Katie Margeson

Katie Margeson
When you're smiling

Thursday, December 9, 2010

.Article Review:The Secrets to Increasing Females in Technology.

Summary:
This article suggests that it is possible to increase the number of females in technology by making the technology classroom and the profession as a whole more appealing and welcoming to girls. Teacher education is also recommended. Author Betty Shanahan believes the number of females in technology fields will increase. Teachers of technology education programs should create an environment in which both girls and boys feel welcome and can be successful in order to recruit women into technology fields. Instead of changing or, “fixing,” girls, Shanahan suggests that teachers need to be more sensitive and the lessons more gender neutral.
Analysis:
As a woman taking her first technology class since the 1990s, I have found the classroom to be female friendly. The classroom atmosphere is most likely more considerate than most because it is a graduate level class in education and three quarters of the students are female. That said, as a student at the University of Washington, I would walk by the computer science building and see only one or two women per every hundred men. The article is arguably from a feminist perspective and it is appealing to me as a woman. Women are often told that they must shed female traits to succeed in male dominated professions or academic areas, and it is refreshing to see an author who is willing to combat this idea.

References:
Shanahan, B. (2006). The Secrets to Increasing Females in Technology. Technology Teacher, 66(2), 22-24. Retrieved from Academic Search Complete database.

Article Review: French Spanish and Computers.

Summary:
This article is about a No Child Left Behind Blue Ribbon school in Philadelphia where students learn French and Spanish in elementary school with the use of computers. The school is predominately African-American and most of the students are of a lower SES. Principal June Brown starts in the article the program and students learn Spanish or French from kindergarten through the eighth grade.”One of our main goals was to strengthen the basic skills of these students, which would give them the confidence. To know that they had the ability to achieve,” says Brown. The use of technology in urban areas is often a problem because of funding cuts and students are left with dated computers that do not prepare them for the workforce. The school is known for producing advanced students. The Lab School has been within the top 10 percent of schools in Pennsylvania, and many of its graduating eighth-graders have been recruited by top private schools. The lab school’s efforts seem to have worked well.
On the 2002-03 and 2003-04 state tests, all of the school’s fifth- and eighth graders achieved proficient scores in math, with 97 percent and 85 percent, respectively, scoring at the advanced level on the2003-04 test. The following school year, both classes achieved 100 percent proficiency rates, with 92 percent of fifth-graders and 95 percent of eighth graders scoring at the advanced level. Part of the reason for the success of the school according to Brown is the required involvement of parents. In order for students to be accepted into this free charter school, parents must sign a pledge saying that they will uphold the academic standards in the home. The school works with an intercurricular base and students incorporate knowledge from each subject into other subjects.
Analysis:
Teachers have long held the belief that parental involvement in their children’s education is a key factor to success and this school seems to prove that axiom. The school also holds students to extremely high standards and students are given an excellent education with all of the resources that their richer neighbors take for granted. One thing that must be emphasized is how Mrs. Brown, parents, and teachers alike took an issue like No Child Left Behind and instead of struggling with failing schools, started a new one. Charter schools are often a subject of debate because students without active parents are left behind in decaying schools with few resources; it hardly seems fair or equal. That said the blue ribbon school in Philadelphia has earned high marks for the past seven years.
Another issue that needs to be addressed is the source of the information as it could very well be biased. The magazine The Achiever is written specifically to push the ideals of NCLB and therefore the author and editor may not be completely unbiased. The magazine is essentially a propaganda tool for the Bush era program and the article was written in. The idea of giving all students the opportunity to succeed through the use of high standards, parental involvement, integrated curriculum and the use of current technology seems like a solid idea that all public schools could use.
Resources:
Robertson, D., & Department of Education, W. (2005). French Spanish and Computers. The Achiever. Volume 4, Number 3. US Department of Education, Retrieved from ERIC database.
Foreign Language and Technology Broaden
Horizons for Philadelphia Urban School

Article Review: Children and Young People's Views on Web 2.0 Technologies.

