Technology: An Ethical Obligation?

I thought "Social Justice: Choice or Necessity" by Colleen Swain and David Edyburn was right on as far as preparing today's youth and tomorrow's work force. Obviously this is a technological world and we are doing a great disservice to our students if we deny that fact. As teachers, our job is to prepare our students for the future and make them intelligent, functioning, contributing members of society---therefore, technology education is crucial. Teachers need to know what their students have available, whether this is at the school or outside, and use it to their fullest advantage. Unfortunately, the world is a place of inequality and social injustices; however, there are ways to "undermine" or "decrease" the ways in which these inequalities effect our students. First, teachers should take FULL ADVANTAGE of ANY technology available at their schools. If you have an hour a week on the computers, you better use that hour to its fullest and really try to cram as much "techy lessons" in as possible. Kids figure out "computer stuff" so fast and it only takes a few times after demonstrating for them to become fully independent and capable. As the technology assistant at an elementary school, I am often frustrated by the teachers that allow their students to come in for "free time" for 40 minutes and "waste" it by playing on Paint doodling squiggle lines...Really? What are the kids learning from that? NOTHING! I think teachers should use their time on computers to really make it substantial and meaningful. Obviously each school has different resources available to their students so this could vary. Outside of school, you can encourage and teach families about using the computers at the local public libraries. Also, search for technology FOR your students. Write grants and get your kids laptops that he/she can keep at home. There are even organizations out there that provide resources for underprivileged youth. Although there are certainly boundaries and restrictions, there is this one organization called "A Laptop For Every Child" and it provides just that! Teachers will need to be creative about how they integrate technology in their classrooms and assess the value of each lesson.
I think the biggest, underlying issue is that technology is here to stay and as future teachers, we better figure out a way to implement it SUCCESSFULLY in our classrooms. It may be a challenge for some but it is completely crucial and 100% necessary for the success of our students in today's society and workforce.

Gaming in the Classroom

I would have LOVED school even more so if I got to learn through video games! I have always been a fan of video games and think that children learn A TON from them. Not only are they learning how to problem solve and strategize but the games are also flooded with text, plot, history and more! I remember one of my friends' little brother (about 5 years old) using words like "dexterity", "stamina" and "endurance" and understanding what they all meant because he had to check the levels of his video game characters and maintain their status. I was blown away! It is learning that is authentic and easy for children and it truly stays with them---they are not just reciting facts over and over again in class and then regurgitating them onto paper on the test. Video games can be used in several ways to enhance the classroom experience.

In the video with James Gee, he brings up numerous advantages of video games in the classroom setting. He discusses how children, as well as adults, like to work collaboratively and how video games can be a "social collaboration" where the group is smarter than the smartest person in the group and how students can learn from one another while engaging in a group game. Also, video games are continuously assessing knowledge and skill which encourages the player to learn from his/her mistakes and correct them in order to move on. Finally, video games create community and subgroups that students can be an important part and maintain a sense of purpose and fulfill a specific role. These are all aspects that are just icing on the cake! The idea that video games can be successful learning tools AND fun is obvious and should certainly be utilized to their fullest potential. Educators would be doing a great disservice to their students if they chose not to implement video games into schools.

I think video games can compliment "traditional" education in a very beneficial way. Currently at the elementary school I work in, we use an online program called "Study Island". It is fully based on the Oregon Standards of education and provides students with lessons and assessments. The students MUST answer the questions correctly in order to play the games. Their scores are saved and ranked among other students in the school and across the state. They become very motivated to get the highest score and continually strive to do better on the "tests" and practice at the various games. It has been such a huge success with the classes that have used it and now our school is purchasing a school license and a classroom set of laptops that can be used by students. I have had the opportunity to witness just how effective these tools can be in classrooms and I am certainly inspired by it and would LOVE to be able to implement similar methods in my future class.

I think the idea of video games being TOO "edutainment" is ludicrous. Learning can and SHOULD be fun! As long as they are being used effectively and there is obvious growth with the students, teachers should embrace the idea of video games. Kids love them. Why not make learning something that can be exciting and engaging? I am envious of this generation and like I said, I would have loved to use video games to learn from in school.

I cannot wait to see what the future holds for education. I feel as though we are going to see extreme change and growth and it is inspiring and exciting! EMBRACE the change---do not hinder it!

Wikipedia: Tool or Fool?

