set landmarks with embedded commentary (using the insert push-pin option), in order to virtually display the regions/sites of importance that are being discussed in the class lesson. The same approach can be taken for an English, Music, or Art class in which authors, composers, or artists from distinct parts of the world are being studied and perhaps their place of origin has significantly influenced their work. For ESL instruction, I would take advantage of the aspect that my students are likely from different nations that can be widely represented on a Google map.
To formulate a genuine learning experience involving language practice and exposure to technology, I would have each student revisit his/her former area of residence in their home country. The students will have the opportunity to virtually revisit their city/village of origin, to explore sites that bring back lucid memories, and realize if any changes have taken place since they emigrated to this nation. The assignment tied to this activity would require the ELLs to write a descriptive essay. The guidelines of this writing task would request each student to provide a brief orientation of the geographical area (nation, province, city/village, natural landscape), to mention sites of historical/community importance, to share particular memories related to places they viewed, and to reflect on the usefulness of Google Maps/Earth in allowing them to virtually revisit their homeland. This is only one of potentially several strategies that can be generated using this versatile Google resource.
In relation to classroom instruction, there are several potential uses that can be derived from such a dynamic tool. In a history or geography course, the instructor can create a shared map for his/her class and set landmarks with embedded commentary (using the insert push-pin option), in order to virtually display the regions/sites of importance that are being discussed in the class lesson. The same approach can be taken for an English, Music, or Art class in which authors, composers, or artists from distinct parts of the world are being studied and perhaps their place of origin has significantly influenced their work. For ESL instruction, I would take advantage of the aspect that my students are likely from different nations that can be widely represented on a Google map.
To formulate a genuine learning experience involving language practice and exposure to technology, I would have each student revisit his/her former area of residence in their home country. The students will have the opportunity to virtually revisit their city/village of origin, to explore sites that bring back lucid memories, and realize if any changes have taken place since they emigrated to this nation. The assignment tied to this activity would require the ELLs to write a descriptive essay. The guidelines of this writing task would request each student to provide a brief orientation of the geographical area (nation, province, city/village, natural landscape), to mention sites of historical/community importance, to share particular memories related to places they viewed, and to reflect on the usefulness of Google Maps/Earth in allowing them to virtually revisit their homeland. This is only one of potentially several strategies that can be generated using this versatile Google resource.
Wednesday, April 18, 2012
Technologies in the classroom at teacher's expense
During the teacher interview on NETS that I conducted for the last interactivity, a eye-opening issue came to my attention. As I was being informed of how in the school where the interview took place, there are scarcely sufficiently technological resources and initiatives being implemented, the teacher also mentioned how certain instructors have decided to purchase technology devices for their classroom from their own personal funds.
Moreover, he admitted how they surely will not be compensated for providing these resources at their own expense if the administration doesn't recognize the purchased element as crucial for instruction.
This insight I gained from the interview caused me to deeply contemplate this issue of purchasing class materials from one's own budget. Despite, the fact that I was aware that teachers are occasionally requested to purchase some materials from their own pocket, the matter of possibly proceeding to buy a useful resource for my class and afterward not being compensated for it, is one of real concern for me. I believe that these flaws in classroom funding and support are what discourage potentially effective teachers from pursuing a career in education. Teachers who wish to provide their pupils with new materials and technological elements are faced with the situation of compromising their personal financial means in order to do so. In certain cases, a teacher simply cannot afford to purchase an efficient resource even if he/she is willing to pay from his/her own funds and not be compensated for it.
After pondering all this and reflecting how many teachers nonetheless, sacrifice part of their personal funds to grant their students access to modern technology, I couldn't help but to feel a tremendous sense of admiration for them. Educators like them, set an example of selfless commitment to improving their students' learning experience. Unfortunately, since lack of funding for innovative resources is becoming increasingly prevalent, these noble educators are being taken to the limit in what they can offer their students. If I were in the position of these teachers, I cannot claim that I would also undertake such an act of generosity. However, I would actively advocate the important benefits of implementing serviceable technology to enrich course content and instruction. I also would definitely use the technologies that are at my disposition (Ex- TV, VCR, Media center) in innovative ways to captivate my students' interest and participation. In doing this I hope to prove that proper application of technologies can indeed make a difference in student learning.