Summary: This small-scale project focused on young people's personal use of social media such as texting and Facebook and of the potential to use these tools to collect the views of young people and involve them in democracy, their communities and to be monitored local authorities. The main findings indicate that: (1) web 2.0 technologies were used extensively by young people for personal use and expressing opinions, although not all have equal access to it at home; (2) young people are confident and feel safe when using these tools; and (3) "cyber bullying" exists but is rare in the sample group. The report is aimed at local authorities (in the UK), children's services practitioners and all those working with young people. The study’s main question was, “how can web 2.0 technologies help to engage
children and young people in expressing their views about their needs, their concerns and the services offered to them?” Walker examines the data from the point of view of inclusion and democracy. He believes that young people are often more open with their opinions on social media and that social media could give them a voice in a free and democratic society.

Analysis:
This study was done in the United Kingdom which has a significantly different educational system and racial makeup than the United States. In the UK, there is little use for ELL education. Another issue is that of privacy. Though Walker most likely has good intentions, he calls for educators and local authorities to essentially spy on young people’s use of social media such as Facebook. This practice is already controversial in the United States and even in this state. When I volunteered at a local high school, students often complained that teachers and administrators spied on their Facebook accounts. The idea of privacy is different for the young generation as they feel comfortable putting up everything about their lives on social media and they only realize that their privacy may be breeched when someone addresses their postings. Previous generations would not, for example, post their deepest hopes and fears on a billboard or in a newspaper classified section, but that is essentially what young people do with social media every day. Web 2.0 technology is interactive and has a great many benefits, but one problem is that of privacy.

Resources
Rudd, P., Walker, M., & National Foundation for Educational, R. (2010). Children and Young People's Views on Web 2.0 Technologies. LGA Research Report. National Foundation for Educational Research, Retrieved from ERIC database.

Analysis of Article: Using Information Technology Based Exercises in Primary Mathematics Teaching of Children with Cerebral Palsy and Mental Retardation:

Summary:
Reserachers believe that performance and social competence of a primary school pupil is indeed highly dependent on the type of participation that parents offer their children. By incorporating Web 2.0, they believe that a new paradigm of education can begin. They suggest a series of multi-media exercises for students with cerebral palsy and students with mental disabilities. The exercises are composed of several multi-media interactions which through research, have proben to be the children’s favorite. The researchers found that through completion of the multi-media exercises, students were more autonomouse, happy and interested in learning. One key idea that could apply to all schools is that researchers claim that students are also more easily able to absorb material and to continue working after doing the exercises. The exercises are not meant to replace face-to-face teaching, but to act as an additional resource for students and teachers alike.
Analysis:
As this article was written in Turkey about Turkish students, the social mores, medical care, and language issues may be vastly different than in the United States. Though Turkey has many different ethnic groups within its borders, it is not linguistically and racially not as diverse as the US. IT is also interesting that the researchers lumped cebral palsy in with being mentally challenged. Indeed, they call it, “mental retardation.” This outdated and often inflamitory term may cause those who could benefit from the research to ignore it.
References
Reis, M., Cabral, L., Peres, E., Bessa, M., Valente, A., Morais, R., et al. (2010). Using Information Technology Based Exercises in Primary Mathematics Teaching of Children with Cerebral Palsy and Mental Retardation: A Case Study. Turkish Online Journal of Educational Technology - TOJET, 9(3), 106-118. Retrieved from ERIC database.

Review of Article: Web 2.0, New Literacies, and the Idea of Learning through Participation. English Teaching:

Summary
This research study identifies and discusses current work on the theme of participation and digital literacy. Merchant conducted the research to open further debate on the relationship between interaction, collaboration and learning in online environments. He discusses the potential of incorporating informal out-of-school work in Web 2.0 spaces into the school environment. HE offers some ideas about socially-situated cognition. Merchant conducted his research keeping in mind four main ideas: of: 1) the wisdom of crowds; 2) participatory culture; 3) sociocultural accounts of learning and, 4) the remix metaphor. He writes that, the internet can often substitute for traditional face-to face teaching. Merchant suggests that Web. 2.0interactive technologies can and should be employed in curriculum planning. By anyone who can read a lesson plan.
Analysis:
Teachers have long fought the idea that they can be replaced. The problem is that as teaching becomes a profession instead of an art, the public may view teaching skills as easily translatable to computers. In an era of draconian budget cuts and finger pointing in education, the idea of mechanizing education could seem appealing. This problem of perception has come along before when teachers were up in arms about television programs replacing teachers. As a student, I have taken online courses and many more in person and it must be stated that online courses lack not only personal interaction, but any real possibility for original communication. However, with Web 2.0 interactive technology, the distance learning model may become less distant.

