Check out this video. It is a historical perspective of the life of the sixties, civil rights leader, Malcolm X. Click on the link below and enjoy.
http://media.putfile.com/Malcolms-Story
Try this link if you would like to upload video to the Internet for free.
http://www.putfile.com
Monday, December 3, 2007
A Review of Larry Cuban's Oversold and Underused
Cuban, Larry। (2001). Oversold and underused: Computers in the classroom. Cambridge: Harvard University Press.
Larry Cuban, a highly respected voice among American educators, examines the effects that technology has had on instruction within the classroom in his book “Oversold and Underused: Computers in the Classroom।” Cuban conducted this study to determine if the claims made by many educators, bureaucrats, business leaders, and parents relative to the belief that having computers in the classroom would enhance instruction and learning among students exposed to computer-aided instruction. In this study, Cuban considers three provocative questions relative to the use computers in the classroom. First, Cuban questions the utility of computers during instruction in classrooms where computers are readily accessible. Second, he examines the changes that have occurred within the teaching-learning exchange over the last twenty years as a result of the increased availability of technology within schools. Third, he confirms if the outcomes of embedding new technologies into instruction has been worth the investment.
To answer these questions, Cuban chose the computer-rich Silicon Valley to conduct his study। For Cuban, schools in this area were the most likely choices for conducting his study, because, in this area, there was a wealth of computers and technology made available to teachers and students within the classrooms. While in these schools, Cuban looked at how technology is used during instruction at three academic levels; elementary and pre-school, high school, and higher education. He examined his concerns by visiting Benjamin Co-op Preschool, George Elementary, Flatland and Las Montanas High Schools, and Stanford University.
The results for each academic level was amazingly shocking, especially considering that students and teachers at every school studied had sufficient access to instructional technologies at school and within their homes। Cuban found that “in the schools we studied, we found no clear and substantial evidence of students increasing their academic achievement as a result of using information technologies” (p. 133). So, why is there no significant increase in student achievement? Could the answer be associated to the way teachers are using the technology, because according to Cuban, “less than 5 percent of teachers integrated computer technology into their curriculum and instructional routines” (p. 133), and “the overwhelming majority of teachers employed the technology to sustain existing patterns of teaching rather to innovate” (p.134). Considering these outcomes, traditional means of instruction were continued rather than modernized through computer-assisted instruction.
To help shape his discussion further, Cuban developed a framework to help assess the level at which technology was integrated into instruction। Cuban’s framework consisted of five distinct levels: entry, adoption, adaptation, appropriation, and invention. At the entry level, teachers are novice users of computers and other technology. The adoption level presents teachers as traditional instructors who explain the utility of computers, but keep them on the periphery of instruction. Teachers at the adaptation level follow traditional modes of instruction, but limit the use of technology during instruction. At the appropriation level, technology is regularly integrated into the curriculum. And, teachers find more creative ways to utilize technology during instruction at the invention level.
Cuban found during his study that the number of teachers who reached the invention level technology integration was small। Teachers at the elementary level rarely exceeded the adoption level, while the findings are particularly disturbing at the high school and higher education levels, especially, considering that these institutions have made special efforts to support technology integration within instruction. Cuban found that even when new technologies were adopted, the data for this study followed national trends were reports show that computers where generally used as word processors or intermittently during instruction.
So, considering these and other findings, Cuban suggests that the costs associated with technology integration have not been worth the investment। Cuban alludes to one reason, because the technology has been used so infrequently. Even though teachers are not resistant to using technology, according to Cuban, technology has not been used consistently enough and when instruction has been implemented using technology, it has been utilized to buttress traditional models of instruction. Cuban also suggests that schools have been flooded with technology as symbolic political gestures (p. 158) and as “high-status symbol(s) of power and modernity” (p.159).
