Save the World on Your Way to College by David Gibson and Susan Hull Grasso
The concept of global education via the Internet to save the world is a worthy topic for discussion as such global issues an environmental degradation, civil uprisings, and human injustice will need to be addressed by the global community in an innovative way that is outside of conventional thinking and schooling. The Global Challenge program encourages an international collaboration of individuals that can provide global communication skills, various areas of expertise, and team dynamics which result in a deeper, more elaborate understanding of issues.
Programs that aim to marry business, science, and education in the goal of solving global issues that continue to increase in complexity is an exciting prospect that I feel will empower those that find their way to participate.
Wednesday, December 5, 2007
#8 - Kids Count: Young Citizen-Scientists Learn Environmental Activism
Kids Count: Young Citizen-Scientists Learn Environmental Activism by Evantheia Schibsted
The emerging trend of authentic and relevant learning activities has resulted in something more significant than even the teachers suspected it could be. Children's perception is younger and fresher than adults, and can often lead to a break through in scientific thinking and discovery. They can also be highly motivated when they know that their data is meaningful and relevant.
Citizen-Science is a term that emerged to describe partnerships between trained volunteers and scientific researches to answer real-world questions using research methodology and techniques to make a contribution to real world issues. The goal of citizen-science is to engage students in inquiry-based learning and stewardship of our planet.
How can I incorporate this teaching methodology into my classroom?
There exists so many resources and opportunities to provide students with real-world based learning activities that it would not be hard to spend a little time investigating web based initiatives, such as NestWatch which allows children to monitor, record, and observe birds and nests in nature.
How does this type of instruction breakdown barriers of scientific involvement for kids with limited access to resources?
Web based technology allows students with limited resources and access to the outdoors the chance to be introduced to scientific methodology in a very relevant and meaningful manner. Several of the initiatives offer free starter kits that include everything from posters to bilingual write-ups, and kid-oriented questionnaires.
The emerging trend of authentic and relevant learning activities has resulted in something more significant than even the teachers suspected it could be. Children's perception is younger and fresher than adults, and can often lead to a break through in scientific thinking and discovery. They can also be highly motivated when they know that their data is meaningful and relevant.
Citizen-Science is a term that emerged to describe partnerships between trained volunteers and scientific researches to answer real-world questions using research methodology and techniques to make a contribution to real world issues. The goal of citizen-science is to engage students in inquiry-based learning and stewardship of our planet.
How can I incorporate this teaching methodology into my classroom?
There exists so many resources and opportunities to provide students with real-world based learning activities that it would not be hard to spend a little time investigating web based initiatives, such as NestWatch which allows children to monitor, record, and observe birds and nests in nature.
How does this type of instruction breakdown barriers of scientific involvement for kids with limited access to resources?
Web based technology allows students with limited resources and access to the outdoors the chance to be introduced to scientific methodology in a very relevant and meaningful manner. Several of the initiatives offer free starter kits that include everything from posters to bilingual write-ups, and kid-oriented questionnaires.
Wednesday, November 7, 2007
#06 Journal - Educators Are Going Global
Educators are Going Global by Anita McAnear
The age of the Internet has allowed educators all over the world to collaborate and share educational experiences and curriculum ideas with each other. This educational environment is an important resource that educators cannot afford to overlook. The emerging global culture will demand that the next generation of citizens be more sophisticated, dynamic and well educated than those who came before. As educators we need to invest the time and efforts required to search out and participate in global initiatives and collaborations that will prepare our students to be immersed in the diverse world of the future. Moreover, what wonderful learning opportunities await students who, many for the first time, are able to communicate and for cooperative relationships with others who are so different, but so very much more the same. This type of cross-cultural bridging is what assists humanity's efforts to crush ignorance, intolerance, and racism. Authentic communication is the only way for people to discover that they are one.
1. How would I integrate global collaberation learning in my classroom?
The use of social networking websites allows teachers all over the world to find one another and engage in cooperative learning units. I personally believe that the most important value to teach young adults is social entrepreneurship and justice. Using the WWW to leverage ideas, contributions, and collaberations allows students to contribute to the global community and make a difference in somebody's life.
2. What type of global initiatives would be appropriate for early elementary school age children?
So many resources exist that allow for students to positively impact their world. It is becoming progressively earsier to integrate content areas such as social studies, or economics with social entrpreneurialship sites such as Kiva.org and BeHandsOn.org. These sites allow people to connect with each other world wide and invest time, money, and ideas into making lives better.