I am not anti-Wikipedia although I do not think it should be a primary resource for research. I think it is a great tool for “basic” knowledge or understanding and can be a good starting point for exploration of any topic. I personally do not use Wikipedia for ANY academic based research. I much prefer specialized sites or texts while looking into a subject. I love reading academic journals and understanding a subject from a variety of viewpoints and authors. Usually when I start research (lets say, for an English class), I will look up information on Jstor which is an online scholarly article database. From there, I will look at the bibliographies of various texts and research from there.
As a teacher, I will certainly allow my students to use Wikipedia to gather knowledge. I think the process is critical and they are still using a resource to gather information. Of course, depending on the subject or “value” of assignment, I will require them to use a variety of texts and make sure the information is credible and reliable. I will explain to them how and why Wikipedia is not the most credible way to gather information and expect them to find information using other medias as well including online texts, books, scholarly journals, etc.
The article, Wikipedia: Ban it or Boost it? by Doug Johnson presents a comprehensive examination of this online resource from a “realistic” perspective. As long as we, as teachers, teach our students how to examine credibility and get information from several resources, I do not think there is any harm in using Wikipedia.
My classroom policy would be that students could use wikipedia as long as they used another resource in addition. I would encourage them to get a multi-dimensional perspective on an issue before accepting it as “truth” and would also require that they submit a bibliography/reference page with any research.
I think proper research skills are often neglected in the school setting and many students never really learn how to do thorough research until they enter college (and some do not even develop then)! I would strive to make my students GREAT information seekers! They will be able to gain a well-rounded perspective from a variety of texts and use research to ASSIST them in developing their own ideas and understanding.

Cell Phones in the Classroom

I do not like the idea of using cell phones in the classroom for a number of reasons. First, I think students will be more “distracted” than “engaged”. How are teachers going to monitor what the kids are actually doing on their cell phones? What is going to stop them from texting their friends? Although students already use cell phones in class, I think this would just open a flood gate for further distractions and, as a future teacher, I would want to eliminate as many unnecessary distractions as necessary. Another reason I do not like the idea of using cell phones in classrooms is due to the fact that many students do not have cell phones and would not have the same access to information as the other students. I think it would just widen the gap between the “haves” and the “have nots”. I think privileged society assumes that EVERYONE has a cell phone; however, I know several people that do not use cell phones--for either personal philosophical reasons or financial limitations. Another personal objection I have towards using cell phones in the classrooms is that I want my students to be aware of all kinds of information tools. Most kids already know how to use computers and cell phones--they use them for almost everything--from email, to texting to research and more. Cell phones may be familiar but students will know how to use them regardless of if they are in schools or not. I think it would be more beneficial to teach our students how to research using all kinds of tools---computers, academic journals, encyclopedias, dictionaries, etc. If they want to use their cell phones to do different things then so be it, I just do not think they would be more beneficial than hindering in the classroom setting.
As far as the readings, I definitely think Josh Allen presented a much stronger argument against cell phones in schools than Liz Kolb did for her pro-cell phone argument. The best point presented in his claim was that of the financial obligations of the school. I agree that the schools should provide the cell phones for students IF they did decide to incorporate them into the curriculum. Allen strengthened this claim, stating that “laptops are much more versatile yet uniform than cell phones. Any monies schools spent on cell phones and plans would be much better severed with any number of other technologies” (p. 9). Laptops are an obvious tool for students---a tool that trumps any cell phone. My opinion did not change; however, it was strengthened by reading the articles.
In my future classroom, my expectations regarding cell phones will be as follows: cell phones should not be used during class time unless given permission. I will not tolerate students texting while I am teaching or while other students are speaking because I think it is disrespectful---bottom line. I do not like when people text while in company of others and will explain my reasons to my students. If they do want to use their cell phones to “help” them on their assignments, I will allow them to do so if it seems applicable and necessary. As for consequences, I will treat it like any other classroom expectation. I will monitor behavior by walking around and if I notice that students are texting or using cell phones without permission, I will ask them to put them away. If they continue to disobey, I will have a consequence. I am not sure what this consequence would be---it would depend on school policy. But it could be something as simple as having them write an apology or staying after class. If they continue to not follow rules, I could collect phones at the beginning of class and give them back at the end (I had a teacher that did that in HS and it was very effective).
In conclusion, cell phones are cool. They allow you to talk to people in a variety of medias and access information in myriad ways--awesome. Nevertheless, I do not want to use cell phones in my class. Period. I do not see any positive benefits and think it would just be cumbersome and annoying. Granted, I may be a little bias. My cell phone is a phone. That is it. I talk and text but that is the extent. I do not email. I do not download games or music. I would rather interact with others and the world around me in a more authentic and personal manner and would hope others would too.

