Journal 9

"Is It Time for a National Student Tracking System?" Point/Counterpoint May 2007
Bill Gates recently called for a Center for State Education Data to compile information on student achievement. This article questions whether a national system to track academic progress is feasible considering differences in SES and varying curriculum standards across the U.S. Two viewpoints are presented:
YES (June Atkinson) - Atkinson says that although some people view this as an educational issue, in North Carolina they view this type of data access as an economic issue. She supports her viewpoint by stating that the cost to educate each student in the last 30 years has increased by 240% but the student achievement levels remain about the same. "The problem is not with our educators. It is with the system in which they work." She claims that the ultimate goal is not only simply tracking students but much more broad than that. A project in her area called the NC Education Insight Project aims at making informed decisions using data analysis about programs that will prepare students properly for the future. They also include relevant employment data in two areas that are experiencing drastic shortages, teaching and nursing. The goal is to "determine which policy initiatives show the best evidence of increasing student achievement, optimize performance in each system and enhance operational efficiency statewide". She also notes that security and privacy are key concerns. The questions that her project seeks to answer include: Are their students academically prepared to enter colleges in other states? How do their teachers perform in other states? What happens to their students when they leave the state (dropouts)?
NO (Ruth Reynard) - She states that tracking is only helpful as a way to access information for placing students. "Educational success is complex to track when done well...we end up marginalizing more students than we help." In her viewpoint, there are many variables that effect learning progress like SES, age, gender, race, language, etc. She emphasizes the stress that is put on teachers to perform well on standardized tests, saying that's not necessarily the only measure of learning available. This, in her opinion, marginalizes students with different learning styles. She also gives examples of some other measures of learning like projects, papers, presentations, portfolios, etc. "If test results are the only way in which learning is tracked for administrative purposes, then nothing is known about the actual learning taking place".

1. Where do I stand? I kind of see Atkinson's point but I definitely stand in favor of Reynard with NO national student tracking system.
2. Why? I simply don't see the benefit and I believe it only leads to teaching to the test (as many of us do). As someone who can say that I get nervous during tests and don't necessarily perform as well as I should, tests aren't the only way to measure progress. In fact, I think that tests are one of the worst ways to measure progress. Memorize and spit back information, do you really remember anything?

Journal 8

"Virtual Schooling" by Niki Davis and Dale Niederhauser
The presence of virtual schooling(VS)in K-12 education is growing at a rapid rate. This article reports that about 1/3 of public school districts had students enrolled in "distance education courses" during the 2002-03 school year (approximately 300,000 students). The projected population of online enrollment for the year 2006 is one million. The authors explain that students choose virtual schooling for many reasons including: to personalize schooling, as a response to NCLB, if the course was otherwise unavailable, to gain access to AP options or as a credit recovery option. One example of a benefit of VS is that students in Florida and Louisiana during hurricane Katrina were able to stay educated online. In fact in April 2006, Michigan became the first state to require VS experience for graduation.
The virtual school functions through e-mail, videoconferencing and a learning management system (like our webCT). There is a on-site facilitator at each school and an instructional technology coordinator to aid the teacher-student interaction. One example of a success story lies with former Iowa Teacher of the Year Gail Wortman. She developed an exemplary online course for anatomy and physiology students which included: complete webCT program, videoconferencing several times a week, self-study with the text and formal science labs at a regional location.
This article points out that educational teamwork is crucial for high quality VS. The three core roles are teacher, designer and VS site facilitator. The VS teacher must have great communication and classroom organization skills (as would be expected). They must also be able to use a wide variety of communication tools comfortably. It is also important that the teacher-student communication does not develop into overdependence. The administrators are responsible for allocation of resources, program coordination and maintenance. They are also responsible for recruitment and quality assurance of the courses. VS site facilitators take on the most important role of the program. They are considered both a site coordinator and coach and are crucial in relaying information. They are the advocates for the VS system.

1. What do I think about virtual schooling in general? I think it's a good option in cases where students are able to take courses not available to them (the article mentioned science) but I certainly don't think it should be a total replacement of regular schooling. Kids learn important social lessons in school as well and I don't think they should be isolated from others in their peer groups.
2. Would I like to be a VS teacher? At this point I wouldn't feel comfortable being a VS teacher. Not only because of my technology skill level but also because I place great importance on one-to-one, face-to-face interaction.