Resources:
Merchant, G. (2009). Web 2.0, New Literacies, and the Idea of Learning through Participation. English Teaching: Practice and Critique, 8(3), 107-122. Retrieved from ERIC database.

Review of Article: Net Cetera: Chatting with Kids About Being Online

Summary:
This report is in the form of a booklet for parents by the Federal Trade Commission and addresses issues unique to Web 2.0 including cyber-bullying, fishing, peer-to-peer file sharing, sexting, and privacy issues. The report offers parents tips on how to discuss issues of privacy and safety on the internet. The issue of privacy, according to the report, is viewed differently by children and adolescents; they do not understand that if one posts something online it is available essentially forever and to anyone who cares to see it. The report urges parents to address this problem by telling children to post something only if they do not mind everyone seeing it. The issue of sexual predators is also addressed and the authors of the booklet tell parents to explain to their teens that if they discuss sex online, especially with strangers in chat rooms, they could be targeted. Cyber bullying is also addressed, but the suggestions seem somewhat weak.
Analysis:
This report is easily understood and offers parents sound ideas for discussing online safety and netiquette with their children. The only real problem with the report is that some of the methods may either scare children or, the dangers or the Web may seem exciting. I do not think this is the case, however. It is almost always better to have open and honest communication about an issue rather than sweep it under the rug. The suggestions on cyber-bullying are not reassuring because they offer the same tactics as in person bullying; tell an adult. And while that may seem like a good idea, the success of the plan really depends upon the adult and whether or not a school or institution enforces a no-bullying policy.
References:
Federal Trade, C. (2009). Net Cetera: Chatting with Kids About Being Online. Federal Trade Commission, Retrieved from ERIC database.

Article Review: A Mobile Tool for Learning English Words.

Summary:
As technology changes, interest and growth in the number of educational institutions using mobile devices to support learning and teaching has increased. There is also an increase use of wireless technologies in education all over the world. Cavus, the author of the article argues that wireless technologies such as laptop computers, palmtop computers, and mobile phones are revolutionizing education and transforming the traditional classroom based learning and teaching into anytime and anywhere education. This article looks at the use of wireless technologies in education. Special interest is shown regarding the potential of learning new technical English Language words using SMS text messaging. The system that is analyzed was developed by the authors is called the Mobile Learning Tool (MOLT). Cavus and Ibrahim add that in order for these technologies to be effectively incorporated into the classroom, they must first be proven to have a positive effect. This new ideal of learning called, “M learning,” has many benefits including: bringing teaching and learning anywhere and anytime, providing freedom of organization in and out of the classroom, offering transparent connections to nets, and the ability to remotely sense and integrate information. The main draw of the idea is the possibility for education to shift from the ideal of anywhere and anytime, to everywhere and everytime according to research quoted in the article and conducted by Singh.

Analysis: As many schools forbid cell phones and student laptops on campus, the idea of teaching through these same devices would meet with a great deal of resistance. One issue that would almost certainly arise is that of proper use. How could teachers and administrators know that students are only using their mobile phones for class work? Though some computer labs allow the teacher to take charge of a student computer remotely, it is not as clear if the same idea could apply to cell phones. Yet another possible issue would be the availability of the technology. Computer companies often offer schools a bulk discount on their computers and printers, but phone companies are not known to be as generous. The possibility for overspending through unauthorized texting and calls is frightening.


References:
Cavus, N., & Ibrahim, D. (2008). A Mobile Tool for Learning English Words. Online Submission, Retrieved from ERIC database.

Article Review: Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia.

