Technology Access in the Classroom

Requiring students to use technology, specifically computers, to research and complete homework assignments is extremely important in preparing students for higher level learning and careers. The problem is that some students do not have access to computers at home. School computer labs usually are available but may have limited hours. Local libraries are another possibility but if a student lives too far from a public library to get there without parental transportation, this too is a serious problem.
Limiting the use of computers and other technology in lessons and assignments is not a good option to accommodate those students that do not have computers at home. Instead, those students need to be accommodated. It is not unreasonable to allow them preferential access to school computers or assignments need to be modified so they have time during the school day to do their computer work and their homework can be reading or activities not requiring computers that other students would normally do during school hours.
Many schools have early and late busses to transport students that participate in band or athletic activities. Ensuring that computer labs are open before and after school is imperative to allow those students without home computers access to the labs. This is especially important in school districts at the lower end of the socio-economic scale. If necessary, teachers could take turns opening the labs early or keeping them open late, utilizing this time to work on lesson plans or grading papers. Also, administrators should be applying for charitable grant from foundations such as the Gates foundation to ensure their computer labs are adequately supplied. Only by ensuring equal and adequate access to technology for all students can we hope to attain the goals of No Child Left Behind and other societal obligations to educate all our children.

Should Cell Phones be Banned from Classrooms?

I believe cell phones should be banned from classrooms as a normal routine. Besides the fact that most students do not have internet capable cellphones, they already spend too much time sending senseless text messages and exchanging meaningless phone calls. As a tool, they need to remain toys for after school use. John Allen (2007/2008) correctly notes “students would use them for purposes other than educational.” This is increasingly a problem as students get more clever about texting between and during classes.
In the supportive position, Liz Kolb points out various applications that can be applied to cell phone use in learning. She cites audio and video recording capabilities as useful classroom tools. All I can imagine is potential for abuse, expecially considering some of the ways these tools are being used for activities such as sexting. There may be some occasions, such as taking pictures on a field trip, but I think these opportunities would be limited and permission to carry cell phones should be restricted to those types of activities only.
It is important for educators to employ technology in creating and presenting lessons and there are a multitude of examples of great new applications that students need to learn. Cell phone use is just not one of them, not because cell phones do not have good capabilities, but because they have too much capability which can be put to the wrong uses.

Reference

Allen, J. (2007/2008, December/January). Should Cell Phones be Banned from Classrooms? Learning and Leading with Technology , pp. 8-9.

Is Chatspeak Destroying English

I don’t believe the use of abbreviations in texting is causing a problem with students learning proper grammer and spelling. In the same way that students use abbreviations with taking class notes, or a secretary who used to use shorthand, they are different languages used for different purposes. I think Greg Monfils makes a good point when he states, “We don’t fear that a Spanish class will diminish a student’s command of English.” (Monfils, 2007) This is true as well in the way we speak, we do not use the same formal conventions in our verbal language as in writing but it does not mean we cannot or do not learn the proper way to write.
My mother used to tell me, when she was teaching me table manners, that after I moved out and lived on my own I could eat any way I wanted, but while living in her house I would use good manners so I would at least know how. I believe writing is the same, that it is important that we know how to write well but not imperative we always do so.
Can chatspeak be annoying? Certainly, but that’s probably part of the attraction. So as usual, as educators, the burden of figuring out how to relate to and understand students falls on us. We’d better learn to join-em because we’re sure not going to beat-em.

Reference

Monfils, G. (2007, November). Is Chatspeak Destroying English? Learning and Leading with Technology , pp. 8-9.

Power Point Blog Posts

Articles of the Amazon, Allan Simmons
Very attractive, lush green setting, appropriate for the Amazon Rain Forest. Also your choice of the very colorful frogs makes the pages a pleasure to look at. As I mentioned, the text portions need a bit of polishing but overall is an engaging task, well thought out, and should get a lot of interest from your students. Your organization of the three student processes is clear and well organized. I like the portions where you addressed the processes on the Teacher’s page, that a component I forgot about.

A Long Way Gone, by Courtney Wallenborn
Good topic, I think the overall appeal of the pages could be improved with more pictures. Also putting the websites you want the students to use into the presentation would be helpful. Having had rubric’s for all our classes has been a big help so I’d recommend you keep working on that too.
Jim Stewart

Is Educational Technology Shortening Student Attention Spans?

I believe John Son is correct in his opinion that students of the digital generation do not suffer from short attention spans. Today’s generation has learned to be phenomenal multi-taskers, watching TV, surfing the web, and doing their homework all at the same time. Students taught traditional academic content in the same way respond positively, sometimes treating learning like another game rather than the drudgery of a lecture format approach.
In order to reach these fast paced, high speed thinkers and learners, our teaching approach must match what they are accustomed to experiencing in their own world. Lessons must be fast paced, flexible, and engaging in order to capture and retain student attention. This is the world they live in when allowed the freedom to choose their own leisure activities. Traditional teaching via reliance on lecture is doomed to fail when students feel they have to gear down to accept a one topic at a time approach.
I think as educators, our role has always been to teach students in the manner they are most suited to. Much attention is paid to differences in learning styles; we must now pay more attention to presenting lessons in a multi-tasking, more visually stimulating manner. Student’s capacity has not diminished due to shortened attention spans; it has increased to be able to absorb more fast paced and varied content than ever before. Our challenge is, as usual, to keep up with the younger generation.