Teacher Technology Training

                I remember one of the class discussions revolving around the idea that even though teachers may have technology readily available, they may not yet be competent enough to use it.  I thought it was a good discussion, and it brought to mind when I first began using technology in school during the 4^th grade.  We were brought in to the brand new (and very first) computer lab, and told to use “yahoo kids” for our insect presentations.  I also remember the new tech guy, who was brought in to help the teacher help us search for information online. Nowadays, using the internet is just one of the many things teachers need to learn how to use, and learn how to teach. 

                While I did a search for whiteboards the other day, I found a report on a whiteboard initiative in Great Britain. As I skimmed through it, I found a quote that stuck out to me:

“… when teachers have had sustained experience (around two years) of using an interactive whiteboard, they are able to change their teaching practices to make best use of its facilities.”

                                                                                    -Centre for ICT, Pedagogy and Learning

               

                The report then went on to give the positive and negative results of whiteboards being put into primary schools, with most of the results were positive ones.  The report also states that the effectiveness of a school’s professional development, in regards to using whiteboards, is a key factor in determining how well the faculty as a whole.  I posted the link for this report below.  I would recommend skimming through it, as a few other things might jump out at you. 

                I often wondered, during student teaching, if getting more technology into a school could fix problems such as student achievement scores and overall school involvement.  I’m sure it isn’t the only factor, but with teachers willing to learn and rework a new pedagogy with technology, I feel it would make a huge difference.

And just think…

If mastering a whiteboard takes up to two years, just imagine what technology we’ll need to be learning in the future, and how exciting that will be! 

http://downloads01.smarttech.com/media/research/international_research/uk/becta_executive_expansion_summary.pdf 

S' This Spelng?

       The topic of texting isn’t necessarily simple, so I’ll attempt to make this post as brief as possible.  Prior to reading this article, I had a very shallow opinion regarding the use of texting to increase literacy.  What primarily came to mind was an idea that stuck with me ever since I read the novel 1984 ’s depiction of newspeak, which I’m paraphrasing or directly phrasing by saying: “simplify the language to simplify the mind”.  The article I read, which shared some perks regarding teaching literacy with texting, definitely softens my stand a bit.

            Steve Vosloo’s (2009) article first begins discussing the “no’s” of the texting/literacy debate by citing articles where the authors definitely did not support the use of texting.  Many of the critics held the similar notions to mine, even comparing texting as the “Genghis Khan” of the literacy world. 

Immediately after that, he begins his foray into the benefit of texting by specifically stating “ leveraging the extensive reading and writing that happens – in the form of texting – holds potential for literacy development” (p. 3).  I found this appealing, as he doesn’t outright claim that texting will definitely help literacy development, but explains that the article is helping show the potential this form of technology can bring to the classroom.

Two methods of utilizing text messaging really stuck out to me in this article.  First, was the concept that texting could be used as a basis for a lesson in writing to an audience.  I can picture myself asking students to write a sentence or paragraph in a fashion of a text (or have them actually text the message), and then find collaborative ways for them to edit each other’s messages to fit the context of re-sending the message in a formal format. 

The second idea the article mentions is the ability to use texting and technology to display a brief glimpse of the history of the English language, such as comparing the writing from an older novel to the writing on a myspace page.

I didn’t get any information on the science of how texting improves literacy from this article.   I would rather read an article which gives helpful solutions, rather than an article which only points out constraints.  My opinion about texting and literacy really hasn’t changed since reading this, although I’m not so stubborn that I won’t implement the use of texting in my classroom.  I agree with Vosloo that in moderation, text-messaging may be very valuable to educators, especially when getting student’s attention or getting their initial thoughts on a paper or screen. 

           

Vosloo, S. (April 2009). The effects of texting on literacy:  Modern scourge or opportunity? Shuttleworth Foundation, 1-8.

Link to google scholar pdf link:

http://scholar.google.com/scholar?cluster=8083980988223493825&hl=en&as_sdt=0,16

Texting: The Prelude

Before I delve into the texting articles I assembled (they'll be delved into next week), I wanted to share some interesting links on texting and some of my humble opinions on texting.
First, this will lead you to an article which gives a nice overview of the texting debacle.  I will provide a short summary after the jump, so feel free hear me out if you don't have the time to read it.

http://www.northjersey.com/news/104688114_Texting_in_class_getting_out_of_hand.html

This article summarizes the glaring problem of students being distracted by texting in class.  I witnessed this non-stop while I was student teaching, and is probably one of the more frustrating pieces of the classroom managment pie (lame metaphor, apologies).  What was the most frustrating was when I was ask a student to put their cell phone away, or give it to me, and their response was that they needed to finisha reply to his or her parent or guardian.

The article above also mentions that steps will soon have to be taken to end the "prohibition" of cell phones. Instead of trying to work against texting, one of the principals suggests that talks should occur regarding what proper in-school texting should be.  This news report I found gives a good example of what I believe school's could keep in mind.

http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class

Again, for a short summary, this report shows a science teacher utilizing a web 2.0 site which collects student answers via text message.  I will put the link to the site (polleverywhere.com) at the bottom of this post.

I already know that there's still a debate on whether texting should be used in class or not (I vote mostly not, but I can see both sides).  As far as I'm concerned, texting keeps students focused on, well, texting.  I feel that it can casually be used, but until we can put constraints on who and what students are texting, I feel student concentration will run amok.  But this whole 'should it be used or shouldn't it be used?' debate isn't what the articles I found on texting entail.

Which brings me to the big closing question:  What impact does text messaging have on literacy?

That is a question I will answer in my first movement:  S' ths Speling?

Blog Numero Uno, Live from Austin!

Since I'll be in an airport all day today, I figured I would begin this first post with a short introduction pertaining to what I know of technology and its relationship to literacy.  I'll follow that with some general ruminations on what I would call my current philosophy of technology and it's importance to the classroom (and life!).  Finally, I'll close with what I want to include in my future blogs from here on out.

But first, some things I've observed so far in the airport this weekend:

-A woman almost sitting on and crushing a toddler
-Flight attendents who look at you as if you had a bomb strapped to your chest when you talk to them
-A great conversation with a nuerobiologist from the seat accross from me
-Almost a 1:1 ratio of the number of people reading books vs. reading kindles

I believe that technology is a crucial instrument in the field of literacy.  I was very excited when I saw this class was available for the current semester, as I haven't realistically applied any new technology skills to a hypothetical or real classroom setting since CI 202 (years ago).

Working with technology in the classroom is great.  I can argue for this by merely mentioning the boon it gives for classroom management, as student interest is normally peaked whenever technology is involved.  Even though we can get accustomed to technology, often see a students walk up to a elmo projector and stick his or her hand underneath it in order to see the enlarged hand on the screen.  Technology is typically synonymous with fun.

Thus, I can also argue that since student interest can be peaked by technology, then they can excel at literacy simply because they're more eager to engage in literacy activities.  Using technology can help ease students into the Vygotsky "zone of proximal development," the area of thought where students are being challenged and at the same time not discouraged by low spirits.

I don't have the syllabus with me, but I plan to delve into these topics (supplemented by articles) when they seem to be the most relevant, as far as class goes week-by-week:

-Texting to increase literacy skills in the classroom (I already have one article which touches on this subject, and the corresponding debate that stems from it)
-Using technology to help students with disabilities such as dyslexia, and poor eyesight
-Classroom management skills to keep students from delaying long-term projects and misusing technology.

I hope to be less general and more specific in my next post.  Thanks for reading!