Though findings in Cuban’s study were shocking, he does not believe that technology integration into instruction is a total lost. Cuban suggests that policymakers and administrators should understand the perspectives the expertise of teachers before planning and implementing technology plans. Second, he suggests that they should consider structural constraints and be sure that the infrastructure of the school climate is conducive to the changes. And finally, ensure that teachers have viable opportunities for professional development that encourages this integration along with the proper technical support to remove any phobias that teachers may have relative to instruction.
Larry Cuban, a highly respected voice among American educators, examines the effects that technology has had on instruction within the classroom in his book “Oversold and Underused: Computers in the Classroom।” Cuban conducted this study to determine if the claims made by many educators, bureaucrats, business leaders, and parents relative to the belief that having computers in the classroom would enhance instruction and learning among students exposed to computer-aided instruction. In this study, Cuban considers three provocative questions relative to the use computers in the classroom. First, Cuban questions the utility of computers during instruction in classrooms where computers are readily accessible. Second, he examines the changes that have occurred within the teaching-learning exchange over the last twenty years as a result of the increased availability of technology within schools. Third, he confirms if the outcomes of embedding new technologies into instruction has been worth the investment.
To answer these questions, Cuban chose the computer-rich Silicon Valley to conduct his study। For Cuban, schools in this area were the most likely choices for conducting his study, because, in this area, there was a wealth of computers and technology made available to teachers and students within the classrooms. While in these schools, Cuban looked at how technology is used during instruction at three academic levels; elementary and pre-school, high school, and higher education. He examined his concerns by visiting Benjamin Co-op Preschool, George Elementary, Flatland and Las Montanas High Schools, and Stanford University.
The results for each academic level was amazingly shocking, especially considering that students and teachers at every school studied had sufficient access to instructional technologies at school and within their homes। Cuban found that “in the schools we studied, we found no clear and substantial evidence of students increasing their academic achievement as a result of using information technologies” (p. 133). So, why is there no significant increase in student achievement? Could the answer be associated to the way teachers are using the technology, because according to Cuban, “less than 5 percent of teachers integrated computer technology into their curriculum and instructional routines” (p. 133), and “the overwhelming majority of teachers employed the technology to sustain existing patterns of teaching rather to innovate” (p.134). Considering these outcomes, traditional means of instruction were continued rather than modernized through computer-assisted instruction.
To help shape his discussion further, Cuban developed a framework to help assess the level at which technology was integrated into instruction। Cuban’s framework consisted of five distinct levels: entry, adoption, adaptation, appropriation, and invention. At the entry level, teachers are novice users of computers and other technology. The adoption level presents teachers as traditional instructors who explain the utility of computers, but keep them on the periphery of instruction. Teachers at the adaptation level follow traditional modes of instruction, but limit the use of technology during instruction. At the appropriation level, technology is regularly integrated into the curriculum. And, teachers find more creative ways to utilize technology during instruction at the invention level.
Cuban found during his study that the number of teachers who reached the invention level technology integration was small। Teachers at the elementary level rarely exceeded the adoption level, while the findings are particularly disturbing at the high school and higher education levels, especially, considering that these institutions have made special efforts to support technology integration within instruction. Cuban found that even when new technologies were adopted, the data for this study followed national trends were reports show that computers where generally used as word processors or intermittently during instruction.
So, considering these and other findings, Cuban suggests that the costs associated with technology integration have not been worth the investment। Cuban alludes to one reason, because the technology has been used so infrequently. Even though teachers are not resistant to using technology, according to Cuban, technology has not been used consistently enough and when instruction has been implemented using technology, it has been utilized to buttress traditional models of instruction. Cuban also suggests that schools have been flooded with technology as symbolic political gestures (p. 158) and as “high-status symbol(s) of power and modernity” (p.159).
Though findings in Cuban’s study were shocking, he does not believe that technology integration into instruction is a total lost. Cuban suggests that policymakers and administrators should understand the perspectives the expertise of teachers before planning and implementing technology plans. Second, he suggests that they should consider structural constraints and be sure that the infrastructure of the school climate is conducive to the changes. And finally, ensure that teachers have viable opportunities for professional development that encourages this integration along with the proper technical support to remove any phobias that teachers may have relative to instruction.
