Thursday, November 19, 2009
Wednesday, November 18, 2009
Bridging the Digital Divide
Upon hearing about the growing digital divide in my own backyard, I decided to do a little research on the subject. An interesting website I found discussing the consequences of the digital divide turned out to be on a Clinton/Gore website. http://clinton4.nara.gov/WH/New/digitaldivide/digital3.html Clearly, this is not a new situation. Some startling facts include an increasing digital divide between races and a developing partition between those living in a rural community compared to those living in an urban setting. The site goes on to present the former administration’s agenda on bridging the divide. Although the site offers beneficial suggestion in closing the gap on a national level, it offered little help in assisting the classroom teacher on a classroom level.
After further research, I stumbled upon a podcast by technology expert Mario Armstrong. http://www.npr.org/templates/story/story.php?storyId=6715965 In it, Armstrong mentions the array of digital divide definitions, from those with no computer at home, to those with a computer but dial-up internet. Armstrong offers several options to bridging the digital divide on a school district level as well as a classroom level. A fascinating issue he mentions is the vast amount grant money offered on Federal and State levels that is never touched!
An additional resource I discovered not only gave statistical information on the cause and effects of the digital divide but also present methods for presenting the problem to your students for consideration. http://www.riverdeep.net/current/2002/01/011402t_divide.jhtml
The city of Pittsburg is making great strides in closing the digital gap. http://www.post-gazette.com/neigh_city/20010511techcity2.asp After the conclusion of an alarming study showing the city’s underwhelming technological advancements (a reality true of most US cities), the city is taking action by spending $1.5 million in foundation grants to train 700 staff members, and investing $24 million in hardware and software upgrades. The article touches on one extremely important thing to remember- even if provided with state-of-the-art technology, some teachers will still refuse to incorporate it into their classrooms.
In today’s world, including developing countries, technology is imperative for success. Studies have found that those students with access to technology are exponentially more likely to flourish. As a teacher, it is my responsibility to ready my students for life and for this to take place, technology must be incorporated into my classroom.
I have had the privilege to observe two schools in the same school district with a huge technological gap. In the magnet school, each teacher was provided with a personal desktop, as well as, a laptop computer. The classroom possessed both classrooms desktops and a smart board, and the students had access to personal laptops. At a rural high school (in the same district), the technology standard fell much lower. The teacher had a desktop computer, but the classroom lacked any additional computers for the students. The only other piece of technology in the classroom was an over-head projector! Noticeably, these students were not being given an equal education compared to the students attending the magnet school.
After doing research on this pressing issue, I came across numerous sites advertising classroom grants. (example- http://teachersnetwork.org/grants/grants_technology.htm ) I believe this is a true solution to the digital divide problem. Netbooks today cost, on some sites, as little as $12.00! http://www.swoopo.com/brw/laptops-netbooks_50.html If teachers and administrators will take the initiative and apply for grants or ask local businesses to sponsor technology in the classroom, I believe the gap can, in the very least, shrink.
After further research, I stumbled upon a podcast by technology expert Mario Armstrong. http://www.npr.org/templates/story/story.php?storyId=6715965 In it, Armstrong mentions the array of digital divide definitions, from those with no computer at home, to those with a computer but dial-up internet. Armstrong offers several options to bridging the digital divide on a school district level as well as a classroom level. A fascinating issue he mentions is the vast amount grant money offered on Federal and State levels that is never touched!
An additional resource I discovered not only gave statistical information on the cause and effects of the digital divide but also present methods for presenting the problem to your students for consideration. http://www.riverdeep.net/current/2002/01/011402t_divide.jhtml
The city of Pittsburg is making great strides in closing the digital gap. http://www.post-gazette.com/neigh_city/20010511techcity2.asp After the conclusion of an alarming study showing the city’s underwhelming technological advancements (a reality true of most US cities), the city is taking action by spending $1.5 million in foundation grants to train 700 staff members, and investing $24 million in hardware and software upgrades. The article touches on one extremely important thing to remember- even if provided with state-of-the-art technology, some teachers will still refuse to incorporate it into their classrooms.
In today’s world, including developing countries, technology is imperative for success. Studies have found that those students with access to technology are exponentially more likely to flourish. As a teacher, it is my responsibility to ready my students for life and for this to take place, technology must be incorporated into my classroom.
