Question:
Compare the features and instructional applications of GIS and GPS tools. How can educators use GIS and GPS tools to enhance student learning?
Answer:
A Geographic Information System (GIS) is a computer system that can collect and store information in a database which can include a variety of information about geographic locations. Once the data has been stored that describe a certain location or locations, the GIS can then able to display that data in a map form. A Global Positioning system (GPS) is a space operated global navigation satellite system. A GPS system provides pertinent information about locations, navigations, and other services to users worldwide on a continuous basis no matter the time, weather, or location the individual is using the GPS system.
One way educators can use GIS is for geographic lessons. GIS allows the user to record and maintain large amounts of geographic information and up-to-date maps with the ability to analyze and compare information at several different locations. Educators can also use GPS systems in a similar way. For instance, students can find out how farmers are guided by GPS systems to plant and harvest their crops.
Wednesday, December 2, 2009
Wednesday, November 18, 2009
Week 13: Chapter 3 Discussion
Question: Some people say drill and practice is really "drill and kill." What can teachers do to make sure this kind of use doesn't happen and drill and practice can serve a useful function?
Answer: I believe that many of those individuals who say that drill and practice is really “drill and kill” are speaking from personal experience than anything else. I believe that in the past and in the present and even in the future, the “drill and kill” debate will go on because of the very nature of this topic.
As the book mentions, some individuals have criticized teachers for presenting drills in a long time period or presenting certain types of lesson with drills, which might not be the best way to present that lesson plan. The book mentions an example of certain teachers giving students drill-and-practice software as a way of introducing new concepts rather than just for practicing and reinforcing familiar ones. For that example, maybe a different type of instructional method might be more productive for the student than drilling and practice.
Then you have the criticism by constructivists that argue that introducing isolated skills and directing students to practice them contradicts the progress toward a revamped curriculum in which students learn and use skills in an integrated way within the context of their own projects that require skills. I believe that drill-and-practice should not be ignored or become banned within the classroom. Educators should find ways to identify certain needs that drills can meet and use specific software in productive ways in conjunction with drill-and-practice.
Answer: I believe that many of those individuals who say that drill and practice is really “drill and kill” are speaking from personal experience than anything else. I believe that in the past and in the present and even in the future, the “drill and kill” debate will go on because of the very nature of this topic.
As the book mentions, some individuals have criticized teachers for presenting drills in a long time period or presenting certain types of lesson with drills, which might not be the best way to present that lesson plan. The book mentions an example of certain teachers giving students drill-and-practice software as a way of introducing new concepts rather than just for practicing and reinforcing familiar ones. For that example, maybe a different type of instructional method might be more productive for the student than drilling and practice.
Then you have the criticism by constructivists that argue that introducing isolated skills and directing students to practice them contradicts the progress toward a revamped curriculum in which students learn and use skills in an integrated way within the context of their own projects that require skills. I believe that drill-and-practice should not be ignored or become banned within the classroom. Educators should find ways to identify certain needs that drills can meet and use specific software in productive ways in conjunction with drill-and-practice.
Wednesday, November 4, 2009
Week 11: Discussion Questions and Answers
Question:
Some educators feel that distance technologies will greatly improve education; some feel education will suffer if they are overused. What are the factors you can cite in support of each of these positions?
Answer:
I believe that there are several factors that each side can cite to support their arguments on the topic of distance technologies and whether or not they will greatly improve education or if education will suffer if they are overused. I think educators on either side of this issue have good arguments on why distance technologies can be a good thing or a bad thing when it comes to education. Is one side 100% correct? I don’t think so. For educators that believe that distance technologies will greatly improve educators, they can have these following reasons on why they feel so strongly on this issue.
They can cite that distance learning courses can be successful if they have enough interaction, good support, and minimal technical problems during the course. So for a student that either has difficulty finding transportation for class or finds that they function more effectively utilizing other communication mediums, distance education courses might be the best option to maximize their education.
On the other hand, those educators who contemplate that distance technologies can hurt the education process of students if they are overused also have some valid points. I believe that in-class; physical presence of the student and teacher still has many benefits that distance technologies do not have. The personal interaction of the teacher and student is something that I do not think distance technologies can match at this point. Also, if the distance technology courses suffer from a lack of interaction and experience many technical issues during the course, the learning experience might actually be detrimental for the students.
Some educators feel that distance technologies will greatly improve education; some feel education will suffer if they are overused. What are the factors you can cite in support of each of these positions?
Answer:
I believe that there are several factors that each side can cite to support their arguments on the topic of distance technologies and whether or not they will greatly improve education or if education will suffer if they are overused. I think educators on either side of this issue have good arguments on why distance technologies can be a good thing or a bad thing when it comes to education. Is one side 100% correct? I don’t think so. For educators that believe that distance technologies will greatly improve educators, they can have these following reasons on why they feel so strongly on this issue.
They can cite that distance learning courses can be successful if they have enough interaction, good support, and minimal technical problems during the course. So for a student that either has difficulty finding transportation for class or finds that they function more effectively utilizing other communication mediums, distance education courses might be the best option to maximize their education.