Technology Autobiography Revisited
The role of technology within education is myriad, because our students live a globally, technology-driven society। The industrial age has now been removed as the frontrunner from the world’s production platform by technological innovations and performance enhancing products and systems that have been developed within this current age of digital progress. Considering this, it can be said that technology within teaching and learning can help create healthy academic environments that reduce inequities within schools and prepares our students to be competitive within a divergent global economy.
Because of the No Child Left Behind Act of 2001 (NCLB), the role of technology within the education process has become more pressing than ever if the goal of 100% proficiency in key content areas is to be achieved by states by the 2014 deadline prescribed by the Act। Teachers can help achieve this goal by using technology to support student learning in key content areas by linking instruction to state, district, and school initiatives that already exist. By taking this approach, teachers can integrate technology into their specific content areas without making technology a separate subject area. Further, technology can help meet the needs of all students if it is used to support different learning styles.
Technology in education also can give teachers the tools required to reach every child and make the goals of NCLB more achievable by giving teachers flexibility within instruction। That is, technology can help teachers design and deliver lessons that inspire student creativity and increase student performance by offering instruction in creative ways. Furthermore, technology in education can help improve classroom effectiveness, because it allows teachers to promote learning and teach the major competencies in ways much different from traditional methods of instruction.
These ideals confirm my belief about teaching with technology, but they leave some stones unturned। That is, teaching with technology requires that the teacher be proficient with the technology. I believe the students probably could learn to use the technology on their own, but they need directives that will guide them toward the desired learning outcome. Otherwise, without proper guidance, the results could be no more than the product of meaningless exercises. Hence, instruction with technology requires extensive pre-service training or professional development that promotes the effective and efficiency use of technology.
I believe that the use of technology with teaching and learning should exceed the boundaries of having a computer in the classroom or several computers within a computer and should consist of class projects that elicit student use beyond the classroom। Teachers should use technology with which the students are familiar. For example, teachers can use blogs to help the students become more creative and efficient writers. Writing with blogs removes the rigidity of structured writing within an educational frame and moves writing to a plane of personal independence with a desired goal in mind – helping the students become proficient readers and writers.
My views have not changed much when it comes to using technology within the classroom, but I have become more willing to venture into uncharted waters। I believe, as has been the case with me, that teachers would like to use more technology, however, because the mystery of technology can be intimidating, many teachers have elect to continue traditional modes of instruction. However, if teachers were encouraged to use more technology within the classroom and given more opportunities to be exposed to effective ways of using technology during instruction, I believe that more teachers would use technology to teach their students, especially once they find out how it facilitate as well as enhance instruction.
Personally, I can see myself not only using technology for instruction as an educator, but I can now see myself promoting the use of technology within education. I realize that technology is the wave of the future and if we do not encourage teachers to use technology more within the classroom then more students will fall by the wayside, because technology is a basic part of their lives. We live in an age were grade school children have telephones, laptops, PDAs, iPods, you name it. For these students, technology will be the only thing they know. Meaning that instruction should be geared toward what they know; hence, integrating technology into instruction. Anything else would be a disservice to the students.
Because of the No Child Left Behind Act of 2001 (NCLB), the role of technology within the education process has become more pressing than ever if the goal of 100% proficiency in key content areas is to be achieved by states by the 2014 deadline prescribed by the Act। Teachers can help achieve this goal by using technology to support student learning in key content areas by linking instruction to state, district, and school initiatives that already exist. By taking this approach, teachers can integrate technology into their specific content areas without making technology a separate subject area. Further, technology can help meet the needs of all students if it is used to support different learning styles.
Technology in education also can give teachers the tools required to reach every child and make the goals of NCLB more achievable by giving teachers flexibility within instruction। That is, technology can help teachers design and deliver lessons that inspire student creativity and increase student performance by offering instruction in creative ways. Furthermore, technology in education can help improve classroom effectiveness, because it allows teachers to promote learning and teach the major competencies in ways much different from traditional methods of instruction.
