Netbooks

Most of my postings up to this point have already included the phrase "assuming each student has a laptop," because I feel like without student real-time use to these technologies we have been learning about, some of the learning effect will be lost. The teacher would most likely lose a lot of working time as he or she has to "retrain" each student with the classroom computer when it came to be his turn with it." Now, as I have maintained all along, I don't feel like we necessarily need these technologies to effectively stimulate learning; but if we are going to completely transition over to a technology integrated and/or centered/focused whatever classroom, it would be nearly futile to try it without a computer per student (or at least pair of students).

The question remains, however, which mode of one-to-one student computing would be the most effective? It's hard for me to get past the price, right off the bat, but also as an argument I keep running into. The author even comments on potentially budget being the deciding factor for these incentives in schools. Simply put, netbooks are cheaper; and from what I have gathered from my reading, stand up well in design against the test of student hands. I have only had the experience with iPads from this class, but I envision myself as a nervous wreck trying to stay accounted for a classroom of fragile 500 dollar bills with not-so-careful-or-aware-all-the-time teenagers. I feel like my fear of complete freedom for the students with iPads would limit their use, but would save the investment. On a personal note, I prefer a keyboard rather than the touch screen on the iPads, and I think even a smaller keyboard would be much more realistic for the more serious word processing we would be doing in my classroom, anyway. Transporting of the computer would be in favor of either tool, although my hesitation comes in again with the more delicate state of iPads (even with a case).......I know all too well the conditions of a public school bus. I guess we'll just have to wait and see what my school will have to offer...at least I'll be prepared for whatever may come! :)

MP3 Players

Just like the issue of cell phones in the classroom, MP3 players present a large distraction due to their use at inappropriate times, and/or their inappropriate use at any times; but, they also present enormous potential as a tool that teachers can utilize in the classroom. The balance comes from positive modeling of the technology's use by the teacher, and intentional instruction of its ethical use.

I had issues with several of the sites this chapter provided as examples, but I had substantial luck with the Education Podcast Network. I realize I'm developing a theme that may be growing tiresome to read about, but I can't deny...anywhere I find Shakespeare, I'll be much more likely to approve! :) Beyond Shakespeare, though, this site linked to lots of podcasts in lots of subject areas as well as grade level. I mostly explored the language arts subgroup, which contains many useful recordings of book talks/literature discussions in language that won't go over my students' heads. This reminded me a lot of a method I really loved from one of my high school literature teachers. We had small group book discussions and would be graded based on what we added to the discussion- we just recorded them on tape decks instead of podcasts. :) I love this idea already, so the added collaboration and publishing capabilities of posting to a more public audience simply adds extra points to my own use of this technology in my classroom one day!

Cell Phones

I'm going to try to set my personal feelings aside with this issue, and make present this post as objectively as possible. :)

I figured that the statistics of cell phone usage were through the roof, but these really surprised me! 20% of 6-8 year olds in the US have a cell phone! It's hard for me to rationalize reasons why a child that age would need a cell phone. Use, I can understand, maybe...at a friend's house for the night, for example....but have for their own? Not so easily. I am also amazed at the rate of increase in smart phone ownership. Even when cell phones were getting more and more commonplace to have, Blackberries (pretty much THE smart phone at the time) were thought of as representative only of the businessman, or some other sort of dignitary. Now 20% of the teenagers on their phones in you class are surfing on facebook and wikipedia instead of simply texting.

Advocates for cell phone use in classroom settings propose their use similar to the use of any other technology students are already familiar with. Why ban something from use when it could be an aid to the learning taking place? Especially if the teacher monitors use, as should be the case with all things in the classroom, anyway, cell phones in the curriculum would provide teachers with the opportunity to model etiquette and overall appropriate use of the cell phone capabilities. Also, as cell phone technology progresses, students may virtually "cut out the middle man" laptop, and upload or post data directly from their phone. With the cell phone always on the student's person, that student has, arguably, unlimited access to academic tools.

Of course, a teacher must realize that improper use of educational tools will never completely be eliminated. The misbehavior of some may damage the sincere learning potential of the rest of the group. Similarly, to some students, cell phones would present an unavoidable distraction to themselves and/or others. I also cannot help but consider those students who will inevitably not have a cell phone in my classroom. Would I need to plan an alternate activity for those other 21% of teenagers anyway? Where does the tool become a hassle? Ultimately, I would recommend playing out the classroom, school, students, and according technology by ear. I think one of the biggest marks of an effective teacher is flexibility after recognizing what strategies work or don't work for a given classroom. Additionally, and I think this is where Brooks-Young and I agree the most, any use of a tool MUST include training on the ethical use of that tool, as well as a teacher/administration to adequately model that ethical use. This plays a huge role in technology, and I think even to cell phones especially.

21st Century Skills

No one can really argue the fact that society looks differently today as a whole than it did in, say, the 1800s, and now even the 1900s. Naturally, the change of society requires a corresponding change in education, because we must prepare our students to survive and thrive in the society in which they exist. In our contemporary context, we almost instinctively mention technology as the characteristic change of this generation, and we therefore, in my opinion, establish technology as our "secret weapon against failing standards." This mindset worries me. Yes, students who are bound for today's corporate office rather than yesterday's corn field need to learn computer networking rather than the mechanics of a plow; but I think there is a fine line between technology being part of education in order to reflect society, and technology being used as a miracle replacement for traditional, "outdated" education curriculum.

Whether a student will be harvesting corn or working under Bill Gates himself when he or she leaves school, that student will still need to know that 5+5=10, the world has 7 continents, and a capital letter always begins the first word of any sentence. Now, if a teacher can teach that same information with all the available technology in the world, I will never doubt its potential nor its results. However, I resist this overwhelming stampede into educational technology only as far as to say I don't believe it is the only option. Again, I realize that education must supply skills for participation in modern society, which means that "computer-savvy-ness" is becoming more and more assumed and expected; but, I also have to keep one foot in the curricula I feel are foundational, and therefore equally essential to the success of my students. Brooks-Young defines this conflict well by stating, "the sticking point seems to be how to do both well." I plan to use technology in my classroom, but only as it enhances my students' mastery of the curriculum; whereas some teachers, I fear, supply an abundance of technology-based skills despite the curriculum.