Summary:
The delivery of quality education in developing countries, particularly in rural and remote regions is still extremely challenging. Valk, Rashid, and Elder write in this article that one solution to this problem may lie in communication technologies, also known as ICT such as mobile phones. This article reviews the evidence of the role of mobile phone-facilitated m Learning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six, “m” learning pilot projects that took place. Examined in the article is the extent to which the use of mobile phones helped to improve educational outcomes by in improving access to education and in promoting "new learning." The research noted that while cell phones do not necessarily increase access, there is little evidence about whether cell phones promote new learning or not. The researchers offer several convincing reasons for cell phone use in the developing world. They write that ICTs are empowering to teachers and learners because they facilitate communication and interaction and offer new modes of delivery. Because cell phones are the most widely available form of ICT in the developing world, the authors find that they are the best tool for delivering information quickly.
Analysis:
Though remote areas could benefit through learning with cell phones as opposed to nothing at all, one big problem that is ignored in the article is the ability for these phones to link up. If a village does not have electricity or a cell phone tower or new satellite for that area of some sort, it is unlikely that the necessary bars will be in place. I recently watched a documentary about this issue in southwestern Africa. One phone was delivered to a medium sized and remote village to serve as a lifeline for emergencies and as a link to the outside world. The main problem with the phone was that it took at least four or five hours to link up to a satellite.
References:
Valk, J., Rashid, A., & Elder, L. (2010). Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia. International Review of Research in Open and Distance Learning, 11(1), 117-140. Retrieved from ERIC

Article Review: Case Studies of High Performing, High Technology Schools. Final Research Report on Schools with Predominantly Low-Income, African-American, or Latino Student Populations.

Summary:
The North Central Regional Educational Laboratory (NCREL) conducted case studies of 19 high-performing, high-technology schools that have predominantly low income, African-American, or Latino student populations. These case studies were designed to discover characteristics of high-performing, high-technology schools that may contribute to the academic achievement of low income, African-American, and Latino students. The questions for NCREL's case study were lengthy and included, “ What effects on student achievement do administrators and teachers in high-performing, high-technology schools attribute to educational technology?; (2) What effects on student achievement do administrators and teachers in high-performing, high-technology schools attribute to educational technology?” Sweet, Rasher, Abromitis, and Johnson found that technology played a part in success of the schools but perhaps more important were a caring environment, high expectations, and parental involvement. The main thing that all of the high-performing, high-technology schools have in common is computers in classrooms and at least one computer lab. Computers in classrooms and almost all have at least one computer laboratory. Because teachers have, “adequate space and adequate technology,” the common issues of not having enough are negated. Researchers also found that cell phones can offer an excellent and less expensive mode for information transference. They call phones a leapfrog technology because they use the radio spectrum and therefore do not require new physical infrastructure like phone wires, roads, or base stations as they can be powered through generators.

Issues:
The issue of funding comes up again in this article. Though cell phones are less expensive, phone companies have no incentive to help schools. Computer companies have incentives because students who know how to use their product are more likely to buy and use them in work and school. However, cell phones are owned by many students already and they require little expertise to use. If, however, schools and districts could somehow figure out the funding issue, cell phones could act as a bridge to the larger academic world to even the poorest and most remote areas of the United States.

References:
Sweet, J., Rasher, S., Abromitis, B., Johnson, E., & North Central Regional Educational Lab., N. (2004). Case Studies of High Performing, High Technology Schools. Final Research Report on Schools with Predominantly Low-Income, African-American, or Latino Student Populations. Learning Point Associates / North Central Regional Educational Laboratory (NCREL), Retrieved from ERIC database.

