Technology is everywhere. There aren't too many places anymore where someone can't find Internet access. All a person needs is access and a computer or handheld device and the journey begins. Technology has it's faults: unreliability, anonyminity and instant access. A person can travel around the world in seconds without leaving their seat.
Technology also allows users an invisible stage. On line a person can be whom or what ever they want to be and no one is the wiser. There is no verification of who a person is, let alone what they portray themselves to be. For instance, I may be a 25 year old blonde hair, blue eyed Swedish gal named Martha. Those who know me know that's not true, but someone who doesn't, wouldn't know that my name isn't Martha or that I don't have blonde hair. The Internet allows users to behave differently because there isn't anyone monitoring the web. When the cat's away, the mice will play is a good adage for this. There are very few laws regarding cyberbullying, and because the legislation isn't there, bad things happen.
Derogatory websites are difficult to have removed, because of the lack of monitoring. Webmasters or companies are less likely to intervene on a site unless someone literally threatens them with a lawsuit. There is something wrong with companies who would allow sites to go unmonitored or refuse to remove posts that are aggressive and threatening in manner. What is particularly disturbing is the article about the mother who, with the help of her daughter and friend, created a MySpace profile. They badgered that girl to the point that she took her own life. Thirteen years old and committed suicide. The second tragedy was that the mother didn't receive punishment because the laws haven't been created to deal with this new environment. So there is chaos in the streets.
Internet usage in my classroom would be monitored. The district has a great filtering system on the Internet access, but the usage still needs to be monitored. Children are more savvy these days and are able to find places to hide that they shouldn't be in.
It's amazing how people can attack someone else with just words on a screen and evoke such emotion and depression. Words are powerful, never so more than these days. It's unbelievable that the society that we live in still allows this sort of thing to continue. Children can be so mean but this is a new, more severe platform. It's more severe because of the anonymous stage the bullies hide on.
There are several websites that provide information about cyberbullying and cyberstalking.
http://www.wired.com/threatlevel/2009/07/drew_court/
This site is about the mother, daughter and friend who created the MySpace page pretending to be a boy and tormented the girl until she committed suicide. The victim's family filed a civil lawsuit.
http://www.cyberbullying.org/
This organization explains what cyberbullying is and gives examples of technological media devices such as IMing and chat rooms. It also have preventative tips for parents on cyberbullying.
http://www.online-bully.com/index.html
This link is an advertisement for a software program that helps protect children when they are on the internet. It also shares ideas and information on cyberbullying.
http://www.usatoday.com/tech/news/2005-03-06-cover-cyberbullies_x.htm
This article discusses how bullies in the days of old, would pick on the small, fat, unattractive students on the playground. Now the internet is their playground, and they don't need to be the biggest or fastest. They can inflict hurt with the strokes of a keyboard.
http://www.athinline.org/
This is a site for children and teens to learn about what cyberstalking and cyberbullying is about. It has an interactive quiz that teens can take to rate their awareness of cyberbullying.
http://www.wired.com/threatlevel/category/cyberbullying/
This article is about a girl who sent her boyfriend a "sext" and when they broke up a few weeks later, he sent the image out to his friends and the girl ended up committing suicide. Her parents filed a lawsuit against the boys.
http://www.dosomething.org/tipsandtools/11-facts-about-cyber-bullying
This site provides facts about cyberbullying. It also discusses other types of violence and encourages its viewers to get involved to stop the violence.
http://www.cyberbullyingprevention.com/
This site has cyberbullying workshop information and examples for viewers to see.
http://middle-school-life.suite101.com/article.cfm/cyberbullying_prevention_tips
This article discusses how some parents found out about their children being bullied. One parent intercepted a phone call from a classmate. She called the phone number back and left a message on the child's voicemail that they needed to meet her, with their mother, in the principal's office in the morning.
http://www.ncpc.org/topics/cyberbullying
This website is the National Crime Prevention Council's page. It discusses cyberbullying and ways parents can detect that their child is being cyberbullied and prevention tips.
There are hundreds of websites on the web that give information about cyberbullying and cyberstalking. This is a growing form of crime with little recourse for victims. Lawmakers need to act to start regulating this technological world. The goodness that the web is supposed to provide has also provided a safe haven for bullies and criminals. Be safe.
Friday, March 5, 2010
Saturday, February 27, 2010
Reflective Blog #2 - Using technology in elementary education -5
Lentz, K., Boe, N., Implementing technology in elementary classrooms. Technology and Children, Article, 9(2), 19-20. Retrieved February 27, 2010 from EBSCO Host Academic Search Complete.