On the other hand, those educators who contemplate that distance technologies can hurt the education process of students if they are overused also have some valid points. I believe that in-class; physical presence of the student and teacher still has many benefits that distance technologies do not have. The personal interaction of the teacher and student is something that I do not think distance technologies can match at this point. Also, if the distance technology courses suffer from a lack of interaction and experience many technical issues during the course, the learning experience might actually be detrimental for the students.
Wednesday, October 21, 2009
Week 9: Discussion Questions
1. Describe issues related to training special education teachers to use technology.
The book mentions a number of issues related to training special education teachers to use technology in the classroom. One of the main issues is actually providing the training in order for these special education or specialists to properly use the technology that they have at their disposal. The book mentions that much effort has been put in to identifying the knowledge and skills needed by teachers and specialists to use technology in special education classes. The problem is that most teachers begin their journey into teaching with minimal experience using technology in the classroom. Another issue that deals with the adequacy of training special education teachers on technology centers on the use of interdisciplinary teams for evaluating the need for assistive technology and decision making in the selection of appropriate devices and services.
2. Give examples of no-tech, low-tech, and high-tech solutions for special students.
Some examples of no-tech solutions for special education students are non-electronic tools or games for example that provide the special ed student with mental stimulation such as checkers that are no-tech but provide a stimulating activity for special ed students. A low-tech example would be joysticks or switches that are relatively low-tech but provide certain special Ed students with the ability to function and open up the lines of communication between them and the teacher. A high-tech approach would be using several computer based software programs that allow the special ed student to open up their imagination and mind like never before.
The book mentions a number of issues related to training special education teachers to use technology in the classroom. One of the main issues is actually providing the training in order for these special education or specialists to properly use the technology that they have at their disposal. The book mentions that much effort has been put in to identifying the knowledge and skills needed by teachers and specialists to use technology in special education classes. The problem is that most teachers begin their journey into teaching with minimal experience using technology in the classroom. Another issue that deals with the adequacy of training special education teachers on technology centers on the use of interdisciplinary teams for evaluating the need for assistive technology and decision making in the selection of appropriate devices and services.
2. Give examples of no-tech, low-tech, and high-tech solutions for special students.
Some examples of no-tech solutions for special education students are non-electronic tools or games for example that provide the special ed student with mental stimulation such as checkers that are no-tech but provide a stimulating activity for special ed students. A low-tech example would be joysticks or switches that are relatively low-tech but provide certain special Ed students with the ability to function and open up the lines of communication between them and the teacher. A high-tech approach would be using several computer based software programs that allow the special ed student to open up their imagination and mind like never before.
Wednesday, October 7, 2009
Week 7: Discussion
1. What are the "history wars," and what are their implications for technology use in history?
Basically what the “history wars” refers to is a disagreement within the education system about several issues concerning the content and focus of social studies in the classrooms across the country. Much of the debate concerns the appropriate role of what and how history is being taught within the educational curriculum. Some individuals have claimed that many schools across the country have struggled to give proper emphasis to all of the social studies topics that are available at their disposal.
Some other individuals claim that schools should mainly focus on teaching the student’s history and civics rather than adopting the broader approach and covering a number of social studies topics. So you have one group that feels strongly that students should be aware of the broad array of influences that have impacted America’s history, while the other group contemplates that teaching social studies that way makes the content diluted because it focuses too much on topics they consider to be outside the mainstream and not on traditional historical themes and the pertinent events in America’s history.
2. With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
There are plenty of concernes that social studies teachers could and do have about the way students use information off the internet. Many students cannot differentiate between what is a rumor and what is a fact when it comes to the information that they read and acquire on the internet for their research. Many students just take down information without questioning the accuracy and validity of the information.
I would venture to say that for the most part, there are many more websites with inaccurate or false information than websites that contain accurate or factual information. As the book mentions, students need to obtain adequate instruction on how to become more analytical about the information that they obtain from the internet and also double checking using other resources to make sure the information they acquire of the internet is as accurate and factual as possible.
Basically what the “history wars” refers to is a disagreement within the education system about several issues concerning the content and focus of social studies in the classrooms across the country. Much of the debate concerns the appropriate role of what and how history is being taught within the educational curriculum. Some individuals have claimed that many schools across the country have struggled to give proper emphasis to all of the social studies topics that are available at their disposal.
Some other individuals claim that schools should mainly focus on teaching the student’s history and civics rather than adopting the broader approach and covering a number of social studies topics. So you have one group that feels strongly that students should be aware of the broad array of influences that have impacted America’s history, while the other group contemplates that teaching social studies that way makes the content diluted because it focuses too much on topics they consider to be outside the mainstream and not on traditional historical themes and the pertinent events in America’s history.
2. With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
There are plenty of concernes that social studies teachers could and do have about the way students use information off the internet. Many students cannot differentiate between what is a rumor and what is a fact when it comes to the information that they read and acquire on the internet for their research. Many students just take down information without questioning the accuracy and validity of the information.
I would venture to say that for the most part, there are many more websites with inaccurate or false information than websites that contain accurate or factual information. As the book mentions, students need to obtain adequate instruction on how to become more analytical about the information that they obtain from the internet and also double checking using other resources to make sure the information they acquire of the internet is as accurate and factual as possible.
