Audacity Project Idea

I think I will work on reading comprehension for first graders, as practice for AR testing. I may also work on an audio lesson plan for an ELL student I have been assigned to work with for 30 minutes each week this semester for another class.

Chapter Seven – Why Use Web 2.0 Tools With ELLs?

Chapter Seven – Why Use Web 2.0 Tools With ELLs?

Summary of Chapter

            The number of students in our schools who are English language learners has been increasing dramatically over the past several decades. It typically takes two years for these students to develop social language (just enough to understand and communicate on a basic level with others). It takes a child 5 to 7 years to develop academic language. It is extremely challenging for these students to be expected to master concepts taught in a language that is not their native tongue. Teachers working with these students need to work quickly to assist them with language acquisition. Enabling English language learners to utilize technology aids greatly in this process. Web-based tools and platforms help these students practice learning English in the privacy of their own homes. In addition, using Web-based tools make them active rather than passive learners.

Reaction to Chapter

            I have not yet had the opportunity to work with a child who is an English language learner, but I can understand how using web-based tools would assist them in learning more quickly. This semester I will actually be working for 30 minutes each week with an ELL student in an elementary school in Norman as a requirement for my Parent Involvement and Education class. One of our projects is to create an activity for the student that will help him or her progress in an academic area suggested by their teachers. After reading this chapter, I am going to try to incorporate the use of a web-based tool into my activity.

Chapter Five – Understanding Youth and Digital Media

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Chapter Five – Understanding Youth and Digital Media

Summary of Chapter

            Today’s youth spend much of their time using cell phones and other digital media to navigate their daily lives. They connect through texting, social networks, instant messaging and emails. Teachers often dismiss these activities as distracting from learning and feel that students waste too much time in the digital world. However, students use digital media to engage in both friendship driven and interest driven activities. In essence, they are pursuing the same activities that teenaged students have in the past, they are just using a different means to do so. Teachers can utilize the digital world to engage students in classroom learning. However, they should move beyond simply trying to incorporate technology into lesson planning. Teachers should take the time to reflect and try to understand the motivations behind student use of digital media, as well as how digital media are changing the learning environment.

Reaction to Chapter

            The use of digital media is pervasive in our society. I believe that young people and adults use digital media for reasons that are beyond simply entertainment. Parents and children use digital media to stay connected to each other, to other family members and friends. Digital media are used to gather and disseminate information for a wide variety of reasons. I agree that teachers need to try and refrain from dismissing student use of digital media and instead embrace it as a way of life. Digital media is here to stay and while it can and should be used to help facilitate learning, it has also changed the way most people (not just teenagers) communicate. Teachers need to accept this and try to understand the ways in which learning has been and will continue to be altered by technology. In my own life as an almost 40 year old adult, I use text messaging to communicate with friends and family on a daily basis. I belong to online parenting groups and book clubs. I keep in touch with old friends through facebook and I do not see my use of digital media as waste of time.

Chapter Four – Emerging Roles Within the Knowledge Community

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Chapter Four – Emerging Roles Within the Knowledge Community

Summary of Chapter

            Many teachers are currently “digital immigrants” who are learning how to navigate modern technology. They did not grow up using these tools and are often not as comfortable with it as their students. Teachers can capitalize on the knowledge of their students and utilize their knowledge in the classroom. In addition, teachers can use technology to collaborate with other teachers in their own school, in others schools, districts, states and even other countries. Collaboration enables teachers to share ideas, showcase lessons and activities that work and offers the opportunity for unbiased feedback. Collaboration with other community organizations and resources is exciting for students and brings meaning to otherwise “boring” activities.

            The role of teachers is changing and students benefit when teachers allow them more control in managing their learning. Teachers should focus on helping students solve real world problems in the classroom using technology such as email, Internet, ipads, digital video cameras, etc. By releasing some control and letting go of fears, teachers can use this type of discovery learning combined with technology to provide exciting and hands on learning.

