Journal 6

“Mapping Student Minds” by Ariel Owen

Owen talks about the use of causal mapping in her sixth grade science class. She specifically uses this technology to illustrate to her students the cause and effect relationships in Pine Creek but this way of imagining data is possible and beneficial in many other student studies. As part of this assignment, Owen uses a Palm Pilot in order to directly download student data and minimize any data input errors that may occur if the data were manually entered at a later time. Owen discusses the way that causal mapping helps students that are at various levels of understanding and ability. It is a somewhat free form expression of understanding in which students can go as deep as they like in thinking about the interrelationships in the data collected.

Do you think causal mapping is an effective tool for teaching?

This kind of technology is extremely effective because it promotes deep thought on data gathered by students, particularly in the way that Owen implements this practice. By taking the students on a field trip first and exposing them to the reality of what they are analyzing, it peaks the interest of the students from the start. She makes this activity something more than an abstract problem in a book. Moving from the real to the abstract, the students are able to apply the information they have gathered in a visual way and think about the relationships and issues in a deeper level.

Does causal mapping address the needs of most learning styles?

I think it does because it is both visual and tactile in that the students have a visual diagram of their thought process and they are actively and physically creating the connections. Auditory learning is also present in this process because the students and teacher are actively discussing their thought processes and the outcome of the project in general.

Journal 5

“Can You Hear Me Now?” by Sherry Turkle

Sherry Turkle analyzes the role of machines in our lives and the way we are evolving as humans as a result of the prevalence of technology. She argues that we are becoming more isolated from the people that are physically around us from moment to moment and paradoxically socially introverted in the predominant use of cyber social networking. In speaking about a conference she attended, states it is “clear that what people mostly want from public space is to be alone with their personal networks” (Turkle, 2007 pg 1).

Turkle introduces the concept of being tethered to technology, how dependent do you think people today (in general) are dependent on their gadgets?

From my observations, I would say a lot of people are very dependent on their cell phones and/or blackberry. Up until two years ago, I had a cell phone. At this time, I decided it was too disruptive to my life and gave it up. While I liked the security of knowing my family could contact me in an emergency when I had my cell phone, it most often was a distraction and irritation (thankfully, no emergencies occurred). My husband still has one because he feels he needs it for business but there have been many family outings on his “time off” that have been interrupted by client phone calls.

Do you think technology (such as the cell phone) has had a negative impact on human interaction and families in general?

Turkle points out the fact that kids today do not have the opportunity to think about the way they feel and I agree. Technology has silently infiltrated our lives in such a way that small changes in human interaction have occurred over time largely unnoticed. Few kids today know how to stop and enjoy their surroundings. They are constantly looking to be stimulated in a remote way through the machines they carry in their backpacks.

Journal 4

“Too Cool for School? No Way! Using the TPACK Framework: You Can Have Your Hot Tools and Teach with Them, Too” by Punya Mishra and Matthew Koehler

Mishra and Koehler talk about the idea that teaching requires a specific kind of knowledge (or skill). According to Mishra and Koehler, it is not enough to know the subject matter well. Part of their argument is that in order to be effective in the classroom, teachers need to be able to think and work from within the middle space between pedagogy and content. Going further with this idea, Mishra and Koehler address the role of technology in the classroom and the fact that technology creates an added dimension, a third middle space from which teachers must navigate.

Can a teacher effectively use technology in the classroom without expert knowledge of the technology used?

Technology is most effectively used when the teacher has solid knowledge of the technology itself. Without this knowledge, a proper understanding and analysis of how the technology interrelates to the pedagogy and concept would be limited. Consequently, the benefit of using technology would be in question.

Are specialized searches enhanced using engines other than Google?

The visual search engines listed by Mishra and Koehler would definitely help some students to see the way in which various data interrelates. This type of tool is helpful by virtue of the fact that it aids students who have different learning styles. Visual learners would benefit because the concepts are visually represented. Tactile learners would respond to this type of engine as well because the search itself is interactive: students have some physical interaction and control over the search.

Journal 3

"Moderating Ethics for the Classroom Instructional Blog" by Patricia Deubel, Ph.D.

Patricia Deubel, Ph.D. points out the many ways that blogs can be a useful supplement to classroom discussions in her article, “Moderating and Ethics for the Classroom Instructional Blog.” Deubel also talks about the importance of moderating and managing an instructional blog. Without these types of guidelines, there are various ways a blog can quickly become overwhelming for the instructor (and the students). To begin with, Deubel suggests the instructor should set clear and specific rules for engagement in the blog from the beginning so the students will know what is expected of them.