Journal 7

"Technology and Teacher Retention" by Robert Kadel
This article addresses the the issue of the effect of technology on teacher retention. Kadel suggests that technology rich school districts may be more enticing to entry level teachers (especially if they've just graduated from a tech school). He goes on to say that teachers in districts with inadequate resources may be more likely to leave those areas. Kadel then states that this issue is centered around one key question; "What is a technology-supportive environment (TSE)?". A TSE refers to the ways in which a district uses technological resources while also training teachers properly to use those resources. There are four main points that characterize a TSE:
1. Making technology use a priority.
2. Establishing a technological infrastructure.
3. Focusing on development.
4. Creating training opportunities for teachers and students.
It has been found that there is a positive relationship between a TSE and a teacher attitudes toward the use of technology and further a positive relationship between attitude and teacher interest in technology. It is noted though that there is no direct relationship between TSE and interest in technology so attitude is considered an intervening factor. The point is that all the tech support in the world may be insufficient to spark teacher interest if they don't have the right attitude toward technology.
The article outlines a two year program geared at building a successful TSE, here are some general features:
Planning Phase - Determination of site readiness, administration of a teacher technology survey and development of an implementation plan.
Implementation Phase - One-to-one teacher mentoring, whole staff workshops, online administration meetings and re-administration of survey to track progress.
Transfer Phase - Development of a year two implementation plan, selection of mentees to be mentored by year previous mentees, whole staff workshops, online meetings and another survey administration.
Finally, Kadel revisits his definition of of a TSE as one that provides preservice support, leads in shaping positive attitudes among staff, provides an adequate mentor support system, encourages school leaders to make technology use a priority and provides solutions tailored to the needs of individual schools.

1) What do I think of Kadel's definition of a TSE? I think he was extremely thorough in exploring what it takes to build a successful TSE and he provides exact steps to guide implementation plans.
2) What would be the benefit of working toward a more technology-supportive environment? One important point that Kadel keeps reminding us of is that teachers need to be their own support system and work together. Districts with a TSE are more apt to have teachers with positive attitudes toward technology use and that will transfer to their students as well.

Journal 6

"Social Justice: Choice or Necessity?" By Colleen Swain and David Edyburn
The authors of this article are debating whether the use of technology in the classroom should be a personal choice or mandatory. They support the fact that the use of instructional technology as a social justice tool could help diminish the acheivement gap. The authors begin by defining social justice as "how the good and bad things in life should be distributed among the members of a human society". They further state that access to technology is only the first step, students need to be technologically fluent as well. Those students that aren't competent and comfortable are certainly at a disadvantage when it comes to future employment opportunities. One statistic that supports this opinion is that at least 80% of all jobs in the next two decades will require workers to be technologically fluent. Also, admission standards for incoming freshmen at universities continue to rise and students that are behind in the tech department are already starting at a disadvantage compared to other more prepared students.
The article provides five dimensions of digital equality:
1. Access to learning technology resources.
2. Access to high quality digital content.
3. Access to high quality, culturally relevant content.
4. Educators skilled in using these resources effectively for teaching and learning.
5. Opportunities for learners and educators to create their own content.
The authors agree that there are many instances of poor technology use happening in our classrooms today and that the proper implementation from a social justice perspective must include:
- availibility
- used routinely
- used in ways that reflect real-world applications of interest, complexity and power
- used to enhance learning opportunities for all students
- used to monitor teacher/students progress over time
The authors suggest keeping a journal to document the ways that instructional technology is used in their classroom. They also stress the importance of providing meaningful interaction with their students and allowing students to gear technology use toward their particular learning style. Surveying students on a regular basis will also help to ensure that they are staying up-to-date with their technological knowledge.

1. How can I be sure my students have equal access to technology in my classroom? Not all students have computers at home and it would be my job to figure out who those students are and make sure they know where to go for alternate access like public libraries, computer lab at the school, etc.
2. Should the use of technology in the classroom be a personal choice? No, I definitely think it should be a mandatory requirement and there should be some sort of standards system at each grade level to ensure that we are preparing our students for the future.

