Journal #10

“PENTEWA InterACTIVE Educational Software: Acquainting Children with Cultural Diversity”
By Judi Mathis Johnson

Summary of article:
PENTEWA InterACTIVE Educational Software is thoroughly critiqued by Judi Mathis Johnson. This program promotes understanding of diverse cultures through art and traditional folklore. It is designed for a 4th grade reading level, however it interests older students as well. Native American, Chinese, and Mexican culture is cleverly addressed on this educational software. At the Potlatch gives students “factual information, traditional stories, and innovative activities that focus on the culture of the first nations of the Northwestern United States.” The Chinese Shadow Puppet Theater part of this program allows students to learn about the traditional puppets of China, India, Java, and Thailand and the role of puppetry in this culture. Students can watch an animated shadow play based on ancient Chinese folktale. Mexico’s Day of the Dead provides background information while including authentic Mexican artwork. From the 18 activities, students can visit a home preparing for the Day of the Dead, explore items sold at Mexican markets, and/or take a trip to the cemetery. Johnson finds PENTEWA InterActive Educational Software to clearly and tastefully address the topic of diversity.

Questions:
II. What are some of the programs strengths?
According to Judi Johnson many software programs are marketed educational, however she finds many are barely educational and few touch on the topic of cultural diversity. Johnson finds this program to contain authenticity, informativeness, and artistic qualities. It is well designed to be an educational tool to teach diversity through a variety of activities.

II. What are some of the programs shortcomings?
Johnson notes there are many more benefits than downfalls to this software. One issue of weakness was a lack of soundtrack. Including traditional music would be a nice auditory touch for those learning about a specific culture. Another problem area was the accessibility of exiting a project. If a project has begun, one must click through all the page instructions before getting the option to exit. Although there were not many pages, it became annoying.

Journal #9

“Author Web Sites Inspire Students”
By Rose Reissman

Summary of article:
Language Arts teachers have a new and exciting way to involve their students in the books they are reading. To connect students with the assigned authors, have them explore information about the author online. There are many reputable sites that offer standard features including: Biography of the author, Frequently Asked Questions (FAQ), Inspirations or background information about key author works, and interactive activities for visitors to explore using key words, ideas, and themes in the author’s books. Many authors respond to student and teacher comments. Dr. Reissman states, “In exploring author sites, students often construct unexpected but particularly meaningful connections to literacy through their identification with photos of the author when the author was their age or finding out how the title of a famous work came to be.” Author web sites also aid teachers, librarians, and parents on book-specific lesson plans, author teaching suggestions, and models of successful curricula projects.

Questions:
I. Is this exercise geared toward elementary students?
No. Authorized Web site and fan or unauthorized sites stretch to a wide variety of authors. Background information about an author is helpful to any age reader. For middle and high school students assigned to create their own Language Arts Web site noting all the books read and projects completed that academic year, the author’s Web site can be used as an added link.

II. What are some of the cons?
Many child predators mirror spelling of frequented child Web sites. Students should be made aware the difference of reputable sites. Other than that safety issue, there are more benefits than pitfalls. Inspiring students to read through visiting author Web sites is a great idea. This activity is great for younger children, older children, special needs, visual learners, and English Language Learners. This activity “immediately connects student readers in concrete visual, auditory, kinesthetic, intrapersonal, and linguistic ways to the author.”

Journal #8

“Virtual Schooling”
By Niki Davis and Dale S. Niederhauser

Summary of article:
Virtual Schooling (VS) offers courses and activities through digital communication technologies. Here’s how it works: A teacher coordinates with a designer and a VS site facilitator to create a virtual classroom. The teacher is able to videoconference with as many distant classrooms as desired. On the receiving end, the students rely on a facilitator to answer questions on the subject matter and the technology. This form of teaching is rapidly expanding throughout the nation in K-12 schools. Virtual Schooling has a variety of benefits for the students involved. Many students participate in VS to get advance placement options and to create a flexible schedule. Another benefit is it allows students to make up the credits needed to graduate. In addition to the inherent conveniences, students succeed in areas of organizational skills, study skills, communication, and self-motivation.

Questions:
I. What does Virtual Schooling mean for teachers?
Well, unless you are versed in technological communications, an educator will take e-learning training. Many “digital immigrants” or teachers will need to join the 21st century in order to affectively educate students. Virtual Schooling creates a demand for teamwork. A joint effort of responsibilities and roles are shared between teachers, site facilitators, principals, school counselors, instructional technology coordinators, and students’ parents/guardians.

II. Is Virtual Schooling an equal opportunity?
The National Educational Technology Plan recommends every student receive access to e-learning opportunities. Although Virtual Schooling is expanding, what is the availability to schools of poorer communities? The students attending poorer schools without this opportunity are not receiving the educational benefits and key skills vital to higher education. Virtual Schooling is a wonderful tool for learning that should be accessible to all students.

Journal #7

“Get the Picture with Video Capture”
By Elizabeth B. Davis

Summary of article:
Elizabeth Davis, an educator of technology, records herself on video to give student assignment directions and examples. Davis notes, “Giving instructions through video takes advantage of the ways students are accessing information at home and brings it into the classroom.” Video recording instructions eliminates repetition and ensures all aspects of an assignment are included everytime. Students viewing the instructions are still not immune to zoning out. To encourage students to listen carefully to the entire video, Davis includes a task to complete near the end of the video of extra credit. In addition, students may lose points if they ask a question clearly noted. Although creating videos takes some time, students become engaged and generally follow the instructions very well.