Wednesday, September 23, 2009
Week 5: Chapter 9 Discussion Questions and Answers
Many educators believe that with the growth of media and information technology, media literacy is just as important as – or even more important than – print literacy (that is, learning to read and write).
What is your position on the relative importance of the two “literacies”?
Although I do believe that media literacy is a very important attribute to have whether you are young or old, the basis to actually learn media literacy correctly at this point of time or in the near future still comes down to first learning print literacy. Without first learning the basics of reading and writing, there is no logical way to develop and actually learn media literacy skills. Granted, there are some media literacy skills that don’t require reading and writing skills but depend on visual cues instead (just like many safety visual cues that exist in society for individuals who don’t know how to read), but for the vast majority of media literacy skills, the ability to be able to read is still a required skill. The same goes for writing skills. Learning to write is still a vital skill to have in order to be able to make it through life. Maybe 1000 years from now it might be different as far as how important writing will be in order to make through life’s daily activities, but for now and in the near future, writing is still a vital skill to have. Media literacy is very important to know because of the way technology is progressing, but reading and writing skills are still more important skills to have.
What information from this chapter helps support your position?
The information that helps support my position on this issue is when Robyler states in this chapter that definition of literacy has evolved dramatically over time and that new definitions of what goes into to modern day literacy skills will have to implemented.
What is your position on the relative importance of the two “literacies”?
Although I do believe that media literacy is a very important attribute to have whether you are young or old, the basis to actually learn media literacy correctly at this point of time or in the near future still comes down to first learning print literacy. Without first learning the basics of reading and writing, there is no logical way to develop and actually learn media literacy skills. Granted, there are some media literacy skills that don’t require reading and writing skills but depend on visual cues instead (just like many safety visual cues that exist in society for individuals who don’t know how to read), but for the vast majority of media literacy skills, the ability to be able to read is still a required skill. The same goes for writing skills. Learning to write is still a vital skill to have in order to be able to make it through life. Maybe 1000 years from now it might be different as far as how important writing will be in order to make through life’s daily activities, but for now and in the near future, writing is still a vital skill to have. Media literacy is very important to know because of the way technology is progressing, but reading and writing skills are still more important skills to have.
What information from this chapter helps support your position?
The information that helps support my position on this issue is when Robyler states in this chapter that definition of literacy has evolved dramatically over time and that new definitions of what goes into to modern day literacy skills will have to implemented.
Wednesday, September 9, 2009
Week 3 Discussion Questions and Answers
1. Why do you think the teachers did not see the relative advantage of this technology?
I believe that the teachers did not see the relative advantage of this technology for a couple of possible reasons. One of the possible reasons that teachers did not see the relative advantage of this technology was the way the technology was implemented for the teachers to use. I don't think the implementation of the technology was properly handled. The individuals who were in charge of actually implementing the technology for the teachers to use obviously could have done better job making sure that the technology was implemented in a manner in where the teachers could use the technology properly in a classroom setting. If only 25% of the teachers were using the internet with students and most of those uses were for "casual surfing," then I feel the implementation of the technology wasn't properly done from the beginning. The other reason could be maybe not enough time was allowed for the teachers to actually learn how to use the technology properly.
2. If you were made responsible for integrating this technology into instructional activities, how would you translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers?
If I was responsible for integrating this technology into instructional activities, I would translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers several ways. Obviously, the first main point I would address is making sure that the teachers had every possible way of getting any help or more guidance of using and implementing the technology effectively in their classroom. Whether that means having some sort of 24/7 hotline, more hands on workshops using the technology, instructional DVD's, etc will help the teachers better implement the technology in their classrooms. Having individuals readily available for troubleshooting or any other help teachers may have about the technology that they are using would result in more teachers figuring out or finding solutions to problems that they might have in implementing the technology effectively in a classroom environment.
I believe that the teachers did not see the relative advantage of this technology for a couple of possible reasons. One of the possible reasons that teachers did not see the relative advantage of this technology was the way the technology was implemented for the teachers to use. I don't think the implementation of the technology was properly handled. The individuals who were in charge of actually implementing the technology for the teachers to use obviously could have done better job making sure that the technology was implemented in a manner in where the teachers could use the technology properly in a classroom setting. If only 25% of the teachers were using the internet with students and most of those uses were for "casual surfing," then I feel the implementation of the technology wasn't properly done from the beginning. The other reason could be maybe not enough time was allowed for the teachers to actually learn how to use the technology properly.
2. If you were made responsible for integrating this technology into instructional activities, how would you translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers?
If I was responsible for integrating this technology into instructional activities, I would translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers several ways. Obviously, the first main point I would address is making sure that the teachers had every possible way of getting any help or more guidance of using and implementing the technology effectively in their classroom. Whether that means having some sort of 24/7 hotline, more hands on workshops using the technology, instructional DVD's, etc will help the teachers better implement the technology in their classrooms. Having individuals readily available for troubleshooting or any other help teachers may have about the technology that they are using would result in more teachers figuring out or finding solutions to problems that they might have in implementing the technology effectively in a classroom environment.
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