These ideals confirm my belief about teaching with technology, but they leave some stones unturned। That is, teaching with technology requires that the teacher be proficient with the technology. I believe the students probably could learn to use the technology on their own, but they need directives that will guide them toward the desired learning outcome. Otherwise, without proper guidance, the results could be no more than the product of meaningless exercises. Hence, instruction with technology requires extensive pre-service training or professional development that promotes the effective and efficiency use of technology.
I believe that the use of technology with teaching and learning should exceed the boundaries of having a computer in the classroom or several computers within a computer and should consist of class projects that elicit student use beyond the classroom। Teachers should use technology with which the students are familiar. For example, teachers can use blogs to help the students become more creative and efficient writers. Writing with blogs removes the rigidity of structured writing within an educational frame and moves writing to a plane of personal independence with a desired goal in mind – helping the students become proficient readers and writers.
My views have not changed much when it comes to using technology within the classroom, but I have become more willing to venture into uncharted waters। I believe, as has been the case with me, that teachers would like to use more technology, however, because the mystery of technology can be intimidating, many teachers have elect to continue traditional modes of instruction. However, if teachers were encouraged to use more technology within the classroom and given more opportunities to be exposed to effective ways of using technology during instruction, I believe that more teachers would use technology to teach their students, especially once they find out how it facilitate as well as enhance instruction.
Personally, I can see myself not only using technology for instruction as an educator, but I can now see myself promoting the use of technology within education. I realize that technology is the wave of the future and if we do not encourage teachers to use technology more within the classroom then more students will fall by the wayside, because technology is a basic part of their lives. We live in an age were grade school children have telephones, laptops, PDAs, iPods, you name it. For these students, technology will be the only thing they know. Meaning that instruction should be geared toward what they know; hence, integrating technology into instruction. Anything else would be a disservice to the students.
Technology Autobiography
Technology has not only changed the way we perceive the world, but, also, how we interact with the world। It has reduced the communication chasm that exists between individuals in distant lands, as well as, with the group around the corner.
As I reflect, my experience with technology has been vast। I have used technology as a student, an instructor, an employee, and even as a business owner. I have used technology for video-conferences, to take on-line courses, to make presentations, for business meetings, and in my personal life.
As the Associate Director of Distance Learning-Extension Programs at North Carolina A&T State University, technology was vitally important to the success of our program। Technology allowed us to offer instruction to students at a distance; in particular, non-traditional students. Via video-conferencing, we offered courses in adult education, engineering, and elementary education to students across the state of North Carolina. Video-conferencing significantly reduced the chasm, referred to as “transactional distance,” because it allowed the students to interact without having to drive to our campus from other cities across the state or having the instructors drive to sites off campus in the cities where these students were living.
As the Interim Associate Director of North Carolina Health Careers Access Program at the University of North Carolina at Chapel Hill, we used video-conferencing to connect students majoring in the health care fields from Elizabeth City State University, North Carolina A&T State University, North Carolina Central University, and Pembroke State University with students majoring in health care of some sort at the University of North Carolina at Chapel Hill। This course was a special course offered in the Allied Health Sciences through a grant awarded by AHEC. Offering this course in this manner allowed the students at predominantly minority institutions to experience and students at a predominantly white university experience instructions synchronously.
I have also experienced the use of technology while taking courses online। In 2000, I participated in an online certification course that was offered by the University of Indiana. This course was designed to certify distance education professionals within the field of distance learning. The course was designed with a series of modules to complete over a designated length of time. Unlike videoconferencing, this mode of instruction was asynchronous.
Currently, I am taking a course at the University of North Carolina at Chapel Hill that has embedded the use of Blackboard within the traditional classroom setting। Blackboard is used to post assignments for completion, discussions, post completed assignments for peer review, among others. Blackboard facilitates communication with classmates as well as with the instructor.
