The development of the internet has led to a new age of research. As stated within the presentation, 86% of kids 12 and under turn to the internet for their source of information. When it comes to where I get my information for research it is the same, but I utilize trusted databases within the Grand Valley library system to get scholarly articles that have been peer reviewed. I may utilize Google here and there for quick information that is not for scholastic purposes, but if I need information I know I can trust it is coming from within trusted databases such as JSTOR.
When comparing to myself to what is described in the slides "We are seeing students.." I do see some similarities. First, when looking online you have so many choices of information that sometimes it is difficult to find what you want. When you do find information you trust, you have to actually read through what you are looking at before you hit print. I find myself at times printing quickly with out reading through the entire article, but I will read a majority of the information and look and see what I have in front of me before I am content with my research. After printing is where the real research happens, so I would not consider my research done after hitting print. As for the the comments that students spend way to much time looking online for information in an almanac or print source, I believe this is because many students don't have the opportunity to have those printed sources. Many students that are doing research are doing it from their home and they do not have access to printed books or almanacs.
What I took from the Electronic Constructivism was the suggestions for webquests that were given. Students are wired for a different form of learning, as stated by the digital native article, and webquests that are done properly can really influence students learning. It gets them out of the classroom and onto sources that are not available through printed books or almanacs and can be more accurate than textbooks. By comparing Bush and Washington we can bring them back to life and help move up Bloom's Levels of Taxonomy.
As a teacher, to make students research more effective we must prescreen the websites that we want them to use. By limited the sources online we want them to use we are able to make sure that one, the information is accurate, and two, they are on task. If we know what sites we want the students to use look like, then we can make sure they are on those sites at all times by walking around and utilizing proximity control. To make them more meaningful, we must utilize research techniques that aren't just factual based, we must connect the research to a larger goal that allows the students to analyze and synthesize the information and present it in a creative and fun way.
The web 2.0 webistes I utilize are the same as many college students. Facebook, Twitter, and other social media sites are that I utilize the most. They allow me to connect with friends and family that I couldn't do before. Also, this site allows me to blog about what I am feeling about a certain topic, and allows for more user interface than basic discussion boards. Within the classroom, these sites could be used to continue the learning process at home with homework that is more interesting to the students. If they are on a computer instead of doing busy worksheets, they will be able to explain to me what they know, and not show me what they dont know.
Monday, September 26, 2011
Wednesday, September 14, 2011
Digital Natives, Digital Immigrants
Students in our classrooms experience countless hours online playing video games, interacting with social media, and even just stumbling across interesting information. As educators it is our responsibility to be able to communicate on the same level with our students. If the students are our clients, as they usually are referred to as metaphorically, we must be able to cater to their needs if we want the greatest personal outcomes. Because of this, it is imperative that we utilize the resources available and the language within so that our students can best learn from.
Prensky's article argues that the current class of students comes in as "Digital Natives," or native speakers of the digital language of computers, video games, and the internet. Many teachers do not fall under this category, instead they are "Digital Immigrants" who hold on strongly to their accent of the old way while attempting to adapt to their new environment: Technology. Whether it be being skeptical about utilizing online resources instead of the typical textbook and print such as Jim the social studies teacher or failing to believing that because "I as a teacher" can't utilize this technology so my students won't be able to earlier, Digital Immigrants are speaking an outdated language that forces them to struggle to teach a population that is fluently connected within technology.
As a teacher, I believe that I do have a responsibility to use computing technology in the classroom. The reason being is that my students are connected in so many ways through internet, social media, cell phones, and so on that this is the most familiar and exciting way that students in fact learn. When a new format of Facebook is unveiled, K-12 students are able to adapt and succeed within minutes to the changes, so why wouldn't they be able to utilize the thousands of primary resources available from the Library of Congress? Digital Immigrants that are educators need to take the time to familiarize themselves with the tools and resources available to cater to their students ultimate need, knowledge.
Learning with a digital tool can be better if the situation is a good fit. Students play thousands of hours of video games, so their interest in a content may be increased if it is taught in this format. Jeopardy games through powerpoint that were once the newest phenomenon in teaching now appear as a boring slideshow to many of our students. But if we can incorporate some form of technology tool such as a educational game online with our content in the classroom, there is a great chance the students will be hooked and actually want to learn the material.
Stated within the iTunes U presentation was the story of Jim, a discerning social studies teacher who at first was skeptical about the use of technology for his course. I have had a similar experience recently as he did, that being that the social studies content is black and white, with no room for experimentation to brighten the experience. The thought was that you learn history by reading, and studying the information presented to you. After multiple classes and an introduction into all the resources available online at various credible websites, I realized I couldn't be further from the truth. Primary sources and photos, which are thought to be one of the better ways of engaging students to learn the material, are more freely available than ever, and can be accessed by all of our students at one time instead of having to track down a copy of the Declaration of Independence for students to share. Though I see myself as a Digital Native, I didn't even realize the amount of history that could educate me that was just a click away.