The age of the Internet has allowed educators all over the world to collaborate and share educational experiences and curriculum ideas with each other. This educational environment is an important resource that educators cannot afford to overlook. The emerging global culture will demand that the next generation of citizens be more sophisticated, dynamic and well educated than those who came before. As educators we need to invest the time and efforts required to search out and participate in global initiatives and collaborations that will prepare our students to be immersed in the diverse world of the future. Moreover, what wonderful learning opportunities await students who, many for the first time, are able to communicate and for cooperative relationships with others who are so different, but so very much more the same. This type of cross-cultural bridging is what assists humanity's efforts to crush ignorance, intolerance, and racism. Authentic communication is the only way for people to discover that they are one.
1. How would I integrate global collaberation learning in my classroom?
The use of social networking websites allows teachers all over the world to find one another and engage in cooperative learning units. I personally believe that the most important value to teach young adults is social entrepreneurship and justice. Using the WWW to leverage ideas, contributions, and collaberations allows students to contribute to the global community and make a difference in somebody's life.
2. What type of global initiatives would be appropriate for early elementary school age children?
So many resources exist that allow for students to positively impact their world. It is becoming progressively earsier to integrate content areas such as social studies, or economics with social entrpreneurialship sites such as Kiva.org and BeHandsOn.org. These sites allow people to connect with each other world wide and invest time, money, and ideas into making lives better.
Friday, October 19, 2007
Journal #04 - All Work and No Play
All Work and No Play by Sharna Olfman from Rethinking Schools Online
Education policies in the United States are undergoing drastic reform at the bequest of our conservative federal administration who believes that "standards, accountability, and technology" are the way to measure successful learning. In so many classrooms, recess, play, music, and creative expression are being replaced by "scripted teaching" in which students are taught to the test to ensure improved testing scores.
Yes schools are now accountable. Now, in an effort to advance our youngest kids, a new program entitled "Early Care and Education Act" stands before congress, offering states financial bonuses that demonstrate that public preschool programs are "successfully teaching early literacy skills, necessitating even more academic pressure and wide-scale testing of pre-schoolers."
Now, in preschool - play is being pushed aside to make room for more direction, more technological infusion, more testing. However, what research is in fact indicating is that adopting such an immersive and rigorous course of study for young children actually undermines the skills they are intended to support, because, developmentally, preschoolers do not have the cognitive ability to ingest this information and then make meaningful connections.
In truth, the prevalent educational philosophy is a less than optimal condition for all children. The educational revolution propagated by Piaget and Vygotsky is being replaced by scripted teaching and computer programs that prepare children for multiple-choice test. Knowledge and learning are being compartmentalized, creativity and critical thinking are being undermined. 1984 here we come....George Orwell would be so proud...
How can teachers accentuate the scripted learning curriculum that is being adopted by many districts?
This is what makes good teaching such a difficult job. We must be constantly innovative and aggressive in transferring knowledge to our students. This can be accomplished, at great effort, by investing time, money, and research into alternative learning activities, project-based integrated learning units; colleague collaboration and cooperation, and student support.
How should teachers differentiate between technological resources, and best evaluate its usefulness?
The best way for teachers to judge the utility of technological resources is to first define learning goals for the students. Critical thinking skills and creative thought should ALWAYS be included in the learning goals. Once established, teachers need to invest time in researching and sampling technological resources to ensure they ask more of the student to pick and choose answers. Some inclusion of multiple choice questioning is required, unfortunately, as we have to recognize the skills children must develop for use in a standardized education.
Education policies in the United States are undergoing drastic reform at the bequest of our conservative federal administration who believes that "standards, accountability, and technology" are the way to measure successful learning. In so many classrooms, recess, play, music, and creative expression are being replaced by "scripted teaching" in which students are taught to the test to ensure improved testing scores.
Yes schools are now accountable. Now, in an effort to advance our youngest kids, a new program entitled "Early Care and Education Act" stands before congress, offering states financial bonuses that demonstrate that public preschool programs are "successfully teaching early literacy skills, necessitating even more academic pressure and wide-scale testing of pre-schoolers."
