Journal Entry #8

"Tabula Digita Debuts Free Science Game," by David Nagel, T.H.E. Journal, 1 July 2009.

Tabula Digita, the maker of educational software such as the immersive 3D math game DimensionM, has introduced its first educational science game, The League of Scientists. The League of Scientists is an immersive 2D game developed in conjunction with the ISTE Monsanto Fund. The game is comprised of four interactive games where students create avatars to answer questions, solve puzzles, and defeat opponents in the areas of biology, geology, and astronomy. The game is being offered for free use by students in grades 3-5. The maker of the game feels it will assist in supplementing learning inside and outside the classroom by engaging students using an interactive gaming system.

Question 1: Are "video games" a good technology tool to be used to enhance and supplement learning and development in education?
Answer 1: While I feel that video games can in no way replace the use of standard lessons in education, I feel that video games when used in an educational sense are a good use of technology to engage children in new activities. When used in small doses, video games can be a fun way for children to learn information already taught in a classroom setting.

Question 2: Are there subject areas other than science where video games can be used for educational purposes?
Answer 2: Definitely! If created properly with the main intent of using the games for educational purposes, video games can be used for reading and language skills, math, history, social studies, social skills, and home economics. There is no limit of how video games can be used for educational purposes or to create a fun environment where children can learn or enhance their knowledge.

Journal Entry #7

"Research Shows Schools Making Small Progress Toward Technology Rich Environments," by David Nagel, T.H.E. Journal, 2 July 2009.

It has been reported by a study presented at the 2009 National Educational Computer Conference in Washington, DC, that although schools improved greatly in the area of broadband access in schools, schools are still weak in the use of technology for assessments and providing educational equity. This study was part of an initiative created by the Software and Information Industry Association, referred to as Vision K-20. The Vision K-20 website offers educators the opportunity to use technology and electronic tools to improve student achievement and learning opportunities, enhance teacher effectiveness, and also provide better understanding of technology for students living in the 21st century. The annual Vision K-20 survey showed findings of improvement from the 2008 survey to the 2009 survey, with educational institutions improving in 17 of the 20 measures included in the survey. However, not much improvement was found in the overall scoring of points from the survey, leaving much room for improvement in many of the areas.

Question 1: Is it really necessary for schools to improve and increase their use of technology for their students in the 21st century?
Answer 1: YES! Computers are here to stay, and it is of utmost importance for American schools to remain highly competitive in the technology arena. If our children do not use technology as young students, they will be sent into the world as adults lacking the technology savvy necessary for success in the world of business.

Question 2: Can American schools try harder to adopt technology standards into the school system in order to create a stable technology educational environment?
Answer 2: YES! I believe most states are aware of the need for technology in the schools, but I fear that some states may still lag behind in this area. It is important for all the states of America to be on the same page in this area, otherwise efforts to improve technology in the education system will be futile.

Journal Entry #6

"Mapping Student Minds," by Ariel Owen

In this article, the author and teacher of the sixth grade science class in Walnut Creek, CA describes how she utilizes technology in the classroom by having the children obtain scientific information from a local creek and then input the information into a web-based computer program. Using WISE, Web-based Inquiry Science Environment, the children gather the data, and then build causal maps with the causal mapper on WISE after defining the relationships of the data gathered. The children then create the map, refine the map, and and present the map after reviewing and making any necessary changes. The author, Ariel Owen, finds this activity gives kids a better understanding of science and technology by showing cause and effect relationships. According to Owen, "...the mapping project helps illustrate relationships in a very visual and tactile way."

Question 1: Is the activity appropriate for children beginning in Grade 5, as the author suggests?
Answer 1: The author claims this project is appropriate for children starting in Grade 5, and the class she teaches is actually Grade 6. With the exception of a small group of highly intelligent children, I would have to argue that an activity of this nature would be better suited for children starting at the middle level, somewhere around Grades 7 or 8. The author has the children test the creek water for levels of dissolved oxygen, nitrates, nitrites, and sulfates. As a child, I don't remember ever learning about these concepts until much later in school, possibly high school. As a future teacher, I feel that the concepts the author excepts the children to know are somewhat advanced for the elementary level, and I'm not sure the children have the ability to completely grasp these concepts.

Question 2: How much time and funding are required to participate in an activity such as this one?
Answer 2: The author did not state directly how much time, energy and money go into a project of this nature, but I can guess it is a lot. The author confirmed the students go out on field trips twice a year to collect the data. Field trips like this one require at least some funding, not to mention volunteered time of the parents or other staff members. In order to present a worthy project that shows dedication, the children would need hours of class time to compile and present the data necessary to show a complete project. While this project is indeed a great idea, and definitely seems to be working for this individual teacher, it would have to be left at the hands of individual schools to decide whether or not to pursue such an activity because of the required time and energy and money.