This article calls the readers attention to the importance of technology in the classroom. Teachers and administration need to embrace the technological movement of integrating technology into the classroom. It's not only teaching how to use the peripherals, but how to utilize the components to enhance learning. Just as textbooks are used, so too are the computers, software and hardware that accompanies them. Teachers have to embrace a new way of instructing students. One example given was that the teacher had to learn to facilitate learning because in traditional instruction the teacher knows what the completed task should look like. With technology, the student knows the intended outcome that they want, and have to use the technology to produce that result. Building technology in the classsrooms involves more than just the school, it can also include the community as well.
This article calls the readers attention to the importance of technology in the classroom. Teachers and administration need to embrace the technological movement of integrating technology into the classroom. It's not only teaching how to use the peripherals, but how to utilize the components to enhance learning. Just as textbooks are used, so too are the computers, software and hardware that accompanies them. Teachers have to embrace a new way of instructing students. One example given was that the teacher had to learn to facilitate learning because in traditional instruction the teacher knows what the completed task should look like. With technology, the student knows the intended outcome that they want, and have to use the technology to produce that result. Building technology in the classsrooms involves more than just the school, it can also include the community as well.
Reflective Blog #2 - Using technology in elementary education - 4
Ertmer, P., Addison, P., Lane, M., Ross, E., Woods, D., (1999) Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education; 32(1), 54- 72. Retreived from NL.Edu EBSCO Host Adacemic Search
Researchers Peggy A.Ertmer, Paul Addison, Molly Lane, Eva Ross and Denise Woods examined a school's usage of technology in the classroom to determine the teachers' thoughts on it's usage and how that impacts student instruction. This article is based on early 1990's research. They were interested in finding out what teachers thought about using a computer in the classroom for instruction. The researchers asked the teachers if they used technology in the classroom, what value they placed on the usage, and how their beliefs shaped the barriers to utilizing technology in instruction. The group spent two years at a school, with a group of seven teachers. All had various levels of knowledge and comfort level of technology. There were two barriers to using technology in instruction; intristic and extristic. Extristic barriers would be external reasons why it isn't used, such as funding, building space, or equipment. Intristic barriers would be internal reasons such as no knowledge of technological instruments, inability to change teaching methods to incorporate technology in the classroom. As the teachers went through the study, their comfort level increased and so did their usage in their lessons. They began to use the computer as a tool for instruction instead of a reward for something or as a filler for free time.
Researchers Peggy A.Ertmer, Paul Addison, Molly Lane, Eva Ross and Denise Woods examined a school's usage of technology in the classroom to determine the teachers' thoughts on it's usage and how that impacts student instruction. This article is based on early 1990's research. They were interested in finding out what teachers thought about using a computer in the classroom for instruction. The researchers asked the teachers if they used technology in the classroom, what value they placed on the usage, and how their beliefs shaped the barriers to utilizing technology in instruction. The group spent two years at a school, with a group of seven teachers. All had various levels of knowledge and comfort level of technology. There were two barriers to using technology in instruction; intristic and extristic. Extristic barriers would be external reasons why it isn't used, such as funding, building space, or equipment. Intristic barriers would be internal reasons such as no knowledge of technological instruments, inability to change teaching methods to incorporate technology in the classroom. As the teachers went through the study, their comfort level increased and so did their usage in their lessons. They began to use the computer as a tool for instruction instead of a reward for something or as a filler for free time.
Friday, February 26, 2010
Reflective Blog #2 - Using technology in elementary education
Berg, S., Benz, C.R., Lasley II, T., Raisch, C. D., (1998) Exemplary technology use in the elementary classrooms. Journal of Research on Computing in Education; 31 (2) 111-122. Retrieved from NL.Edu EBSCO Host Academic Search.
Authors Susan Berg, Carolyn R. Benz, Thomas J. Lasley II, and C Daniel Raisch discuss how classrooms are changing to incorporate technology to become exemplary classrooms. Technology is being used to supplement and support teaching and is showing advances in the skills of the students. Technology is becoming more prevalant in classrooms, and teachers are expected to teach with technology, but are not given the examples of what an exemplary classroom looks like. "...that students at the elementary level used computers overwhelmingly in an exercise mode, doing drills and playing various educational games, rather than in a productivity mode." This study also looked at what an exemplary teacher looked like and what the difference between a teacher and exemplary teacher looked like. How could they incorporate what the exemplary teacher does for others to raise their level of instruction and equate to student success? This study was conducted in southwestern Ohio in the early 1990's, which makes the research a little outdated, but valuable none the less. They looked at what exemplary looked like and then took that data to look at what teachers were exemplary. Once that was determined, the teachers rated the uses of technology by importance. Then it was rated by frequency of use in the classrooms. Just because a piece of technology is available doesn't mean that it is useful in instruction. The parties involved in this study were in agreement that the more technology that was integrated into the lesson plans as a tool or support, the greater the success of the students.