Moreover, he admitted how they surely will not be compensated for providing these resources at their own expense if the administration doesn't recognize the purchased element as crucial for instruction.
This insight I gained from the interview caused me to deeply contemplate this issue of purchasing class materials from one's own budget. Despite, the fact that I was aware that teachers are occasionally requested to purchase some materials from their own pocket, the matter of possibly proceeding to buy a useful resource for my class and afterward not being compensated for it, is one of real concern for me. I believe that these flaws in classroom funding and support are what discourage potentially effective teachers from pursuing a career in education. Teachers who wish to provide their pupils with new materials and technological elements are faced with the situation of compromising their personal financial means in order to do so. In certain cases, a teacher simply cannot afford to purchase an efficient resource even if he/she is willing to pay from his/her own funds and not be compensated for it.
After pondering all this and reflecting how many teachers nonetheless, sacrifice part of their personal funds to grant their students access to modern technology, I couldn't help but to feel a tremendous sense of admiration for them. Educators like them, set an example of selfless commitment to improving their students' learning experience. Unfortunately, since lack of funding for innovative resources is becoming increasingly prevalent, these noble educators are being taken to the limit in what they can offer their students. If I were in the position of these teachers, I cannot claim that I would also undertake such an act of generosity. However, I would actively advocate the important benefits of implementing serviceable technology to enrich course content and instruction. I also would definitely use the technologies that are at my disposition (Ex- TV, VCR, Media center) in innovative ways to captivate my students' interest and participation. In doing this I hope to prove that proper application of technologies can indeed make a difference in student learning.
Tuesday, April 10, 2012
Interactivity #5
The school facility that I selected to conduct the necessary teacher interview regarding the NETS-S/T standards was my former high school in the North Bergen district. There in North Bergen high school, I was able to contact an ESL teacher with whom I had carried out a previous class observation. This teacher has been teaching in the ESL field in North Bergen for a substantial number of years now, therefore has witnessed firsthand if technology has gained presence within the ESL curriculum & high school throughout the years. A few days prior to our meeting I had provided him with a copy of both the NETS-S/T standards via e-mail. The professor admitted to have been quite oblivious that national standards regarding the implementation of technology even existed! He shared how he supports many of the initiatives that these standards request for schools to fulfill, however he honestly described how the high school and school district in general lack the technological resources and practices that the standards address.
Referring to questions 3 and 4, he stated that district-wise and within the high school itself he has noticed modest indications that some aspects of the NETS-S/T are progressively being acknowledged. He conveyed how within the high school there is a media center which grants students' timed access to online & other computer-mediated resources. Installed on all of these computers is a surveillance software which impedes access to inappropriate/disapproved websites. The media center is a formidable source of technology for the students. Nonetheless, due to its limited size compared to the tremendous student population of over 2000 and as a result of constant system failure (I recall this first hand), students rarely can take full advantage of this mean. At the elementary school level, he mentioned how a particular school recently had a determined number of smart boards installed as an experimental initiative.
Besides these sporadic examples of technological application, the presence of technology integration has not been consistent and uniform, according to the interviewed teacher. He shared that most of the classrooms do not have installed projectors for teachers/students to display visual media such as power point presentations. Any projector that is in use in a given class was most likely purchased by the instructor from his/her own budget. It was surprising to realize how teachers would be willing to resort to this course of action due to the absence of necessary technology. Technological application such as an online student portal for peer-tutoring and youth counseling or academic software designed to enrich understanding and engagement in each different subject area, is still not actively practiced at the high school or district level.
Comparing this high school and district's integration of technology to the concepts presented in the NETS-S/T, there are only certain areas in which the two would be in agreement. Addressing section 5 of the NETS-S and section 4 of the NETS-T, the high school's educators and administrators definitely do an exceptional job of promoting and reinforcing safe, legal, and ethical use of technology, digital information (copyright) and social interactions related to technology. As previously mentioned, the surveillance software that is installed on every computer accessible to students restricts usage of this technology to serve solely for academic research purposes. Teachers for some time have employed computer-based tools that detect plagiarism on written assignments. Regarding section III of the NETS-S, the ESL teacher I interviewed as well as many of his colleagues in other subject areas do assign tasks and projects that require online involvement. Research reports are only assigned in the superior levels of the ESL program, but tasks that involve investigating specific online content for a class discussion/activity can be implemented in any of the levels.
