Thursday, April 16, 2009

Salon Six

Salon Six discussed the article: Conditions for Classroom Technology Innovations or "Why don’t teachers innovate when they are given computers?" by Yong Zhao, Kevin Pugh, Stephen Sheldon and Joe L. Byers. This article reported on a study to research classroom integration of technology. In the study, a group of k-12 teachers were followed as they attempted to implement technology based projects in their classrooms. The article then discussed factors that helped and prevented success of these projects.
According to this study, the three main factors that determine successful technology integration in classrooms involves: the teacher, the project, and the context. In order to forge what prevents teachers from innovating with technology and their ability to embrace the possibilities with emerging technologies we must consider these three factors. I agree that the most important factor to successful integration is the teacher. I don’t think every teacher is immediately ready and willing to bring technology into their classroom. It is not realistic to believe this can happen for all, but it is important that we give teachers the tools and the incite to do so. The article discussed the idea of social awareness in teachers is a key factor. This is something we can, to some extent, help educators achieve. Teachers need to know where to go for help with technology. In every school there are various experts in the field, and teachers need to be aware of who they are and when they are available. The other aspect that goes along with this idea of social awareness that can not be taught or shared is more ingrained in the personality of the individual teachers. That is, their willingness and drive to seek out these knowledgeable professionals and get the help they need.
Another aspect discussed in the article was the project itself. I know I have been guilty of this myself in that we find or create a project that is so innovative, it becomes too much for the teacher and the students to handle. This leads to the project fizzling out before it is implemented fully. This can be very discouraging for all that are involved and lead to a bad mindset regarding technology and what it can do in the classroom. It is important for teachers to start small with technology and make sure it is something that can be completed on all levels. There are a lot of aspects to consider when tailoring a project for the classroom such as curriculum, student resources at home, school technology resources, time, etc. If we can start small we have a better chance at making a successful project and then in the future we may be able to add to make it grow into our original vision.
One thing the article mentioned that was also brought up in our salon discussion is teacher in-service courses. These courses tend to have motivational speakers that go on about the future vision of our digital schools and spend little time talking about curriculum and school environments. This needs to change to help motivate teachers to implement technology. Many of us expressed that they feel technology as a separate additive to their jobs as educators. Technology in schools tends to have a negative connotation as a requirement to classrooms. It needs to be introduced as a tool to help our students learn and not as an additional job requirement. Schools need to be willing to help teachers in this digital pursuit. Teachers need to be shown how, why, and when to use technology to make it effective.

Salon Seven

Salon Seven discussed the article “Passport to Digital Citizenship” fromTeaching and Leading with Technology, December/January, 2009, p. 14-17 by Mike Ribble. This article talked about appropriate digital behavior and offered nine elements that “help to educate children on the issues that face them in an increasingly technological world”.
Being born in 1981, I fall under the Net-Generation umbrella. In reading the Digital Citizenship norms in this article I feel in general they are timeless. The language used for these nine elements is broad enough that you can mold these guidelines to suite the changing digital world. I am going to discuss three of these elements and see how I might change them to fit with the current time.
Digital Commerce Electronic buying and selling of goods. Do users have the knowledge and protection to buy and sell in a digital world?
I think this element is a valuable topic to consider when we talk about technology uses, however this element (more than the others) seems to have age restrictions. As discussed in our salon, I don’t think this is a topic to be introduced until high school while the other elements need to be addressed early on. I am torn with removing it though because I do think students need to have this skill for life as this is the direction of our world. This element requires more consideration depending on the readiness of the child.

Digital Security The precautions that all technology users must take to guarantee their personal safety and the security of their networks. Do users take the time to protect their information while creating precautions to protect others’ data as well?
This element has and will always be important in a digital world. Students of all ages must be aware of safety concerns and how to build digital security. The idea of digital security can take on so many levels to protecting their computer from viruses, theft, hackers, to putting private information on the web that you may not wish others to see. To this element (or possibly to Digital Rights and Responsibilities), I would add something about the need to protect our own futures. Students today spend so much time on social networking tools, posting pictures, joining and creating groups, etc with little to no concern regarding how this may impact their future (distant or immediate). We need to stress this danger to them regarding future applications for jobs, colleges, organizations, etc and how these might be jeopardized by their internet use.

Digital Health and Wellness The elements of physical and psychological well-being related to digital technology use. Do users consider the risks (both physical and psychological) when using digital technologies?
This element is open to many interpretations. One thing I thought of when I read this was how children today are spending more and more time interacting on the computer that they are not getting enough play, exercise, and communication in the real world. Though I don’t think this was the intention of this element, I think this is an important thing for students to consider. They need to learn to balance their time in order to grow into healthy and well-rounded individuals.

This led me to the idea that we should add an element about the need for Digital Parental Support and Partnership. Parents need to learn and work with their children in every aspect of the digital world. They need to be there to guide them. As a Net-Generation person and through hearing from others in this category, a lot of our parents are not aware of what our students are doing in the digital world. Parents are trusting that their children are using technology for educational purposes or chatting with friends and are not monitoring these uses. Parents need to take the time to help children find the balance that I previously mentioned with technology and the non-digital world. They need to take an active role in learning and teaching their children about digital citizenship.