Authors Susan Berg, Carolyn R. Benz, Thomas J. Lasley II, and C Daniel Raisch discuss how classrooms are changing to incorporate technology to become exemplary classrooms. Technology is being used to supplement and support teaching and is showing advances in the skills of the students. Technology is becoming more prevalant in classrooms, and teachers are expected to teach with technology, but are not given the examples of what an exemplary classroom looks like. "...that students at the elementary level used computers overwhelmingly in an exercise mode, doing drills and playing various educational games, rather than in a productivity mode." This study also looked at what an exemplary teacher looked like and what the difference between a teacher and exemplary teacher looked like. How could they incorporate what the exemplary teacher does for others to raise their level of instruction and equate to student success? This study was conducted in southwestern Ohio in the early 1990's, which makes the research a little outdated, but valuable none the less. They looked at what exemplary looked like and then took that data to look at what teachers were exemplary. Once that was determined, the teachers rated the uses of technology by importance. Then it was rated by frequency of use in the classrooms. Just because a piece of technology is available doesn't mean that it is useful in instruction. The parties involved in this study were in agreement that the more technology that was integrated into the lesson plans as a tool or support, the greater the success of the students.
Reflective Blog #2 - Using technology in elementary education
Marcovitz, D., Hamza, M. K., Farrow, V., (2000) Students and support for technology in the elementary classroom. Computers in the Schools, 16 (3/4), 213-225. Retrieved February 26, 2010 from EBSCO NL.EDU Online Library Search.
Authors David Marcovitz, M. Khalid Hamza and Vicky Farrow evaluated a two year study about using computers in the classroom. The focus was on getting students to be able to help other classmates, and the teacher in some instances, with software applications in the lab setting. The students learned software applications in an after school program, then were used as trainers during class time. There are some advantages and disadvantages to this. Students may only be "helping" to get computer time. The assistance they may offer may not be useful to the other student in that they may just give them the answer instead of guiding them to discovering the solution. Students needed to be trained to "train" others. By students not being trained properly to provide support, they are defeating the instructional purpose of the use of computer applications. This article refers to a 1993/94 study so the information is antiquated, yet some of the results could pertain to today's classroom. Students still need to develop skills and one way to do that is to teach someone else what a person knows. Utilizing computers in the classroom as a tool for teaching should develop more active learners.
Authors David Marcovitz, M. Khalid Hamza and Vicky Farrow evaluated a two year study about using computers in the classroom. The focus was on getting students to be able to help other classmates, and the teacher in some instances, with software applications in the lab setting. The students learned software applications in an after school program, then were used as trainers during class time. There are some advantages and disadvantages to this. Students may only be "helping" to get computer time. The assistance they may offer may not be useful to the other student in that they may just give them the answer instead of guiding them to discovering the solution. Students needed to be trained to "train" others. By students not being trained properly to provide support, they are defeating the instructional purpose of the use of computer applications. This article refers to a 1993/94 study so the information is antiquated, yet some of the results could pertain to today's classroom. Students still need to develop skills and one way to do that is to teach someone else what a person knows. Utilizing computers in the classroom as a tool for teaching should develop more active learners.
Reflective Blog #2 - Using technology in elementary education
Kemker, K., Barron, A., Harmes, J.C. (2007) Laptop computers in the elementary classroom: authentic instruction with at-risk students. Educational Media International 44(4), December 2007, 305–321. Retrieved from EBSCO Host Academic Search. DOI # 10.1080/09523980701680888.
