The Internet

I have been thinking a lot about the internet as I am taking a course on technology integration.  Recently, I was asked to read about the history of the internet and was certainly surprised at what I learned. 

It is important to understand the history of the internet because we are all “digital citizens.”  It is important to have a basic understanding of internet milestones because of the impact those milestones have had on communication as well as on the world as a whole.

I was surprised to learn through my study of the internet that the first computers were linked in 1969.  I now think maybe I am a digital native and not an immigrant!  From the year after my birth to the current day, technology has been transforming.  Yes, I was surprised learn that I may in fact be a native as well as surprised at the fact that I don’t think Al Gore was mentioned any where!

One of the most powerful learning tools available to students is the internet.  Within seconds students can have a country thousands of miles away on their desktop.  Questions that used to take hours to answer are answered with great detail in a short amount of time.  The internet is an exciting educational tool.

In order to use the internet responsibly students need to learn how to navigate it as well as “manage” the large amounts of information they find.  There’s lots of good information on the internet but there are also many misconceptions, inaccuracies and well as opinions.  Students must learn to judge the quality of internet resources in order to use it responsibly.

As an educator, I believe I play a vital role in not only helping my students to navigate the internet but also to understand its dangers.  I also believe those lessons on internet safety must begin with young children and built upon each year.  I have taken my students through an activity mentioned in one of the articles I read--  “Spotting a Fake”.   The activity was completed at the end of our unit on explorers.  Students had some knowledge of the subject I was asking them to research and became alarmed as they completed their project because they knew that the information was false.  The activity was meaningful and memorable because the students figured out the site was inaccurate all their own, based on the knowledge they had acquired from me.

I love to learn how others have taught students about the internet in a meaningful way.

Beyond Cool: Meaningful Technology Integration

“Technology” has always impacted education.  Take the printing press of the 1400s--  it allowed for the development of textbooks!  Technology has quietly changed the way we work, play, and think.  Today’s technology is transforming curriculum globally.  The “research” shows that technology integration in schools positively affects the learning process--  both achievement and academic performance.  Consequently, it is incumbent upon educators to embrace technology.

The learning styles of digital natives are different than those of immigrants.  Traditional instructional methods do not meet the needs of the 21st Century learner.  The 21st Century learner thrives on and craves technology.  Thus, technology must be integrated into the classroom because digital natives pervade our classrooms!   But can technology be used to support higher level learning?

Certainly technology can be used to support higher level learning!!!   It can be used to support all of Gardner’s intelligences.   For example, a musically “intelligent” person can be supported technologically through CDs, DVDs, interactive books that have audio elements, digitized singing and instruments, music composition software, etc.  The “naturalist” benefits from online dissections as well as virtual field trips to national parks and landmarks.   Technology supports Gardner’s intelligences as well as allows learners to use higher level thinking skills (think Bloom’s Taxonomy).  The higher-level thinking skills require students to “synthesize,” “evaluate,” and “create.”  Technology most definitely allows for such higher level skills through blogging, publishing, video casting, podcasting, moderating a blog, etc.

Over the last several weeks I have been reading all I can about technology so as to best integrate technology into my classroom.  I have been scouring the internet for ideas.  This week I taught myself how to use two Web 2 services-  Voki and Blabberize.  I enjoyed learning about them as well as creating "avatars" to motivate my students and improve their comprehension.  Both services can be used to do a quick review or introduce a topic.  I see how they grab the students' attention.  I also believe both can be used for higher level thinking skills.  For example, students could create their own avators to present an analysis or evaluation of a text.

If you're looking for something new try Voki and Blabberize (see the links below)

http://www.voki.com/
http://blabberize.com/

APPR vs. Technology

Technology is pervading education.  SMARTBoards, projectors, elmos, flip video cameras, iPods and iPads are commonplace in many classrooms! I am being asked to integrate technology and often feel like I'm being thrown to the wolves!  What exactly does it mean to integrate technology?  Does the fact that my students are using pencils every day count as integrating technology?  I feel tremendous pressure to not only integrate technology but also make sure students "use" technology and even learn technology in my Social Studies classroom.  But what does that mean?  If a I ask students to put a document under the Elmo, is that student "using" technology and learning how to use the Elmo? 

I use technology everyday, but getting my students to use it daily seems to be difficult for me. I wish I could allow my students to communicate using technology, whether it be on facebook or through their smartphones.  However, students can't use phones or access facebook during the school day.  I assign an assignment here or there requiring students the internet for information.  I teach the students how to search appropriately.   However, I haven't a clue what the difference between web 1 and web 2.0.   I also learned a while ago that devoting class time to work on a "technology" project  is not the best use time.  It seems as though too many problems are encountered and students squander the time. 

With the pressures of APPR, where does technology integration fit into the equation?  How is technology integration going to be measured?  Is it even an issue anymore in light of APPR?  I feel as if APPR and technology integration are in conflict. 

I am interesting in your thoughts......do you have any?????