Journal 4

"Audioblogging With Cell Phones" By Liz Kolb
In this article Kolb challenges the cell phone ban in schools and suggests that they may have a positive potential inside the classroom. It's well known that cell phones could be used by students to cheat on tests or text message during class but Kolb points out that they may be beneficial learning tools as well. She describes in this article a step-by-step process that students could follow to create an audioblog with their cell phones. She says they could be useful for collecting and storing data, developing multimedia projects and conducting interviews. Also, with the use of cameras and camcorders, the students could use their phones to create iMovies later. Some examples Kolb offers are interviews of local authors (English), veterans of war (Social Studies) or recording sounds of a trip to the zoo (Science). Also, the phones could be used to refer back to how a mathematical problem was solved in class. There are some concerns with this issue that Kolb addresses:
Privacy Issues - Blogger.com is not a protected site but Kolb suggests blogzy.com as an alternative.
Copyright Issues - Students need to be aware that they need permission to publish certain material like copyrighted music (cyberbee can be helpful here).
Cost Issues - Gabcast has no fees and could be used for up to 200 MB (@60 min.) of recording. Also, multiple channels could be set up for more time.
Control Issues - Boundaries of when cell phone use is permitted need to be set and perhaps social contracts also.
Kolb argues that if we explore the use of cell phones in the classroom teachers would be "able to connect with the technology that students are using daily in their social lives to be used as a meaningful learning tool".

1. Would I allow the use of cell phones in my classroom? I think that Kolb makes some good points and that they should be allowed in certain settings but we should also be aware that not all students own cell phones (I don't!).
2. How can teachers prevent cell phone misuse? If students want to cheat, they will even without their cell phones. As a teacher, I would hope to have a little more faith in my students.

Journal 3

"Video in the Age of Participation" By Glen Bull

In this article Glen's main point is that "digital video is the next frontier in the technology world". He suggests some sources of video on the Web such as PBS, National Geographic and the NGS WildCam Africa site. Performing a search on YouTube of "Pete's Pond" will also reveal many postings of wildlife video clips from it's members. Being a biology major, I'm excited to explore these sites when I have some free time (what's that?:-). Glen emphasizes the importance of being able to link these resources to content and standards in the classroom. He says that the Discovery Education unitedstreaming Web site provides this type of service. It also links grade level, content and standards together. Another key feature is that full length videos are chopped into shorter segments to allow easier access for teachers.
Glen also mentions the Discovery Educator's Network (DEN) which allows both teachers and students to edit and remix video. Teachers who are enrolled with DEN are given the title "DEN Star" as a reward for their efforts. DEN also offers a lot of workshops and instructional seminars for it's members. The article points out that the majority of students are already operating in a sort of digital world and that this needs to be translated into the classroom. Web 2.0 also offers many resources such as MotionBox, JumpCut and VideoEgg. Glen concludes that "with combined efforts, we may shrink the gap between the explosion in use of video on the Internet at large and effective use in the classroom".

1. What is a unitedstreaming school? Apparently it's a type of program that offers various kits and tools to help teachers integrate technology into the classroom.
2. What do I think about digital video in the classroom? I'm all for making the learning process more interesting and fun for the students. Anything the can grasp their attention and get those wheels turning is all good.

Journal 2

"Breathing Fire into Web 2.0" By Justin Hardman and David Carpenter

In this article Hardman and Carpenter suggest that many of today's schools are not as up-to-date as their students concerning technology. They stress the importance of introducing Web 2.0 in the classroom through the use of wikis, forums and blogs to build "virtual learning communities". However, the Hong Kong International School (HKIS) is a step ahead of us. They have already created an all-in-one Web-based system called myDragonNet. This new system includes all of the resources we already use in the classroom to post information (like WebCT) as well as e-mail but it also incorporates three more aspects: 1) classroom and group management 2) curriculum development and 3) electronic portfolios. Justin Hardman (coauthor of this article) was put in charge of developing this system.
He began by researching the needs of students, teachers and administrators and the major concept was that "all functions should be integrated". The program ended up taking on many of the same characteristics of Web 2.0 and this created a move to support Web 2.0 capabilities. Hardman suggests that "schools should seek to work within and exploit this power of interacting online". He also claims that since myDragonNet reflects many of the real world issues, he is better preparing his students for the future. The program is now in solid shape after two years of development. The power of the system lies in it's connections and communication between the faculty and students. The system also includes a photo gallery (images and videos), "sticky notes", space for extra-curricular activities and updates "live" information. Standards and benchmarks are also easily accessible. Other core components include a messaging system, resource library, calender and user profile. It also provides a space for storing and showcasing work for students and teachers in the electronic portfolio section. The authors also stress that the program does leave room for improvement.