I have used technology to make numerous presentations in courses I have taken over my academic career as well as at work। I used PowerPoint to facilitate presentations. PowerPoint allowed me to flush out key points and aspects that I wanted to bring to the attention of the audiences that I encountered. Additionally, it allowed me to keep the audiences’ attention by making reference to specific items displayed on the screen. PowerPoint also has allowed me to reduce the amount the information covered in a presentation. This use of PowerPoint was beneficial, because allowed for efficient use of presentation time.
I have used technology to research information on the Internet। I have used search engines such as Yahoo, Google, Jstor, and others to research journal articles, special areas of interest, even, individual researchers and universities. These search engines have reduced the distance between the student/researcher and the library. Using such search engines has proven to be a effective and efficient use of time.
I have used technology in business as well। Currently, operate a home-based networking business. The name of the company with whom I am affiliated is named 1Voice Worldwide. As its name suggests, it is a company that operates globally. Therefore, technology is required to share information with the many individuals who represent this company. The Internet is used to share messages across the company, post personal data, monitor production levels, as well as introduce new products. Further, the Internet is used to offer online presentations of the company for individuals who are considering the option of generating additional streams of income. Technology also is used to connect individuals via teleconference calls. This use of technology allows thousands of individuals to communicate with each other from the comfort of their homes.
Finally, I have used technology in my personal life। I have used digital cameras to capture images and record various experiences for future memories. I also have used technology for dating purposes by subscribing to several online dating platforms. I have used a web-cam to communicate with friends out-of-town and in some cases out-of-state. Web-cams allow you to see and talk to a person at the same time without them being in your immediate presence. I also have used technology to scan images to my computer that ordinarily could not be saved to a computer.
As I stated earlier, my experiences with technology have been vast. There are probably other experiences I have had using technology, but have failed to remember at this moment. However, there is much more technology, some I am aware of and others I am not, that I have not experienced. I look forward to learning more about them throughout this course.
As I reflect, my experience with technology has been vast। I have used technology as a student, an instructor, an employee, and even as a business owner. I have used technology for video-conferences, to take on-line courses, to make presentations, for business meetings, and in my personal life.
As the Associate Director of Distance Learning-Extension Programs at North Carolina A&T State University, technology was vitally important to the success of our program। Technology allowed us to offer instruction to students at a distance; in particular, non-traditional students. Via video-conferencing, we offered courses in adult education, engineering, and elementary education to students across the state of North Carolina. Video-conferencing significantly reduced the chasm, referred to as “transactional distance,” because it allowed the students to interact without having to drive to our campus from other cities across the state or having the instructors drive to sites off campus in the cities where these students were living.
As the Interim Associate Director of North Carolina Health Careers Access Program at the University of North Carolina at Chapel Hill, we used video-conferencing to connect students majoring in the health care fields from Elizabeth City State University, North Carolina A&T State University, North Carolina Central University, and Pembroke State University with students majoring in health care of some sort at the University of North Carolina at Chapel Hill। This course was a special course offered in the Allied Health Sciences through a grant awarded by AHEC. Offering this course in this manner allowed the students at predominantly minority institutions to experience and students at a predominantly white university experience instructions synchronously.
I have also experienced the use of technology while taking courses online। In 2000, I participated in an online certification course that was offered by the University of Indiana. This course was designed to certify distance education professionals within the field of distance learning. The course was designed with a series of modules to complete over a designated length of time. Unlike videoconferencing, this mode of instruction was asynchronous.
Currently, I am taking a course at the University of North Carolina at Chapel Hill that has embedded the use of Blackboard within the traditional classroom setting। Blackboard is used to post assignments for completion, discussions, post completed assignments for peer review, among others. Blackboard facilitates communication with classmates as well as with the instructor.
I have used technology to make numerous presentations in courses I have taken over my academic career as well as at work। I used PowerPoint to facilitate presentations. PowerPoint allowed me to flush out key points and aspects that I wanted to bring to the attention of the audiences that I encountered. Additionally, it allowed me to keep the audiences’ attention by making reference to specific items displayed on the screen. PowerPoint also has allowed me to reduce the amount the information covered in a presentation. This use of PowerPoint was beneficial, because allowed for efficient use of presentation time.