Now, in preschool - play is being pushed aside to make room for more direction, more technological infusion, more testing. However, what research is in fact indicating is that adopting such an immersive and rigorous course of study for young children actually undermines the skills they are intended to support, because, developmentally, preschoolers do not have the cognitive ability to ingest this information and then make meaningful connections.
In truth, the prevalent educational philosophy is a less than optimal condition for all children. The educational revolution propagated by Piaget and Vygotsky is being replaced by scripted teaching and computer programs that prepare children for multiple-choice test. Knowledge and learning are being compartmentalized, creativity and critical thinking are being undermined. 1984 here we come....George Orwell would be so proud...
How can teachers accentuate the scripted learning curriculum that is being adopted by many districts?
This is what makes good teaching such a difficult job. We must be constantly innovative and aggressive in transferring knowledge to our students. This can be accomplished, at great effort, by investing time, money, and research into alternative learning activities, project-based integrated learning units; colleague collaboration and cooperation, and student support.
How should teachers differentiate between technological resources, and best evaluate its usefulness?
The best way for teachers to judge the utility of technological resources is to first define learning goals for the students. Critical thinking skills and creative thought should ALWAYS be included in the learning goals. Once established, teachers need to invest time in researching and sampling technological resources to ensure they ask more of the student to pick and choose answers. Some inclusion of multiple choice questioning is required, unfortunately, as we have to recognize the skills children must develop for use in a standardized education.
Wednesday, October 17, 2007
Journal #05 - A National Consideration of Digital Equality
A National Consideration of Digital Equity by Trina Davis
The issue of digital equallity in education is a growing concern for educators and leaders. How do we, as a country, provide ourselves with future leaders who are educated and capable to continue the cultural and economic evolution of the United States?
The manifestation of digital equity in the United States requires seven essential components: (1) An operational definition of equity; (2) Assessing current educational experiences of culturally diverse students; (3) Develop new and authentic goals for teaching and learning; (4) Teacher education; (5) Redefining role of teacher; (6) Examine the roles of culture in technological equity and use; and(7) garner support from educators, parents, and government.
The challenge of digital equity in education is real. Currently, the demographic and economic segregation of the United States is threatening our overall contributions and successes as members of humanity. We have a rsponsibility to the citizens of this country to prepare them for the future; to provide the tools that will enable them to improve their condition, and the conditions of all earth's creatures, environments, and people.
As the greatest and richest empire ever seen on earth - to what else should we endeavor?
How would I contribute to the goal of digital equity?
My first action would be researching grants, and privately funded projects that offer financial support and equipment. There are many organizations that support such efforts.
The issue of digital equallity in education is a growing concern for educators and leaders. How do we, as a country, provide ourselves with future leaders who are educated and capable to continue the cultural and economic evolution of the United States?
The manifestation of digital equity in the United States requires seven essential components: (1) An operational definition of equity; (2) Assessing current educational experiences of culturally diverse students; (3) Develop new and authentic goals for teaching and learning; (4) Teacher education; (5) Redefining role of teacher; (6) Examine the roles of culture in technological equity and use; and(7) garner support from educators, parents, and government.
The challenge of digital equity in education is real. Currently, the demographic and economic segregation of the United States is threatening our overall contributions and successes as members of humanity. We have a rsponsibility to the citizens of this country to prepare them for the future; to provide the tools that will enable them to improve their condition, and the conditions of all earth's creatures, environments, and people.
As the greatest and richest empire ever seen on earth - to what else should we endeavor?
How would I contribute to the goal of digital equity?
My first action would be researching grants, and privately funded projects that offer financial support and equipment. There are many organizations that support such efforts.
Journal #002 - Infusion or Integration
Infusion or Integration by Kimberly Ketterer
I enjoyed this short article because I, also, encounter people using words with different meanings interchangeably. It is important to note the differences between these two words. One being the simple introduction of technology to students for their use; the latter being the "seemless" use of technology as a learning tool. While technology may be present in schools, true technological integration is often lacking. In addition, it is also true that inequity in technological integration is widespread and is in need of being addressed.
The ultimate goal of technology in education is twofold; first to infuse learning environments with the newest technology; and then to integrate that technology into authentic learning activities that meet the grade appropriate content standards. To accomplish this, teachers also need to be educated and trained to effectively use available resources. This again brings up the issue of equality of access - an issue that is ongoing and contentious in this country.
How would I integrate technology into learning with a class that does not have private access to technological resources?