1. What aspect of myDragonNet do I think is really cool? I really see the value of electronic portfolios now. I think they are an amazing resource. I also really like the expansion of communication between students and teachers that the program provides.
2. How could this type of program benefit my classroom? The benefits are numerous but probably the most valuable is the communication aspect. It suggested in the article that the program could also improve communication with the parents. This would really help everyone to get onboard in the learning process. I think sometimes the parents need to be reminded of their role in educating their child as well.

Journal 1

"Professors adjust their methods to reach technology-savvy generation" by Eleanor Yang Su

This article addresses the fact that teaching and learning in the college setting is changing with the arrival of the "Millennial Generation" also known as "Generation Y" or the "Echo Boomers". Su states that some professors are finding it challenging to adjust their teaching styles to meet these student's high expectations which are backed by the Internet and constant introduction of new electronic devices. One idea suggests that their compulsive multitasking may be a hindrance rather than helpful. The issue revolves around the importance of quality of work versus quantity (one question raised in the article was; What employer is looking for quantity rather than quality?). I think that employers are actually looking for both so it's necessary to find a balance between the two.
Su also reports some local statistics about the emergence of class websites and discussion forums in her article: she found that 31% of classes on the UCSD campus use them, 66% at SDSU and 40% at USD. I think our campus at CSUSM would rank high also, somewhere around SDSU. I have personally found that more of my classes use webCT than not. Su suggests that these types of programs are allowing students to be more socially connected in the classroom, both between students and with the instructors (about 1/3 of students reported e-mailing their professor at least once every two weeks). One professor (who has been teaching since the 70s) stated in the article that the use of technology in the classroom is actually "dumbing down students". Another stressed the importance of engaging students rather than entertaining them.

1. Am I a compulsive multitasker? I would say no. I'm usually doing more than one thing at a time if the tasks are easy but if something takes mental effort I usually just try to focus on the task at hand (like doing homework or studying for a test). The only time I usually multitask is when I'm doing chores or something that doesn't require much thought. The same goes for when I'm in a lecture, I usually TRY to take notes and pay attention rather than surfing the net.
2. How has webCT effected my classroom experience? I was scared of webCT at first until I got comfortable using it almost on a daily basis. Now I find it extremely helpful especially when changes to the syllabus are made, if an announcement is necessary (say of certain materials required to bring to lab) or if a professor has to miss a class session. I've also found myself communicating with my professors ALOT more, primarily through e-mail.

Introduction

Megan Colacino

My name is Megan Colacino. I’m from a small city called Highland in the foothills of the San Bernardino Mountains. I went to school K-12 in the San Bernardino Unified School District but bounced back and forth between Highland and Big Bear until I moved to San Diego at the age of 21. I went to San Diego State for a couple years and after taking a little break decided to come here to CSUSM. I like it a lot better here and trust me we are all getting better educations at this school (it’s WAY too crowded there).
I don’t enjoy sitting on the computer that much and mainly use it for assignments. I have a PC at home but I also have basic experience on the MAC platform. I don’t necessarily use the computer every day (I guess I use it more out of necessity rather than fun). Although I’m starting to become less afraid of technology, I would also like to come to enjoy it as well.
The CSUSM/COE Mission Statement was not really a factor in my decision to come to this school. In fact, I never really read it until I started my prerequisites for the teaching credential program. I like how it points out the importance of transforming public education through student-centered teaching. I’m a biology major and hope to teach high school. I’m graduating this semester and I also just recently got engaged!