I have used technology to research information on the Internet। I have used search engines such as Yahoo, Google, Jstor, and others to research journal articles, special areas of interest, even, individual researchers and universities. These search engines have reduced the distance between the student/researcher and the library. Using such search engines has proven to be a effective and efficient use of time.
I have used technology in business as well। Currently, operate a home-based networking business. The name of the company with whom I am affiliated is named 1Voice Worldwide. As its name suggests, it is a company that operates globally. Therefore, technology is required to share information with the many individuals who represent this company. The Internet is used to share messages across the company, post personal data, monitor production levels, as well as introduce new products. Further, the Internet is used to offer online presentations of the company for individuals who are considering the option of generating additional streams of income. Technology also is used to connect individuals via teleconference calls. This use of technology allows thousands of individuals to communicate with each other from the comfort of their homes.
Finally, I have used technology in my personal life। I have used digital cameras to capture images and record various experiences for future memories. I also have used technology for dating purposes by subscribing to several online dating platforms. I have used a web-cam to communicate with friends out-of-town and in some cases out-of-state. Web-cams allow you to see and talk to a person at the same time without them being in your immediate presence. I also have used technology to scan images to my computer that ordinarily could not be saved to a computer.
As I stated earlier, my experiences with technology have been vast. There are probably other experiences I have had using technology, but have failed to remember at this moment. However, there is much more technology, some I am aware of and others I am not, that I have not experienced. I look forward to learning more about them throughout this course.
Friday, September 28, 2007
Curriculum Exemplar: RichKidSmartKid
Summary
The Rich Dad mission is one of education and empowerment. Knowledge is power and the Rich Dad Organization is committed to improving the awareness of and opportunities for improved financial literacy for adults and children around the world.
The Foundation for Financial Literacy is a part of this mission. This foundation was created to support educational, charitable, religious and scientific programs and organizations that utilize financial education to teach the difference between earned, passive and portfolio income and educate individuals to convert earned income into passive and portfolio income. The Foundation's mission reflects that of the Rich Dad Organization: to elevate the financial well-being of humanity.
The curriculum for RichKidSmartKid is one designed to elevate the creative and academic aptitude of children throughout the world। Their curriculum teaches life lessons for student of all ages. Their lessons are designed to reach students at four distinct levels: K-2, 3-5, 6-8, and High School. The lessons all come with lesson plans for teachers to use as the students engage the automated RichDad games. This is an excellent tool for teachers to teach students higher level learning skills while teaching them to think critically.
Teaching Young People About money
http://www.teachernet.gov.uk/teachingandlearning/library/youngpeopleandmoney/
The Rich Dad mission is one of education and empowerment. Knowledge is power and the Rich Dad Organization is committed to improving the awareness of and opportunities for improved financial literacy for adults and children around the world.
The Foundation for Financial Literacy is a part of this mission. This foundation was created to support educational, charitable, religious and scientific programs and organizations that utilize financial education to teach the difference between earned, passive and portfolio income and educate individuals to convert earned income into passive and portfolio income. The Foundation's mission reflects that of the Rich Dad Organization: to elevate the financial well-being of humanity.
The curriculum for RichKidSmartKid is one designed to elevate the creative and academic aptitude of children throughout the world। Their curriculum teaches life lessons for student of all ages. Their lessons are designed to reach students at four distinct levels: K-2, 3-5, 6-8, and High School. The lessons all come with lesson plans for teachers to use as the students engage the automated RichDad games. This is an excellent tool for teachers to teach students higher level learning skills while teaching them to think critically.