Creativity and innovation. Above all else I would schedule ample time to complete all assignments requiring technology during class so as not to exclude anyone.
Why is technological integration in the classroom an imperative?
In this digital, rapidly changing culture, technological knowledge is no longer a "hobby" or "skill". It is a necessity. Without this knowledge, and the ability to operate in a web-based environment, our children will not be competitive or successful in education or the skilled work force. As a nation we must commit to educational and technological equity. If not, we are failing not only the children, but ourselves as well.
I enjoyed this short article because I, also, encounter people using words with different meanings interchangeably. It is important to note the differences between these two words. One being the simple introduction of technology to students for their use; the latter being the "seemless" use of technology as a learning tool. While technology may be present in schools, true technological integration is often lacking. In addition, it is also true that inequity in technological integration is widespread and is in need of being addressed.
The ultimate goal of technology in education is twofold; first to infuse learning environments with the newest technology; and then to integrate that technology into authentic learning activities that meet the grade appropriate content standards. To accomplish this, teachers also need to be educated and trained to effectively use available resources. This again brings up the issue of equality of access - an issue that is ongoing and contentious in this country.
How would I integrate technology into learning with a class that does not have private access to technological resources?
Creativity and innovation. Above all else I would schedule ample time to complete all assignments requiring technology during class so as not to exclude anyone.
Why is technological integration in the classroom an imperative?
In this digital, rapidly changing culture, technological knowledge is no longer a "hobby" or "skill". It is a necessity. Without this knowledge, and the ability to operate in a web-based environment, our children will not be competitive or successful in education or the skilled work force. As a nation we must commit to educational and technological equity. If not, we are failing not only the children, but ourselves as well.
Journal #03 - A War on Words
A War on Words by Jim Patterson
There is no denying that plagiarism is wrong. It is deceitful. It is not an acceptable practice in the academic realm. However, it is a reality, just as is drug abuse and speeding. The new software available that enables educators to "catch" student plagiarizers is another attempt to stave off an age old problem that cannot be solved.
The most appropriate method to decease the use of plagiarized ideas and words is proactive education - teaching students how to research, and to formulate their own thoughts about written information. In the age of standardized testing, our children are not receiving adequate instruction in this critical thinking skill. Likewise, teachers who utilize packaged software to do their "work" for them are surrendering to the trend of "let the computer do it..." When I was in college at UCSD, I will never forget the time a fellow student was caught for plagiarizing a cultural anthropology paper. It was discovered, not by software, but because our professor was a talented, educated, and published author in the field and recognized the ideas and language being postulated as similar to a colleague. The teacher caught the student because he was prepared, educated on the subject, and doing his job as a teacher.
For this reason, I would expect that certain circles of educators oppose the use of anti-plagiarism software. I agree that it creates the wrong atmosphere for learning, and for teaching as well. Education is a team sport. Teachers are not there to police students. They are there to facilitate learning. If a student is showing difficulty in distinguishing between plagiarism and creative interpretation, the teacher is responsible for educating the student, and facilitating the skills required to perform research and writing tasks.
How would I prevent the use of plagiarism in my class?
In elementary education, it is my duty to teach learning processes. Therefore, I would begin with teaching children how to take notes, make note cards with references, etc. Another way is that I would utilize class time for research activities and the creative interpretation of the information. Lastly, I would self-educate by reading and researching the assigned subject so that I was knowledgeable. I would also let the class know that I would be randomly checking references..and then I would.
Is this anti-plagiarism technology useful for deterrence purposes?
I do believe that the presence of the technology, when made clear to students, dissuades the practice of plagiarism, especially when coupled with strong consequences such as receiving a 0 on the assignment, parent notification, etc. Not many kids will risk the chance of humiliation and punishment in order to complete an assignment.
There is no denying that plagiarism is wrong. It is deceitful. It is not an acceptable practice in the academic realm. However, it is a reality, just as is drug abuse and speeding. The new software available that enables educators to "catch" student plagiarizers is another attempt to stave off an age old problem that cannot be solved.