Journal Entry #5

"Can You Hear Me Now?" by Sherry Turkle

In this article, the author questions, and break-downs, the pros and cons of digital and electronic technology, including the use of robotics in everyday life. She sums up the article by using five categories to describe her observations and feelings in regards to modern-day technology.

1. "There is a new state of self, itself." Turkle explains this concept using examples of online virtual gaming and the creation of avatars in the 1990s.

2. "Are we losing time to take our time?" Here the author questions whether or not the use of technology really saves any time, or if it has simply consumed our waking hours while we check cell phone messages, email on BlackBerries, and use GPS devices to find our way around.

3. "The tethered adolescent." Turkle makes the observation that kids of today are unable to develop their own independence, losing out on the certain right of passage that kids of earlier generations received when they had to make their own decisions in a big, scary world. Adolescents are tied to cell phones and dependent on these devices to make decisions for them. Turkle describes this dependence with the idea of "I have a feeling, I want to call a friend," vs. "I want to feel something, I need to make a call."

4. "Virtuality and its discontents." Facebook and MySpace are classic examples used by the author to prove the idea that it's okay if someone is watching you, because some people choose to give up their privacy. "If you have nothing to hide, you have nothing to fear."

5. "Split Attention." In this section, Turkle makes the argument that cell phones are dividing people by denying them full intimacy. At a time when a person is mid-sentence in a live conversation, the friend is checking their cell phone for messages, splitting the attention between the real person and a more desired audience.

Turkle concludes the article with a segment regarding robots used in everyday, real-life situations. She argues that people agree there are times when using robotics may be more appropriate, even if the idea is cold and unfeeling. She observes that some people are perfectly happy using robots as pets, even, because at least the pets don't betray you or die, and they still serve their purpose of entertainment and companionship.

Question 1: Are the author's observations and opinions correct in regards to technology and the effect it has had in modern society?
Answer 1: I agree with everything the author pointed out in her article. While many of her statements were mere opinions, I think she was dead on. I think technology has divided our attention from loved ones and other human beings, and it has deprived us of privacy once highly valued in society. I fear for the youngest generation, because as the kids grow up they will be unable to communicate without a cell phone in their hand or without the ability to text useless and fragmented sentences back and forth to one another to convey something similar to emotions.

Question 2: Is there anything we, as society, can do regarding the on-going reliance that technology will create for us?
Answer 2: I believe that with awareness and understanding, society can create a balance between the wonderful benefits technology holds, and the even more wonderful benefits that intimacy with other human beings also holds. In regards to cell phone usage, changes have already taken place at many major establishments and public places. One example is when, in 2004, I had the opportunity to travel to Italy to visit Rome and Florence. Upon arriving back in the U.S., my friend and are were waiting patiently in a long line for customs to check our luggage. There were signs posted in several places stating "NO CELL PHONE USAGE WHILE IN LINE." As was to be expected, a woman in line disregarded the signs and continued a conversation on her phone while in line. The attendant yelled, over the tops of the on-lookers heads, at the woman to read the signs and hang up her phone. Of course the woman was mortified, but I can guarantee you she learned a valuable lesson to pay better attention to cell phone usage signs when requested to do so. I say, good, it's about time someone do something about cell phones. I'm tired of hearing everyone else's conversations when I'm minding my own business in a public place.

Journal Entry #4

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

In this article, the author questions the use of blogs in the K-12 instructional setting, in particular questioning her own use and how she would manage the students if she required them to blog for class participation. The author discusses uses for blogs, to include student journals, portfolios, communication with parents and community members, and classroom management.

After listing the possibilities for using blogs in the classroom, Dr. Deubel admits that there is a lot of work required to run a classroom blog efficiently. Here she lists the standards, goals, and essential questions necessary to run the blog in a successful manner. She discusses what she, as a teacher facilitating use of blogs, would do to run the blog as best as possible, to include the following:

• Set-up focused discussion;


• Limit the time of the discussion;


• Identify frequency and due dates;


• Make her own presence known; and


• Require participation from all students.

To enhance the possibilities of how she would use blogging in her classroom, the author then sets up a list of guidelines which would be helpful to any educator using blogs as a way to educate their students. The guidelines are helpful, providing much-needed information for educators of future bloggers.

Finally, the author covers the issue of ethics and dangers involved in blogging. She encourages teachers to ask tough questions, like whether they would delete unwanted comments, limiting free expression, and whether they would let students define their own rules. She points out in the final section that there are many dangers to blogging, including but not limited to plagiarism and misrepresentation of fact.

Question 1: Do the dangers of blogging, as mentioned at the end of this article, outweigh the benefits of blogging in an educational setting?

Answer 1: I believe there are pros and cons to blogging, but essentially a person needs to be very careful when they are working with blogs. As the article mentioned, dangers can include plagiarism, misrepresentation of fact, conflicts of interest, and marketing vs. substantial content. It's one thing to blog, and read blogs, just for the fun of it, but it's another thing to use blogs to replace the age-old methods of learning and communicating via books and open classroom discussion. I believe the occasional use of blogs as a fun activity for the kids is not a bad idea, I just don't care for the idea of expecting blogs to take the place of classroom discussion and activities.