Lesson Plan
Rich Kid Smart Kid GamesGame One: Jesse's Ice Cream StandTopic: ProfitGrade Level: K-2
>>Download Full Lesson Plan and Materials (PDF)
Interactive Internet Game Activity:
Jesse is ready to open an ice cream stand and wants to sell his ice cream to earn money. An animated dialog between Jesse and his good friend Toki will introduce students to the game. Students must then help Jesse to make a profit by selecting the best of three possible ice cream scoopers.
Learning Objectives
Understand the concept of profit
Use money to count by 10's
Compare costs to sales
Assessments
Students will:1) estimate the number of scoops of ice cream needed to make a profit2) calculate total sales of ice cream cones3) determine the amount of profit when shown the total cost of ice cream vs. the total sales of scoops
Classroom Activities
1. Jesse & Toki at the Ice Cream Stand - A cute script of Jesse and Toki discussing the ice cream stand and how Jesse can make a profit. Read to class to give students a brief overview of the concept of profit. 2. Counting Your Moola Berry Ice Cream Money - A valuable money counting activity. Make copies of this activity for each student. Read the instructions to the class. Every student should cut out each of the coins at the bottom of the page and paste one coin in the box for each scoop of ice cream on the ice cream cones. Students should then count the coins by 10's to determine the total amount of money collected. 3. Counting Your Moola Berry Ice Cream Profits - A class activity to get everyone involved. Make part of your classroom floor into an income statement by marking off a square area with masking tape then dividing it in half. The left side will represent the expense or cost side and the right side will represent the income or revenue side. Make enough copies of the big 10 cent coins so that each student has one coin and you have several of your own. Review the concept of profit. Then place a number of coins (maybe 10) on the left side representing the amount of money the business must pay for the ice cream. Ask each student to place their coin on the right side representing the amount of money for each scoop of ice cream sold. Have students compare two sides to determine how much money is profit. Change the amount of coins on the left side and repeat the process.
Class Discussion QuestionsWhat is profit?Why is profit important?What would happen if Jesse didn't make a profit?Why do profits go up and down?Do you think that Jesse can turn his stand into a big business?
(Charts and activity sheets continue in the downloadable PDF file above.)
Related ArticleTeaching Young People About money
http://www.teachernet.gov.uk/teachingandlearning/library/youngpeopleandmoney/
Thursday, September 20, 2007
Teaching With Blogs
The “Teaching with Blogs” website on wiki is a great idea. It gives teachers and students alike a platform to share opinions and discuss important and not so important ideas with people all over the world. It also shows the creativity of the instructors and the academic freedom it gives to students. Instruction in this manner can most definitely make learning fun for students. This was truly evident throughout the blogs posted by several secondary school teachers, programs, and groups from across the country.
Until I reviewed several of the blogs posted under the Safe and Responsible Bloggings, I did not even consider child safety or “blog etiquette.” Safety is a major concerns for parents when it come to their children, especially considering the issues families have face all over the world concerning child predators who utilize the Internet to carryout their sickening acts. I noticed on one link (Blogging Safety and Etiquette Contract) that the teacher had a contract that the students must abide by or loose their blogging privileges. I believe that’s a great way to help relieve some of the tensions that some parents were having concerning their children using the Internet at school. There is no sure fire way to ensure the safety of our children over the Internet. However, if there are some guidelines in place, at least, we know that some provisions have been made to minimize the likelihood of students encountering any predators online.
Until I reviewed several of the blogs posted under the Safe and Responsible Bloggings, I did not even consider child safety or “blog etiquette.” Safety is a major concerns for parents when it come to their children, especially considering the issues families have face all over the world concerning child predators who utilize the Internet to carryout their sickening acts. I noticed on one link (Blogging Safety and Etiquette Contract) that the teacher had a contract that the students must abide by or loose their blogging privileges. I believe that’s a great way to help relieve some of the tensions that some parents were having concerning their children using the Internet at school. There is no sure fire way to ensure the safety of our children over the Internet. However, if there are some guidelines in place, at least, we know that some provisions have been made to minimize the likelihood of students encountering any predators online.
Subscribe to:
Posts (Atom)