Prensky's assertion about Digital Natives and Immigrants to me is right on track. You can see it within the districts we are placed at. Teachers are unable to do what seem to be the easiest thing online without guided instruction from a more knowledgeable person on the subject. Until more than the majority of teachers understands and is able to adapt to the changes of technology that are flying into the classroom, their will be a divide between Natives and Immigrants. What I do disagree with is simply because the article was written a decade ago. Teachers coming into the workforce are more capable than ever to utilize this technology. It's evident with the fact that GVSU requires this course for the College of Ed. Where we are finding the problems is with the many of tenured teachers that are stuck in a way of teaching that they have practiced for 25+ years, and that causes problems that can be avoided by taking a course just like this.
The iTunes presentation summed up technology use in the classroom in a great way. Is it useful for myself and my students? If I cannot effectively utilize the technology in a timely manner to allow the content to be the main focus, I need to better prepare myself and adapt to a way that allows this. If I am utilizing the hardware or software that my school has paid thousands upon thousands of dollars for to integrate technology into my classroom, it is my responsibility to do this in an efficient and effective manner. Students are always educating us on new ideas and thoughts, so we must utilize them as a resource of feedback to do a more effective job at education for them all.
Prensky's article argues that the current class of students comes in as "Digital Natives," or native speakers of the digital language of computers, video games, and the internet. Many teachers do not fall under this category, instead they are "Digital Immigrants" who hold on strongly to their accent of the old way while attempting to adapt to their new environment: Technology. Whether it be being skeptical about utilizing online resources instead of the typical textbook and print such as Jim the social studies teacher or failing to believing that because "I as a teacher" can't utilize this technology so my students won't be able to earlier, Digital Immigrants are speaking an outdated language that forces them to struggle to teach a population that is fluently connected within technology.
As a teacher, I believe that I do have a responsibility to use computing technology in the classroom. The reason being is that my students are connected in so many ways through internet, social media, cell phones, and so on that this is the most familiar and exciting way that students in fact learn. When a new format of Facebook is unveiled, K-12 students are able to adapt and succeed within minutes to the changes, so why wouldn't they be able to utilize the thousands of primary resources available from the Library of Congress? Digital Immigrants that are educators need to take the time to familiarize themselves with the tools and resources available to cater to their students ultimate need, knowledge.
Learning with a digital tool can be better if the situation is a good fit. Students play thousands of hours of video games, so their interest in a content may be increased if it is taught in this format. Jeopardy games through powerpoint that were once the newest phenomenon in teaching now appear as a boring slideshow to many of our students. But if we can incorporate some form of technology tool such as a educational game online with our content in the classroom, there is a great chance the students will be hooked and actually want to learn the material.
Stated within the iTunes U presentation was the story of Jim, a discerning social studies teacher who at first was skeptical about the use of technology for his course. I have had a similar experience recently as he did, that being that the social studies content is black and white, with no room for experimentation to brighten the experience. The thought was that you learn history by reading, and studying the information presented to you. After multiple classes and an introduction into all the resources available online at various credible websites, I realized I couldn't be further from the truth. Primary sources and photos, which are thought to be one of the better ways of engaging students to learn the material, are more freely available than ever, and can be accessed by all of our students at one time instead of having to track down a copy of the Declaration of Independence for students to share. Though I see myself as a Digital Native, I didn't even realize the amount of history that could educate me that was just a click away.
Prensky's assertion about Digital Natives and Immigrants to me is right on track. You can see it within the districts we are placed at. Teachers are unable to do what seem to be the easiest thing online without guided instruction from a more knowledgeable person on the subject. Until more than the majority of teachers understands and is able to adapt to the changes of technology that are flying into the classroom, their will be a divide between Natives and Immigrants. What I do disagree with is simply because the article was written a decade ago. Teachers coming into the workforce are more capable than ever to utilize this technology. It's evident with the fact that GVSU requires this course for the College of Ed. Where we are finding the problems is with the many of tenured teachers that are stuck in a way of teaching that they have practiced for 25+ years, and that causes problems that can be avoided by taking a course just like this.
The iTunes presentation summed up technology use in the classroom in a great way. Is it useful for myself and my students? If I cannot effectively utilize the technology in a timely manner to allow the content to be the main focus, I need to better prepare myself and adapt to a way that allows this. If I am utilizing the hardware or software that my school has paid thousands upon thousands of dollars for to integrate technology into my classroom, it is my responsibility to do this in an efficient and effective manner. Students are always educating us on new ideas and thoughts, so we must utilize them as a resource of feedback to do a more effective job at education for them all.
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