CyberBulling

There is always bad where there is good. Always darkness with light. As with anything in our lives, technology can be used FOR us and AGAINST us. Cyber bullying is one more aspect of student life that is different than it was in the past. Because I am a “Digital Native” cyber bullying is no new concept to me. I still have emails that were sent to me saved from middle school that would qualify as cyber bullying by today’s standards. Cyber bullying is described as “the use of internet technology to inflict emotional harm through repeated and deliberate harassment, threats, and intimidation. […] The technology used for cyber bulling typically includes email, cell phones, chat rooms, blogs, social networking sites, and instant messages” (Taylor, p. 60). Based on my own experiences, the most popular forms of cyber bullying are via social networking sites, emails, instant message (IM) and text messages. Because communicating through technology is so easy, and often very “impersonal” some students use it as their main form of communication--especially if they have something distasteful to say.
Students tend to believe that they are somehow “protected” through this media and in many ways they are. Schools are limited to what they can and cannot do in response to cyber bullying. One reason for this is that the majority of cyber bulyling occurs after school hours and off campus---which tends to be out of a school’s jurisdiction. Schools cannot restrict what students say to one another outside of school even if it is distasteful or offensive. Students have free speech rights as do the rest of Americans. In Taylor’s article, she writes that “there must be some compelling educational objective that justifies restricting the speech, or the speech must be a threat to school safety or to campus environment conducive to learning” (p. 62). This makes it very hard, if not impossible, for teachers to interfere with student cyber bullying. As a coach, I have had to deal with cyber bullying before. At our first football game of the season, one of my cheerleaders was being harassed by an ex-boyfriend’s new and jealous girlfriend via text messages. Of course, the cheerleaders do not have their phones on them while they are cheering but, as you could imagine, they run to them every quarter or half-time break to catch up on their texts. I noticed that one of my captains was starting to cry as she went back to her position on the track. She was visibly upset so I called her over and asked her what was wrong. She told me that a girl in the crowd had been sending her texts throughout the game that were extremely offensive, inappropriate and threatening. We talked to the game security and told him what had been going on. He looked at the texts and decided to talk to the other girl and explain to her that what she was doing was harassment and that she had to leave the premise for the remainder of the night.
Sadly, bullying is part of life---it was here before technology and it will remain. I think it is unfortunate that anyone should have to endure these kinds of attacks and, as a teacher, I will strive to ensure my students’ dignity, safety and well-being. I feel as though any kind of bullying or harassment must be taken seriously and not overlooked. As we have learned from far too many cases, bulyling often leads to more serious offenses such as physical violence. I think the best way to prevent bullying of any kind is to teach awareness and strive to make our students empathetic and caring individuals. Inform students of the effects of bullying and the consequences that can follow. By setting a good example, teaching kindness, and having zero-tolerance for bullying behavior, I think teachers can at least decrease if not erase bullying from their classrooms and schools.

Social Networking

With the internet today, your "private" life does not always stay "private". Sometimes your personal information is just one Google search away. When I Googled myself, nothing too shocking came up (thank heavens!)---my facebook profile was the first thing, then came my Myspace, then came a Cheerleading Safety Workshop I attended. There were even news articles from when I was in high school. The first was a Rose Festival article (I was on the Rose Court) and the other was regarding the "gang wars" at Parkrose throughout my senior year (This is an interesting forum that you should check out). After browsing the "web articles", I decided to do an image search and a video search. The images were all just profile pictures of my friends' facebooks and/or myspace. The videos were pretty great though! My last name means "hamster" in Czech so I discovered things like this :.

I became very aware of "social networking issues" when I started coaching HS cheerleading. Immediately all the girls on the squad started "friend requesting" and I had to turn them down and explain why I would not be their friend. Also, I took the time to delete all my pictures that were "inappropriate". Every picture of me holding a red cup, beer can, shot glass, etc. was removed. Even though the girls probably wouldn't ever see my pictures anyways, I did not want the window of opportunity to ever arise. Drinking alcohol is fine. It is a personal choice and as long as you do it in moderation I do not think it is that big of an issue; however, I do not want my girls to see me, their role model, in pictures with alcohol or any other harmful substance. One thing that makes this harder to control is the fact that I cannot control what pictures my friends or other people post. I could be in an album on someone's page and not even know it. This fact has made me much more modest about the pictures I'm in at parties.