I have had the privilege to observe two schools in the same school district with a huge technological gap. In the magnet school, each teacher was provided with a personal desktop, as well as, a laptop computer. The classroom possessed both classrooms desktops and a smart board, and the students had access to personal laptops. At a rural high school (in the same district), the technology standard fell much lower. The teacher had a desktop computer, but the classroom lacked any additional computers for the students. The only other piece of technology in the classroom was an over-head projector! Noticeably, these students were not being given an equal education compared to the students attending the magnet school.
After doing research on this pressing issue, I came across numerous sites advertising classroom grants. (example- http://teachersnetwork.org/grants/grants_technology.htm ) I believe this is a true solution to the digital divide problem. Netbooks today cost, on some sites, as little as $12.00! http://www.swoopo.com/brw/laptops-netbooks_50.html If teachers and administrators will take the initiative and apply for grants or ask local businesses to sponsor technology in the classroom, I believe the gap can, in the very least, shrink.
Monday, November 9, 2009
Monday, November 2, 2009
The Networked Student
The networked student takes the reigns of their education by changing what it means to learn and what it means for teachers to teach. Networks facilitate new learning and new associations unachievable in earlier years. For students, the possibilities are endless as networks not only bring other students together to work collectively, but experts are also incorporated in inferences.
In order for network learning to be extensively successful, digital literacy must be implemented. The majority of avenues to knowledge are gained quickly, or even immediately, through the use of technology. Students must be knowledgeable as to how to acquire the desired information via podcasts, Google, databases, or news feeds.
As a teacher, networked learning may seem confusing, uncensored, unorganized, or even unnecessary, but in reality, networked learning can be extremely ordered with enhanced tools, more new ideas, and few conventional rules. Traditional pedagogy gives the instructor sole control over the information to be expressed while networked learning allows the student to direct their education while the teacher becomes more of a facilitator.
I love this model of learning and I think it allows for the absolute best individual educational experience. Students, in my opinion, will be more engaged when allowed to participate in their learning experience. They also will receive a sense of pride in conquering a concept on their own. Students are also more likely to remember the information they learn through networked learning, as opposed to the conventional way of receiving information. If the resources are available, I definitely plan to use this model of instruction.
John Pederson on the Network Learning Manifesto
"John Pederson joined Cindy Seibel and Lorna Costantini to finally do a follow up to his presentation at Edcuon 2.1. John had presented his Network Learning Manifesto and had included a parent voice as part of his presentation. The backchannel during that workshop and the show chat room from Monday night hosted the same exciting folks. It was a great discussion about how parents can fit in the learning process."
http://www.ourschool.ca/john-pederson-on-the-network-learning-manifesto.html
Educon Conversation, better late than never.
"This conversation was from John Pederson’s Session, The Networked Learning Manifesto: Welcoming Parents into the Conversation."
http://learningischange.com/2009/05/28/educon-conversation-better-late-than-never/
In order for network learning to be extensively successful, digital literacy must be implemented. The majority of avenues to knowledge are gained quickly, or even immediately, through the use of technology. Students must be knowledgeable as to how to acquire the desired information via podcasts, Google, databases, or news feeds.
As a teacher, networked learning may seem confusing, uncensored, unorganized, or even unnecessary, but in reality, networked learning can be extremely ordered with enhanced tools, more new ideas, and few conventional rules. Traditional pedagogy gives the instructor sole control over the information to be expressed while networked learning allows the student to direct their education while the teacher becomes more of a facilitator.
I love this model of learning and I think it allows for the absolute best individual educational experience. Students, in my opinion, will be more engaged when allowed to participate in their learning experience. They also will receive a sense of pride in conquering a concept on their own. Students are also more likely to remember the information they learn through networked learning, as opposed to the conventional way of receiving information. If the resources are available, I definitely plan to use this model of instruction.
John Pederson on the Network Learning Manifesto
"John Pederson joined Cindy Seibel and Lorna Costantini to finally do a follow up to his presentation at Edcuon 2.1. John had presented his Network Learning Manifesto and had included a parent voice as part of his presentation. The backchannel during that workshop and the show chat room from Monday night hosted the same exciting folks. It was a great discussion about how parents can fit in the learning process."
http://www.ourschool.ca/john-pederson-on-the-network-learning-manifesto.html
Educon Conversation, better late than never.
"This conversation was from John Pederson’s Session, The Networked Learning Manifesto: Welcoming Parents into the Conversation."
http://learningischange.com/2009/05/28/educon-conversation-better-late-than-never/
Subscribe to:
Comments (Atom)