Kate Kemker, from the Florida Department of Education, Ann E. Barron, from the University of South Florida and J. Christine Harmes, from James Madison University conducted a case study of an investigation of integrating the use of laptop computers into an elementary classroom in a low socio-economic school (SES). "The research examined classroom management techniques and aspects of authentic learning relative to the student projects and activities." This study was conducted for a two year period. The classroom that was studied was a fourth grade classroom that looped to fifth grade and contained twenty six students. The classroom was provided with enough laptops for each student, digital cameras and other types of media to support the curriculum in place. The teacher created lessons that worked with the technology as a tool instead of just teaching the students how to use certain software on the computer. The teacher used higher order thinking questions and activities to connect the lesson with real world examples and experiences. The researchers monitored the progress of the study by having the teacher keep a journal of how the integration was progressing. They also interviewed the students and videotaped the sessions for analysis. What the researchers and the teacher found was that the students utilized the laptops as a tool for the lesson, such as they would a pencil, instead of focusing on the lesson as being the laptop. For example, the students conducted an experiment, then used the computer and spreadsheet to chart their results. The lesson was about charting the results and making predictions and not about how to use the spreadsheet. The researchers were able to come to some conclusions about the value of using laptops in the classroom. Classroom management was easier as there were not as many discipline or attendance problems. The journal contains a few data charts on results of the use of technology. It also discusses rewarding and challenging themes from the research.
Kate Kemker, from the Florida Department of Education, Ann E. Barron, from the University of South Florida and J. Christine Harmes, from James Madison University conducted a case study of an investigation of integrating the use of laptop computers into an elementary classroom in a low socio-economic school (SES). "The research examined classroom management techniques and aspects of authentic learning relative to the student projects and activities." This study was conducted for a two year period. The classroom that was studied was a fourth grade classroom that looped to fifth grade and contained twenty six students. The classroom was provided with enough laptops for each student, digital cameras and other types of media to support the curriculum in place. The teacher created lessons that worked with the technology as a tool instead of just teaching the students how to use certain software on the computer. The teacher used higher order thinking questions and activities to connect the lesson with real world examples and experiences. The researchers monitored the progress of the study by having the teacher keep a journal of how the integration was progressing. They also interviewed the students and videotaped the sessions for analysis. What the researchers and the teacher found was that the students utilized the laptops as a tool for the lesson, such as they would a pencil, instead of focusing on the lesson as being the laptop. For example, the students conducted an experiment, then used the computer and spreadsheet to chart their results. The lesson was about charting the results and making predictions and not about how to use the spreadsheet. The researchers were able to come to some conclusions about the value of using laptops in the classroom. Classroom management was easier as there were not as many discipline or attendance problems. The journal contains a few data charts on results of the use of technology. It also discusses rewarding and challenging themes from the research.
Friday, February 19, 2010
Reflective Blog #1 - Teacher Blogs
In going through this class, it is evident that blogs are more than just thoughts about the weather or latest celebrity scandal. Blogs can be a very important educational tool for both the students and the teachers. Teaching has to be one of the most rewarding careers there is. It can also be the toughest on the souls of teachers.
So You Want to Teach? http://www.soyouwanttoteach.com/
This blog is more of what I thought a blog would be, like an online diary. But there is one difference. It is about teaching experiences, not personal ones. It is current and asks good questions about why people want to teach. One example is the post Ten Things I Wish I Knew as a First Year Teacher. Teachers spend a few years learning how to become a teacher. This gives some insight as to what someone would want to know in their first year of teaching, not seven years later. The site is easy to navigate. It contains different areas of information for teachers, lending all different kinds of support and ideas. I would recommend this site to new teachers.
Ask a Tech Teacher: http://askatechteacher.wordpress.com/
This blog is clean, easy to navigate and filled with great information. This site would be an excellent resource for teachers who may be stuck in a certain application, Microsoft Excel for example, and could go there to look for help with it. There isn't a lot of color, but is interesting. There is just the right amount of color and contrast to please the eye. I would recommend this site to different levels of colleagues as it could be helpful to all ability levels and experiences.
So You Want to Teach? http://www.soyouwanttoteach.com/
This blog is more of what I thought a blog would be, like an online diary. But there is one difference. It is about teaching experiences, not personal ones. It is current and asks good questions about why people want to teach. One example is the post Ten Things I Wish I Knew as a First Year Teacher. Teachers spend a few years learning how to become a teacher. This gives some insight as to what someone would want to know in their first year of teaching, not seven years later. The site is easy to navigate. It contains different areas of information for teachers, lending all different kinds of support and ideas. I would recommend this site to new teachers.
Ask a Tech Teacher: http://askatechteacher.wordpress.com/
This blog is clean, easy to navigate and filled with great information. This site would be an excellent resource for teachers who may be stuck in a certain application, Microsoft Excel for example, and could go there to look for help with it. There isn't a lot of color, but is interesting. There is just the right amount of color and contrast to please the eye. I would recommend this site to different levels of colleagues as it could be helpful to all ability levels and experiences.
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