As teachers, I think our personal life automatically becomes less of a personal concern and shifts more into the public sphere. Recently, I was at a bar with a bunch of my friends and had consumed a few drinks. Then I heard this woman say, "Miss K?" (which is what students call me at the elementary school where I work), I turned around and it was the mother of one of the 5th grade boys at the school. She had been drinking WAY more than I had but I still felt very embarrassed. She came up to me and we had one of those terribly awkward "bar conversations" and I kept thinking, "Oh God, I hope she doesn't tell her son she ran into me at a bar!". Even though we, as adults, have the right to a personal life, we still need to be aware of our position in society. We are molding the minds of children and acting as their role models and in some cases, we are the ONLY positive adult role model in their life. So I say "yes!" we do have an obligation to hold ourselves up to "higher moral standards". If I had children and saw one of their teachers at a bar and he/she had obviously been drinking more than a couple drinks, I would be concerned and wonder if it is a "regular" thing or if it effects how he/she is as a teacher. I would be uneasy about the kind of influence he/she had over my children. I know this may sound semi-hypocritical considering the fact that I work in a school and frequent bars often; however, I am trying to put it into the perspective of a parent.

I think the article we read by Carter, Foulger, and Ewbank revealed some interesting points, "whether we like it or not, teachers are held to a higher standard of moral behavior than the general population" and shall not "engage in conduct which would discredit the teaching profession" (Carter, p. 684). This is just a fact that we had to accept. Also, I do not think teachers or coaches should be "friends" with students on any social networking site. I understand that some teachers may use these sites as a means to "get to know their students" or "develop deep relationships" but really, this is the same as a teacher inviting students over to hang out. Teachers need to build their relationships in the classroom and confines of the school. Once you take it beyond the walls of the campus, you are just asking for trouble.

In conclusion, as teachers in an ever-changing, ever-dynamic world full of technolgy and resources, we need to be cautious and thoughtful in the ways in which we "expose" our personal lives. Never jepordize the opportunity to positively impact the lives of your students.

Marc Prensky Reflection

I am a “digital native” with a strong influence from my “digital immigrant” parents and grandparents. I had a portable CD player in my backpack everyday similar to today’s youth and their ipods and mp3 players in their pockets. I played a plethora of video games and watched TV everyday. Although I had digital native experiences all my life, I have always preferred the simpler, more authentic experiences. I would rather read a book (a REAL book with real pages that I could touch and smell) than watch television. I would rather go outside and climb a tree or play in a pool in the neighborhood than create a character that looks like me and climb a tree virtually in some online RPG. I was fortunate to have parents that also valued interpersonal and authentic experiences and limited the amount of time I could play video games and watch TV. They would only allow one hour per day on the computer or tv (unless we were doing something for class) and the rest of my free time was usually spent doing some kind of art project or riding my bike around the neighborhood with my sister and friends.
My feelings and thoughts regarding technology and education vary. It is no secret that “a really big discontinuity has taken place” and that “today’s students think and process information fundamentally differently from their predecessors” (Digital natives p.1); however, I still think that students should be able to access information in more traditional ways as well---not just “google it”. Teachers should teach old and new ways of finding information learning. Although some people think the old ways are obsolete, I still find importance in knowing how to look words up in an actual dictionary or encyclopedia. There is no reason why teachers cannot teach both ways and prepare students even more efficiently. As great as technology is, it is still not 100% reliable and should not be the main source of all learning. Even while writing this blog, I encountered an “error” and lost the first half of my work and had to start over---even though I thought it had saved. It is frustrating to rely on something that is not always efficient as the “old” methods.
As a student, I used computers to do online research, write papers, and create projects. We made videos, photo documentaries, power points, etc. I loved having the access to technology and the opportunity to create my own personal projects in creative ways. I am an advocate of using technology to engage students and create interactive educational opportunities; however, I still find value in the "traditional" ways of classroom instruction. I am currently a computer lab assistant at a public elementary school in South East Portland and utilize technology in the classroom setting every day---from math games to typing games and even testing. My experience in the school makes me view Prensky's articles in a unique light. On one hand, I fully understand and agree that large populations of today’s youth are extremely tech savvy and have tons of exposure to technology of all kinds. On the other hand, children of lower economic status are not as surrounded with said technology. It is incredible to see the contrast between individual children--some come in and can navigate the computer and internet with astonishing skill and efficiency, whereas others can hardly use the mouse or open a program. I think it would be detrimental to the lower-economic groups if education solely relied on technology or had "text message pop quizzes" (T4) because they have not had the same exposure as more affluent students.
In conclusion, I would love to see technology used in a beneficial and engaging manner in the everyday classroom setting but would want to weave it in with older, more traditional classroom techniques as well. Prensky says it best when he writes, "[a]s educators, we need to be thinking about how to teach both Legacy ad Future content in the language of the Digital Natives" (Digital natives, p. 4).