Question 2: When using blogs in the classroom setting, should teachers spend as much time as necessary to ensure success of the assignment, to include issues of ethics and the dangers of blogging?

Answer 2: Most definitely! If an instructor does choose to use blogging in the classroom, the instructor would be foolish not to monitor all activity of the blog as it is used by students. As it would be expected, a blog can be extremely time-consuming, so if the instructor feels the blog is taking up too much time, then blog use should be limited or the instructor should cancel the blog altogether. It would not be in the best interest of the students or staff for a community blog used by minors to not be monitored. In fact, it could pose many legal and ethical problems for the unconcerning teacher.

Journal Entry #3

"Too Cool for School? No Way!" by Punya Mishra and Matthew Koehler.

This article covers the topic of technology and how it relates to pedagogy and content knowledge. The purpose of the article is to educate and persuade teachers of all subjects to use technology as much to their benefit as possible. The authors of the article break down individually the meanings of technology, pedagogy and content knowledge to provide readers with a clear sense of just how technology and teaching directly apply to one another. The authors give three examples of applications teachers can use to “repurpose” technology in the classroom, which include microblogging, using specialized search engines, and using specialized DJ software to teach mathematical content. The article was extremely informative, providing examples of the DJ software and websites which utilize the current search engine technology.

Although the article was informative, a point to be noted is where the authors suggest that every child have access to a laptop computer in order to use all realms of current technology. While that idea may be great in theory, I would have to say that with the recent economy being in the shape it is, and with major budget cuts sweeping the nation, I highly doubt every child will have access to a laptop anytime soon.

Question 1: Is the use of current technology really necessary for successful teaching of content knowledge?
Answer 1: I believe it is understood by most citizens that technology is a much needed, and much welcomed concept in society. However, I have to say that while the idea of using technology in the classroom sounds great, the basics like reading and writing and math can still be taught with precision in the old-fashioned way by using those things we call “books.” Using technology to teach standard lessons is indeed a great concept, but until every child has access to that technology, and until every school has the funding to do so, technology simply cannot replace the time-tested standards used to teach the basics.

Question 2: Will I, as a teacher, be willing and open to play with new technologies to provide my students with new and enriching experiences, as the articles suggests I should?
Answer 2: Now don’t get me wrong, I am a huge fan of the internet, and more recently of cell phones, and I do believe that students would profit from many of the advantages that computers and technology provide for society today. However, I still consider myself old-fashioned in the sense that ALL children need to learn crucial language and writing skills, in addition to math, science and history. In order for the children to adequately learn these skills, teachers need to interact and work with the children through face-to-face contact and applicable activities that engage and challenge the children in all aspects. It is only through human contact and interaction that these goals can be achieved, and not while sitting in front of a computer staring at a monitor.

Journal Entry #2

"Social Networking for the K-12 Set", by Jim Klein.

In this article the author, Jim Klein, takes us through a step-by-step review of his experience building the Teacher and Student Community sites used by SUSD. He outlines the goals that he and his peers expected to achieve, and did indeed achieve, by building the website for teachers, students and parents. The goals included:

• To provide an easy-to-use environment for the creation and sharing of a variety of media content;
• To establish technology-driven workgroups for efficient communication between the staff and the community;
• To provide opportunities to discuss social, ethical and legal issues; and
• To create effective learning environments.

In order to achieve these goals when building the website, Klein and his teammates needed to create tools that could be utilized by all community members. The tools to be used by members included:

• User profiles that contain basic information about the employee or student;
• Blogging tools to create any combination of rich text, weblinks, pictures, and file attachments;
• Secure file storage and sharing for allowing members to upload/download images, documents, sounds, or short videos;
• RSS and Podcasting for posting and playing.

The creation of the website for SUSD was a huge success, and as a final statement in his article, Klein urges all users to not be afraid of the highly technological site and to explore all of its many avenues.

Question 1: Does the San Diego Unified School District use something similar to the SUSD open source learning management system?
Answer 1: Yes, SDUSD uses a website called Moodle, which can be found at the url moodle.sandi.net. It is very similar to the site described by Klein in that it is used by teachers and students wishing to utilize and communicate via a technology-based learning community. Moodle is currently accessed by more than 1,000 teachers and 55,000 students. That's nothing to sneeze at!

Question 2: Were I to become employed by the SDUSD, would I, as an educator, utilize a website like Moodle?
Answer 2: I would most certainly use a website like Moodle, as I would not be considered an effective educator if I did not use modern technology to benefit my students and enhance their overall learning experience. I am a huge fan of technology, and I believe it will provide for a rich and fulfilling education for future students for many years to come.