The most appropriate method to decease the use of plagiarized ideas and words is proactive education - teaching students how to research, and to formulate their own thoughts about written information. In the age of standardized testing, our children are not receiving adequate instruction in this critical thinking skill. Likewise, teachers who utilize packaged software to do their "work" for them are surrendering to the trend of "let the computer do it..." When I was in college at UCSD, I will never forget the time a fellow student was caught for plagiarizing a cultural anthropology paper. It was discovered, not by software, but because our professor was a talented, educated, and published author in the field and recognized the ideas and language being postulated as similar to a colleague. The teacher caught the student because he was prepared, educated on the subject, and doing his job as a teacher.
For this reason, I would expect that certain circles of educators oppose the use of anti-plagiarism software. I agree that it creates the wrong atmosphere for learning, and for teaching as well. Education is a team sport. Teachers are not there to police students. They are there to facilitate learning. If a student is showing difficulty in distinguishing between plagiarism and creative interpretation, the teacher is responsible for educating the student, and facilitating the skills required to perform research and writing tasks.
How would I prevent the use of plagiarism in my class?
In elementary education, it is my duty to teach learning processes. Therefore, I would begin with teaching children how to take notes, make note cards with references, etc. Another way is that I would utilize class time for research activities and the creative interpretation of the information. Lastly, I would self-educate by reading and researching the assigned subject so that I was knowledgeable. I would also let the class know that I would be randomly checking references..and then I would.
Is this anti-plagiarism technology useful for deterrence purposes?
I do believe that the presence of the technology, when made clear to students, dissuades the practice of plagiarism, especially when coupled with strong consequences such as receiving a 0 on the assignment, parent notification, etc. Not many kids will risk the chance of humiliation and punishment in order to complete an assignment.
Wednesday, October 10, 2007
Journal #01 Power of the Mashup
Power of the Mashup by Suzie Boss and Jane Krauss
Power of the Mashup discusses and recommends ways in which technology can be integrated into "timeless" learning activities to create new hybrid lessons that perform the eight stable learning functions of Ubiquity; Deep Learning; Making Things Visible and Discussable; Expressing Ourselves, Sharing Ideas, Building Community; Collaberation; Research; Project Management; and Reflection and Iteration. By integrating the technology that young learners are familiar with and enjoy using, teachers can focus student interests while achieving the required curriculum standards. Portable devices such as iPods, digital cameras, and MP3 players can now be utilized as learning "tools" and not just classroom bothers. Infusing technology into authentic learning activities accomplishes two goals (1) educating children about new technology; and (2) enriching the learning experience to focus student atention and interest.
QUESTIONS
How would I discover and/or develop hybrid lesson plans?
In today's Web based world, new and exciting sites are appearing everyday that allow educators to create new ideas, contribute to existing activities, and utilize fellow educators successful plans. Innovative teachers can use these existing resources to embelish and create their own hybrid lesson activities. The most important part of these online communities is that the exchange of information is continual, legitimate, and authentic.
In what way would infusing technology into learning activities benefit students?
The ability of today's students to be "tech savvy" is of utmost importance. we are no longer able to diminish the impact of technology on our daily lives, and in our educational and professional environments. Teachers students at an early age to be familiar with technology and its possible uses will give them a headstart at becoming global citizens
Power of the Mashup discusses and recommends ways in which technology can be integrated into "timeless" learning activities to create new hybrid lessons that perform the eight stable learning functions of Ubiquity; Deep Learning; Making Things Visible and Discussable; Expressing Ourselves, Sharing Ideas, Building Community; Collaberation; Research; Project Management; and Reflection and Iteration. By integrating the technology that young learners are familiar with and enjoy using, teachers can focus student interests while achieving the required curriculum standards. Portable devices such as iPods, digital cameras, and MP3 players can now be utilized as learning "tools" and not just classroom bothers. Infusing technology into authentic learning activities accomplishes two goals (1) educating children about new technology; and (2) enriching the learning experience to focus student atention and interest.
QUESTIONS
How would I discover and/or develop hybrid lesson plans?
In today's Web based world, new and exciting sites are appearing everyday that allow educators to create new ideas, contribute to existing activities, and utilize fellow educators successful plans. Innovative teachers can use these existing resources to embelish and create their own hybrid lesson activities. The most important part of these online communities is that the exchange of information is continual, legitimate, and authentic.
In what way would infusing technology into learning activities benefit students?
The ability of today's students to be "tech savvy" is of utmost importance. we are no longer able to diminish the impact of technology on our daily lives, and in our educational and professional environments. Teachers students at an early age to be familiar with technology and its possible uses will give them a headstart at becoming global citizens
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