Is the Web the best?

The article titled What’s not on the Web by Joyce Kasman Valenza discusses the disadvantages of the Internet for research purposes.

The author raises the point that school students may not be using the Web in the best way possible when researching information for assignments. She talks mostly about how the “free web” lacks good quality information yet this is the type that most students use when researching as opposed to online databases and journals. She suggests that students will not find or be able to access high-quality reference books that are full-text non fiction, any books under copyright, journals, magazines and newspaper indexes and magazine articles written before 1990.

She believes that students using the “free web” also miss out  on a critical element of the process of researching; using library books in their search. She believes that students are at a great disadvantage when they only use the “free web” as they will miss out on gaining more comprehensive information that could be found from resources that were published before the web (and that can’t be accessed through the web databases). You have to imagine that this would affect their learning and allround knowledge on topics. 

The author believes that the solution to this problem is that students must perform research studies both online and in books as well as purchase subscriptions to quality databases such as EBSCOHost and Facts.com

While I have indicated in earlier posts that I can definitely see the benefit of the Internet within the school, I do find value in what this author suggests. To help with this problem in the school, I beleive that the teacher should raise this point with the students when handing out assignments.

  Reference:

Kasman Valenza, J. (2001). What’s not on the web. Learning & Leading with Technology, 29 (1), 6-9.

Photos sourced from:

http://www.flickr.com/photos/19802834@N00/1340089439

http://www.flickr.com/photos/33377700@N00/443545349

Engaging students in learning

The article titled Engage me or Enrage me raised some important points about the use of technology in schools and how we must engage the range of students in the classroom.As expected, life and technolgoical resources available have changed over the last four centuries. The author identifies that, in the past, students have not had or needed the immense amount of technology to maintain their attention that is available and needed for today’s students. Personally, growing up in a time where computers were rarely used in the school, I definitely notice these changes. It is also evident that, unlike the past, technology must now be seen as an integral part of education.

As Emma suggested, attitudes about teaching technology must change if our aim is to engage students. I believe that this can be achieved if the teacher is creative in the ways that they integrate technology across the curriculum subjects and if they embrace the notion that ‘playing’ can equal ‘learning’.                                  

Reference:

 Prensky, M. (2005). Engage me or enrage me: what today’s learners demand. Educause Review. 40, 5, 60-65. 

Photo from:

www.flickr.com/photos/30008272@N00/104263974 

“Listen to the Natives”……if the budget allows.

I quite like the term “Digital Natives” used to describe the current young generation in Listen to the Natives. I feel that it sums up exactly what life these-days is like for young children who have grown up with technology all around them. For these children, using technology is just second nature. I also like the Constructivist approach to learning that he recommends.

 As Emma has suggested, I would also challenge the possibilities of technology that the author believes are endless. Like Emma, I feel that he is somewhat out of touch with the average school. Not all schools have unlimited technological resources. 

I believe that in order to incorporate technology into schools, as the author suggested, the teacher must be supported by the school through first, supplying enough equipment and second, providing comprehensive training for the teachers. It would be virtually impossible for a lone teacher to implement this type of teaching and learning into their classroom without this support. If this is not the school and communities focus, after reading this article, a teacher may feel that they are inferior.

Reference: 

Prensky, M. (2005/2006) Listen to the Natives. Educational Leadership. 63(4), 8-13
http://www.ascd.org/authors/ed_lead/el200512_prensky.html

Photo from:

http://www.flickr.com/photos/97831130@N00/1066368855

Benefits of technology within schools

After reading about k-12 and the Internet, I once again have been impressed by the benefits that Technology has in schools.

It was brought to my attention through this reading that students are able to research a wider variety of topics through the use of the ‘net; much more than their local library would stock.

This has to increase their knowledge of the world, doesn’t it??

An important point was raised – the use of the Internet must be meaningful to achieve the maximum benefit for the students.

The same topic of student interest and motivation appears again here too. It is vital for students to want to research and find out more information about a topic therefore the teacher must factor this into lessons based around the Internet.

The information was found from the book:

Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2006). Teaching: Challenges and  Dilemmas (3rd ed.). Victoria: Thomson.

Photo sourced: http://www.flickr.com/photos/27315689@N00/749317332

Who should we invest in?

I had the pleasure of being stuck listening to an AM radio channel (2UE) last weekend (8/3/2008). The host and his guest were discussing the Government’s new pledge for all students from Grade 8-12 to be given a laptop computer to assist with their studies. Both hosts agreed that this plan is going to benefit many Australian high-school students as having access to ICT is vital, especially for students who will soon be entering the workforce. It was raised by the guest that children need to have unlimited access to computers from a younger age, such as in Primary school. He felt that, in high-school, when students are expected to be a whiz at using computers, they will most likely not have the skills to use them effectively. I myself have found that if you are not a frequent user of technology, you get left behind and it is harder to try to catch up so I can understand his point.                    

I’m not sure of the solution to this problem. Young children probably shouldn’t be given the responsibility of looking after their own laptop, yet developing their skills, should be the focus of the Government.

Photo sourced from: http://www.flickr.com/photos/87434398@N00/147711175

Using technology to teach creative skills

On my Prac last year, I saw students doing Creative Arts lessons using the computers. Maybe I’m old-fashioned, but I thought this was not the best way for children to develop their creative skills.                 

That is until reading Computer as a Paintbrush: Technology, Play and the Creative Society. The author discusses how computers can be used to foster creative design and expression. The case studies throughout the reading give comprehensive examples of how children are successfully combining Creative Arts and computers. It also discusses the crucial role children’s motivation and interest has in developing their creative thinking and learning.

For future success of today’s young children, I now recognise that there is a place for paintbrushes and paints as well as computers.

Rebekah offers a good discussion on creativity in schools too.

To view this reading, go to UTSONLINE

Photo sourced from: http://www.flickr.com/photos/74552084@N00/104166579

Useful technologies in the Primary School

This mind-map includes my ideas of technologies that are currently available in most Primary schools and examples of their uses.