Questions:
I. Where can I go to create a video?
Davis thanks Snapz Pro, available at http://www.ambroasiasw.com/utilities/snapzpro/, video capture software. To learn how to create a video there are technical instructional videos on the Web. At http://www.atomiclearning.com you can watch video instructions on how to use Microsoft Word, PowerPoint, etc. In addition, the Mac program iMovie is very user friendly and includes tools that aid in tedious editing.

II. I’m not a technology teacher, how could this help me in my classroom?
No matter what subject you teach, creating a video can help your class. If a student is sick and misses school, they will be able to download the class video and receive the same amount of quality instruction. Or better yet, if a teacher is ill or knows of an upcoming absence a video lecture can be shown by the substitute. Outside of the classroom, a teacher can record a personal message regarding a student for his/her parents or guardians to view. This educational tool is only limited to one’s imagination.

Journal #6

“Social Justice: Choice or Necessity”
By Colleen Swain & David Edybum

Summary of article:
Currently, integrating technology in the classroom is a choice of the instructor. In this technology driven society, the more exposure the better. Students need to be technologically fluent in order to effectively problem solve and present acquired knowledge. Students without these skills are at a disadvantage for future educational and employment opportunities. No matter how smart and talented a student is, without a strong hold in technology he/she is going to encounter difficulties in college. Creating an equitable environment is key. To do this, technology must be: available, used routinely, used to reflect real-world applications, and used to enhance learning opportunities for all students. Another part of the problem is limited availability to computers in schools. To fix this problem faculty can research for refurbished computers, computer discounts, and free or inexpensive software. Integrating more technology in each school will create an equal opportunity for students.

Questions:
I. Does this article address the culprit well?
Although lack of funding for technology in all schools is a major problem, I believe the main issue is a large majority of educators do not integrate enough technology with the resources available. I’m not a proponent for more regulations/laws because it stunts creativity, however Tech classes should be required and refreshed by all teachers. Fear and lack of understanding of computers can be wiped out from these classes. Becoming familiar with different programs and how useful they can be to the educator and the students will encourage more use. Currently attending college, I have a professor that does not offer an email address because he does not like computers. Not only is this choice largely inconvenient for students, negative attitudes about technology can be passed on unintentionally to younger students.

II. What areas of social justice does this topic reach?
The first area affected by limited technology integration is lower socio-economic students. Generally, these students come from poorer communities and schools that do not have as many technological resources. Although a large proportion of poor children are white, many of these students from low socio-economic backgrounds are minorities. In addition, the article made reference to boys receiving twice as much computer time as girls. Those affected by limited technology – the poor, minorities, and women - will receive lower paying jobs. We can change the wage gap that exists today, by integrating technology in the classrooms of students.

Journal #4

“From Toy to Tool”
By Liz Kolb

Summary of article:
Liz Kolb argues cell phones are not just toys, they can be an educational tool. Educators often face recreational technology entering the classroom. Instead of trying to fight it, Kolb decided to use it. She proposes student cell phones can be used to post audioblogs. Students use cell phones to communicate and collaborate with the world. Maintaining a blog can be done through the use of a cellular telephone. A standard on newer cell phones is the option to record; and posting an audio recording can enhance the web log experience. The world around students deserves consideration for potential use in the classroom. Posting an interview taken outside of the classroom allows for creativity and engages students to use proper communications skills.

Questions:
I. New technology poses concerns. As a teacher how could I avoid foreseeable issues?
There are two concerns that I agree with Kolb: Privacy and Copyright Laws. In order to protect student privacy, a classroom web log will have to have an identification number and password in order to enter. In addition, students will be educated on permission slips. Any person interviewed or audio clipped must sign a waver form before sound is posted on web site. I could spend time going over copyright infringement laws and quizzing the students on them to avoid possible problems.

II. What’s so special about audioblogs?
Audioblogging may not be regularly assigned in classroom projects. However, having options when it comes to technology can be a wonderful asset as well as fun. Combining usefulness and fun is the key to perking student interest. A teacher can better intrigue his/her students if the material gives room for students to actively engage. The best way to accomplish that is by taking what the students like and creating an educational use for it.

Journal #3

“Video in the Age of Participation”
By Glenn Bull

Summary of article:
Glenn Bull states digital video is the next cutting edge arena in education. This technology will give educators the opportunity to select footage to pinpoint subject matter and enhance it through visual aids. Bull gives the example of the National Geographic website with a link to Pete’s Pond. This link allows viewers to observe African wildlife in real time. This wild cam allows real time learning which better connects students to material taught. In addition, Discovery education offers teachers a variety of short segment clips that fit with specific teaching objectives. This source also provides online digital video editing, which enables teachers and students to create montages of video clips. Technology gives way to direct information shaped for a specific audience.

Questions:
II. How does this technology differ from past videos shared in class?
Instead of an entire video shown to a class pertaining to one idea, a teacher will have the ability to shape digital videos to cover many aspects of learned material. To custom design short segment clips based on subject matter allows an opportunity for up to date information. While going to school I have noticed some in class videos seem decades old. More current clips will better strike student interests.

II. What are the benefits of students creating his/her own video clips.
I believe any opportunity for a student to create is very powerful. Technology is a wonderful tool to make thoughts come to life. The art of expression through video clips and montages may spark an outlet and/or ignite inspiration. If a student is free to think and learn in a creative atmosphere, education becomes exciting!