EDLD+5306+Discussion+Boards


 * Week 1**

Significant Quote from Week 1 Reading "These dramatic changes in information do not mean that we must change our definition of literacy, but they do point to an expanded notion of what those skills are. It means that students must know how to use appropriate tools to find information, decode it, evaluate the information to determine its value, organize the information to add meaning, process, analyze, synthesize, manipulate, mix and remix the information, and then express their findings in compelling ways using appropriate modes of communication." Literacy in the New Information Landscape-David Warlick

I think in the past, many people felt the definition of literacy was to be able to read something, understand it and retell it (written or oral). With the world moving towards the use of technology, this is definitely changing. We do ask students to read a passage, understand it and retell it but this is done in various ways - especially since most studeWeek 2nts come in being able to use a wide variety of technology. It is hard to get and keep students interested in any of these aspects of literacy if they are only looking at paper. In my classroom, we not only use paper books but we also listen to the book on tape, watch and listen to it through the Internet if possible and retell it using pictures, puppets and our ActiveBoard. My son is asked to read something, analyze, organize, manipulate and then create a project with that information. He has created powerpoints and short videos using Animoto then posted it to his teachers Wiki page. The final project is now what many teachers use to determine a students literacy.

Warlick, D. (2007). Literacy in the new information landscape. //Library Media Connection //, //26 //(1), 20-21.


 * Week 2 **

The Seven C's of Learning : "Learning is now a 24/7/365 activity. As a result, we now have the opportunity to teach students to be lifelong learners and to create their own independent learning practice they can carry with them."

As teachers, we expect students to learn on our time - as long as they are in school. It probably never occurs to us that may not be the best time for them to learn. There are many reasons for this: too many distractions, peer pressure, jobs, sleeping schedules, etc. We need to be more flexible in realizing that students may need to learn away from the school setting. With technology, we can now allow that to happen. The Judson school district in San Antonio now offers students a flexible learning schedule to complete high school (not receive a GED). Students who were at risk of dropping out can now go to school after regular school hours. They can also now complete credits at their own pace. This is all done using the computer and software (didn't get the name of it). The students had many different reasons for completing school this way - had jobs to help support their family, they just couldn't learn in a classroom (teacher was too boring), they wanted to work at their own pace (they came in on various days and stayed for various hours-depending on their own schedule). I know my son (HS freshman) has some weird sleeping habits. He has a hard time falling asleep therefore has a hard time waking up. Maybe schools need to look into offering some kind of open-ware to help with this (some schools in the UK actually start later b/c of this). As educators, we also need to model how we continue to learn even though we are no longer in school. I have constantly told my students about things I have read online or some of the things I have learned while creating powerpoints or flipcharts while at home. I share what I do regarding technology with them and let them know that I do it at home (even though some think teachers live at school) and when I do it. I created an ActiveBoard flipchart that included a recording of my voice and flipchart movements and explained how I did it (used a laptop and headphones with a microphone) and when I did it (after I had attended an eight hour training session on a Saturday-I couldn't wait to get home and try it!). I teach PK but I feel they are little sponges and will absorb this information and hopefully absorb it.

Richardson, W. (2007). The seven Cs of learning: A new c-change in education. //District Administration //, //43 //(3), 97.


 * Week 3**

"Commenting capabilities in many of the blogging software packages allow for easy peer review for students and teachers and make bringing in experts or mentors from outside the classroom easy." Blogging RSS

I think about this comment and how much we're missing out by not using blogs in school. There are so many things we can be using blogs for - I loved their book review and inviting the author to join in the discussion. Our 4th graders have a book club and it would be awesome if we could invite authors. We are in a small town and our students would never get the opportunity to visit with someone famous. They could also review each others work, contact "experts" during research, publish their work and archive their work to share with colleges or employers. Teachers could also post general information for their grade level so parents and the teachers in the grade level below can prepare their students for the next year. The mentoring angle is helpful - especially in our district where we have a somewhat high turnover or are having to hire more teachers. Richardson, W. (2004). Blogging and RSS – The what’s it? And how to of powerful new web tools for educators. //MultiMedia & Internet @ Schools //, //11 //(1), 10-13.


 * Week 4 **

"In the survey i-SAFE conducted, almost 60 percent of kids and teens did not tell anyone they were being cyberbullied. This is because they were afraid they'd be punished, that no one would believe them, or that the bullying would get worse." Cyberbullies, Online Predators, and What to Do About Them, J.A. Hitchcock.

This is a horrifyingly high percent of kids that don't trust adults to help them. This may be because that is how they naturally feel about anything they may say to adults or that lately, the media is running rampant with cyberbullying stories and making things worse. I cringe to think that a child would not come to someone, even if it's not a parent, and put up with this abuse. I think the worse thing they think is that it will get worse-especially with technology and what other kids can do with it. I feel so bad that kids can be so cruel now. Hitchcock, J. A. (2007). Cyberbullies, online predators, and what to do about them. //Multimedia & Internet@Schools //, //14 //(3), 13-15.


 * Week 5 **

"Tough decisions lie ahead for principals becasue the guidelines and best practices for teachers to integrate technology and the requirements for techies to bring in and maintain equipment are often in direct conflict." Who's in Control of the Technology-Integrated School? by Betsy Price

I definitely agree with this! I love our Promethean ActivBoards and my PK students use it every day. However, it has to be connected to a projector which has to be connected to the teacher computer. There are a ton of wires that we have to try to hide so the students don't play with or trip over them. If the "techies" were in a classroom and had to try to deal with this problem, they would have tried to go wireless or purchase the projector mount that is attached to the board. They also wanted to mount the boards to the wall but luckily teachers complained about this and our principal backed us up. That would always limit a teacher to having the projector in a specific location and we change rooms for grade levels all the time. Our techies were in such a rush to purchase 2 computers for each classroom that they didn't look into them fully so now we have computers that crash after 1 or 2 years. Maybe schools need to have a teacher/techie focus group when making technology decisions. Price, B. (2005). Who’s in control of the technology-integrated school? //Principal Leadership //, //6 //(1), 51-56.