Using Skype in the Second and Foreign Language Classroom Article Review

Summary: This article is from a presentation given to teachers at Language Acquisition Resource Center (LARC) at San Diego State University on August 4, 2010
introduced Skype and how it can be used to connect teachers with other professionals, work as a tool for tutors, be a stepping stone for using technology in language learning classrooms, and save on long distance charges. The authors found that, Skype is an effective way to experiment with technology, while minimizing the risk of things going wrong. Skype use can help increase teacher’s technology literacy and also can increase their confidence of using the application in the classroom. Presenter Sarah Eaton believes that Sykpe is a natural fit for cross cultural learning and for learning foreign languages. An additional benefit to Skype is that it serves as an excellent stepping stone to more complex technologies both for teachers and students. Skype can also be used for inter-school debates. Eaton’s main focus was the potential for using Skype in language learning classes around the world. If students can see and hear other students from different countries, they can hear and use the authentic language and can better understand the global economy.
Issues: As with most technology, the main issues are cost and misuse. Because Skype is free, however, cost is not as big of a problem. The issue of misuse occurs in most Web 2.0 technologies. Schools would need to decide how best to use Skype and how to integrate it into the curriculum. Another common theme that occurs in discussion of interactive technology is the problem of making teachers obsolete. I would argue that though Skype is useful, nothing can truly substitute for a live person interacting with other people. That human element is lost in pixels and blue lights.
References:
Eaton, S. (2010). Using Skype in the Second and Foreign Language Classroom. Online Submission, Retrieved from ERIC database.

Technology and Secondary Students

Summary:
Selwyn and Husen write that students in the twenty-first century need an understanding and fluency in technological skills in order to succeed in school. Secondary students were asked about their opinions of Interactive technology and its uses. Students believed that the educational value of ICT was the most importance in their initial year of secondary schooling, (either the sixth or seventh grade.) In all other groups, confidence in ICT education and competence was low. Selwyn and Husen belief that the data reflects a trend of more experienced students realized that ICT has limited educational use.

Issues:
As other articles in this blog have shown, ICT is considered to be the next wave of education. Teachers are required to take courses and update their technology credits and schools are encouraged to continually add to and update their computer labs with cell phones, Skype, and other interactive technologies. If ‘m’ learning or ICT is not valued by students after one year, then teachers will run into a serious problem of motivation after the first year. The issue that arises is the, “wow isn’t that shiny and new,” factor. Just because a technology is new, does not mean that it will necessarily revolutionize education. Though it is possible that ICT and ‘m’ education will be incorporated heavily into classrooms and can act as a bridge to developing countries in education, more research will be needed before an educated conclusion can be made.

References:
Selwyn, N., & Husen, O. (2010). The educational benefits of technological competence: an investigation of students' perceptions. Evaluation & Research in Education, 23(2), 137-141. doi:10.1080/09500790.2010.483515.

Friday, October 1, 2010

Computer Technology in the Public School Classroom: Teacher Perspectives

Computer Technology in the Public School
Classroom: Teacher Perspectives

Summary
The study was conducted in 2000-20001 and asked teachers what kind of technology they found to be essential in the classroom. The study found "essential" for their teaching. Most teachers reported that they found their classroom technology to be "sufficiently available” Not surprisingly, teachers with less access to technological resources stated that their level of technology was not sufficient more often than those teachers who had technology. The types of technology that teachers cited as essential were teacher workstation computers and document viewers. The study was done to see how satisfied teachers were with the availability of basic technology for their classrooms.
Analysis
Several important variables were left unexamined such as the socioeconomic level of the schools, the familiarity of teachers with the computers, and how exactly the researchers gathered their data. Sometimes, when reading a study, I am surprised that it has even been done because it is that obvious. Of course teachers with less access to essential technology such as teacher computer workstations will be more likely to state that they are dissatisfied. The larger issue of class is of interest to me as I study various technologies in a graduate course. I would like to believe that I will be able to incorporate all of the cutting edge information into daily lesson plans; that I could make movies to go with a lesson or have students keep blogs as a requirement. The problem is, many students do not have home computers and even worse, many schools have very few and often very outdated computers. Therefore, technology learning becomes an issue of class and I find this idea intriguing. I would hope that the researchers will follow up on this initial idea and perhaps look at how teachers use the essential technology in schools with and without it and how that difference effects the students’ learning styles and even the way that students learn about computers at a time when computer competency is required for employment in many jobs.
References
Lanahan, L., Boysen, J., & National Center for Education Statistics (ED), W. (2005). Computer Technology in the Public School Classroom: Teacher Perspectives. Issue Brief. NCES 2005-083. National Center for Education Statistics, Retrieved from ERIC database.
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Thursday, September 30, 2010