Summarizing my teacher's responses for questions 6, 7, and 8 he believes that there must be a uniform application of technology along with education on the proper usage of it in order for the NETS-S/T to be genuinely implemented. He views that along with the much needed technological equipment/initiatives, there must be a plan on how to make relevant use of the provided resources for the benefit of each student's learning experience. He believes that the educators, administrators, and students must all be trained to understand and operate the functions and potential of technological resources in relation to their specific academic subject and endeavor. As a prospective educator, I agree with this teacher's opinion. I personally would address the issue to my fellow colleagues by first encouraging them to discover original ways in which we can utilize the technology resources that we do have available. If successful in truly enhancing our student's engagement and performance through the innovation & integration of our current technologies, the results may validate requests for additional resources/ initiatives. As my teacher stated in his answer for question 8, "There's still a long bridge to cross in order to reach an authentic integration of technology at our school. However, everybody should play their part in making sure that we do get there."
Link to modified spread sheet:
https://docs.google.com/spreadsheet/ccc?key=0AuwMUFKQz3bNdHBpd1pHR3RZSXlZdWk1U2I3QWJJNWc#gid=0
Referring to questions 3 and 4, he stated that district-wise and within the high school itself he has noticed modest indications that some aspects of the NETS-S/T are progressively being acknowledged. He conveyed how within the high school there is a media center which grants students' timed access to online & other computer-mediated resources. Installed on all of these computers is a surveillance software which impedes access to inappropriate/disapproved websites. The media center is a formidable source of technology for the students. Nonetheless, due to its limited size compared to the tremendous student population of over 2000 and as a result of constant system failure (I recall this first hand), students rarely can take full advantage of this mean. At the elementary school level, he mentioned how a particular school recently had a determined number of smart boards installed as an experimental initiative.
Besides these sporadic examples of technological application, the presence of technology integration has not been consistent and uniform, according to the interviewed teacher. He shared that most of the classrooms do not have installed projectors for teachers/students to display visual media such as power point presentations. Any projector that is in use in a given class was most likely purchased by the instructor from his/her own budget. It was surprising to realize how teachers would be willing to resort to this course of action due to the absence of necessary technology. Technological application such as an online student portal for peer-tutoring and youth counseling or academic software designed to enrich understanding and engagement in each different subject area, is still not actively practiced at the high school or district level.
Comparing this high school and district's integration of technology to the concepts presented in the NETS-S/T, there are only certain areas in which the two would be in agreement. Addressing section 5 of the NETS-S and section 4 of the NETS-T, the high school's educators and administrators definitely do an exceptional job of promoting and reinforcing safe, legal, and ethical use of technology, digital information (copyright) and social interactions related to technology. As previously mentioned, the surveillance software that is installed on every computer accessible to students restricts usage of this technology to serve solely for academic research purposes. Teachers for some time have employed computer-based tools that detect plagiarism on written assignments. Regarding section III of the NETS-S, the ESL teacher I interviewed as well as many of his colleagues in other subject areas do assign tasks and projects that require online involvement. Research reports are only assigned in the superior levels of the ESL program, but tasks that involve investigating specific online content for a class discussion/activity can be implemented in any of the levels.
Summarizing my teacher's responses for questions 6, 7, and 8 he believes that there must be a uniform application of technology along with education on the proper usage of it in order for the NETS-S/T to be genuinely implemented. He views that along with the much needed technological equipment/initiatives, there must be a plan on how to make relevant use of the provided resources for the benefit of each student's learning experience. He believes that the educators, administrators, and students must all be trained to understand and operate the functions and potential of technological resources in relation to their specific academic subject and endeavor. As a prospective educator, I agree with this teacher's opinion. I personally would address the issue to my fellow colleagues by first encouraging them to discover original ways in which we can utilize the technology resources that we do have available. If successful in truly enhancing our student's engagement and performance through the innovation & integration of our current technologies, the results may validate requests for additional resources/ initiatives. As my teacher stated in his answer for question 8, "There's still a long bridge to cross in order to reach an authentic integration of technology at our school. However, everybody should play their part in making sure that we do get there."
Link to modified spread sheet:
https://docs.google.com/spreadsheet/ccc?key=0AuwMUFKQz3bNdHBpd1pHR3RZSXlZdWk1U2I3QWJJNWc#gid=0
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