Reaction to Chapter

            This reading really resonated with me. I am indeed a digital immigrant in the modern world. I frequently ask my 7 year old son for assistance in operating our television so that we can access Netflix and I am unable to use our new X-Box Kinnect without his assistance. It is indeed a role reversal, but I am unashamed to ask for help and it makes him feel competent and knowledgeable to assist me. I imagine students would feel the same way when assisting teachers with technology.

            In addition, I worked at a large investment firm for 14 years prior to deciding on a career change. I was a database content manager for the RFP group. One of my duties was to learn how to use the new software that the firm purchased and train other members of the team on how to use it effectively. Often the firm would purchase and install software with short notice and no input from our department. I would attend “training” seminars but gained the most knowledge from “playing” with the new software on my own. Knowing that I was fully responsible for training my manager and colleagues motivated me to learn quickly and to gain an in-depth knowledge of the software. My manager gave me the ability to manage my own learning within parameters and I ran with it. I hope to one day have my own classroom and I would like to offer the same opportunities to my students.

Chapter Two – No More Cookie Cutter High Schools

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Chapter Two – No More Cookie Cutter High Schools

Summary of Chapter

            High schools of today have not changed much since the mid twentieth century.  Our present schools were designed to meet the needs of students attending school in the Industrial Age. However, after the introduction of the World Wide Web in 1995, our society very quickly transitioned into a new time- the Information Age. Businesses adapted and transitioned well to this change, as did consumers. People in our present world now demand choice, customization and instant access to products and information. 

            Unfortunately, our schools have not responded effectively to the changes in modern life. School administrators, designers and teachers have continued to offer a “one size fits all” model of education because it is what they have been trained and are accustomed to doing. However, just because it is the way things have always been done does not make it effective. High schools today would benefit by transitioning into the Information era and offering more choices to students. Schools of today should become more consumer oriented and enable students to customize their learning choices. Districts could choose to offer specialized schools for students who wish to pursue studies/careers in math/science, technology. Schools focusing on the arts could also be available in the same district. It is important for today’s high schools to offer students customization, flexibility and choice.

Reaction to Chapter

            I fully agree that our students should be offered more customization and choice in their education. A one size fits all approach is no longer feasible and is not working. Schools of today need to adjust to the needs of modern students and become more flexible. In addition to all of the reasons described in the chapter, our economy demands change.

Students should no longer be sold the idea that “if you graduate from college you will get a job and have access to a middle class life.” This is no longer true. There are many lucrative trades that can be learned that will result in employment and success. A college degree and the resulting debt does not always guarantee a job in our present economy. Students should be given the option to study trades and vocations that will lead to employment.

Chapter One - Partnering

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Chapter One – Partnering

Summary of Chapter

Today’s students are growing up in a world full of technology that was almost unimaginable just a few decades ago. They are fully comfortable with today’s fast paced way of life that has been made possible by technological advances. These students are not only comfortable with modern advances, they enjoy technology and integrate many aspects of their lives using these tools. Students utilize technology for play, entertainment, socialization and information gathering.

As a result, older teaching methods such as lecturing and direct instruction do not always work effectively with today’s students. Teachers should partner with students, enabling them to be active rather than passive participants in their education. The partnering method allows students to feel more in control of their learning. Teachers must focus on designing and creating meaningful lessons that maximize the students’ role as learners.  Partnering helps students feel excited about learning, rather than constricted and possibly bored.

Reaction to Chapter

            I agree that children today live in a world where technology is fast paced and an integral part of daily life. Partnering with students seems similar to the Discovery learning pedagogy that I recently learned about in my Cognition and Motivation class last year. I feel that partnering would be effective in most lesson planning. However, I am studying Early Childhood Education and I do believe that there are still some instances where direct instruction is needed (such as initial introduction to addition and subtraction, letters, phonics, etc.) Further, for students that may have learning disabilities, direct instruction often works the best.