How does a blog support “peer to peer” learning?

The blog provides a safe environment for peer interaction. The dynamics of a classroom is not always conducive to this type of communication. Some students dominate discussions, leaving little room for peer comments or additions, some students are not engaged and some want to be engaged but feel intimidated. The blog is a place where everyone who wants to be, can be heard. In this way, a blog can enhance classroom discussions.

Is a blog manageable in a K-12 environment?

The K-12 environment poses some challenges to the use of a blog but it is possible to manage this tool for this group. A blog is different from a Blackboard or WebCT format and in some ways it is more difficult to manage but provided the students are taught the ethics of this type of online communication and they are at an age level where these concepts can be truly understood, it is a format of remote classroom interaction that can be beneficial without minimal complications.

Journal 2

“Social Networking for the K-12 Set” by Jim Klein

Klein makes the argument that technology, when used properly, can bridge social and geographic boundaries that sometimes negatively affect the teaching and learning experience. He also points out that the use of technology does not have to be expensive, overwhelming or dangerous. In the development of the “learning landscapes” that Klein refers to throughout his article, the cost consisted only of the hourly wage of three district employees.

How does a learning environment such as the one Klein talks about enhance student learning?

Primarily, this kind of forum gives students much more exposure to the ideas of other students (teachers and parents as well). The fact that students, teachers and parents are able to interact with one another when their schedule permits from any location increases the opportunity for productive interaction and learning. Also many students are not comfortable interacting in person. For these kids, an online learning environment provides a safe forum for voicing opinions and sharing ideas.

Is it reasonably possible to control this type of learning environment, ensuring it is a manageable and safe space for learning?

Klein addresses these issues very well. I think that as long as there is capable guardianship, the benefit for this type of learning environment outweighs the risk of improper or inappropriate interaction between students and outsiders. If the teachers (primarily) oversee student communication(s), negative incidents between students should not be an issue. Also, if administration blocks public access and limits the amount of students granted access to each learning forum, it should not become too busy or convoluted to be beneficial.

Journal 1

"Your Google Guide" by Doug Johnson

Having just finished an educational program that is highly research driven, I think Johnson’s article is really informative and interesting. Johnson argues that basic knowledge of how to refine a Google search is something all educators should have. I agree that this skill is important for teachers because students today will have difficulty performing well in many (if not all) subjects without knowing how to find relevant and focused information from within the seemingly endless resources available in various search engines (Google being one of them). If teachers are not able to maneuver through this type of program, they will not be able to effectively impart that skill on their students.

Why is this knowledge important for teachers?

Technology is most effective when the people using it are well versed in its use. While the internet has exponentially increased our immediate access to information about nearly everything, sources relevant to an individual project remain unknown if they are not coaxed out by someone capable of directing a focused search. Teachers need to know how to zero in on critical data for their own research in developing lesson plans and/or lectures and to be able to effectively teach their students to use the same technology in order to ease their present and future research endeavors.

Does this skill carry over into other areas?

I would think the basic logic used in this search engine would translate into other types of database searches. While my Google searches were limited during my research process, I assume the principles that Johnson mentions in his article would apply to other search engines as well. Going along with that line of thought, this information may have been helpful while I was burning the midnight oil searching through JStor and Project Muse for scholarly articles relevant to my thesis. I suspect the markers Google recognizes are probably fairly generic in the world of computer search programs.

Introduction

My name is Kerri Castro and I have just begun the process of becoming an elementary school teacher. While I am able to navigate my way around basic word, spreadsheet and internet programs, I am not very technologically savvy.  Because technology has become a integral part of most of our lives, increasing my knowledge of technology and practicing both old and new technological skills is critical to my being an effective teacher to my future students….so here I am in EDUC 422.  I met the technology requirement for this course by passing the computer proficiency exam when I first enrolled in classes at CSUSM.  

I earned my Bachelor’s degree in English Literature and Writing at CSUSM in 2001 and I just finished my M.A. in English Literature and Writing last semester (Spring 2009).  To date, my teaching experience is somewhat limited.  I have home schooled my children and worked as a “Mom helper” in their classrooms when they were in a traditional school setting.  I am just beginning the process of acquiring my teaching credential, having been accepted in the multiple subject credential program for the Fall 2009 term. 

I hope to gain a more in depth knowledge of technology and its use(s) in the classroom in this class so I can make my teaching (and my student’s learning) experience more productive and interesting.