Chapter 4 from Sandholtz, Ringstaff and Dwyer

CHAPTER 4: MANAGING A TECHNOLOGY-RICH CLASSROOM

In Sandholtz, Ringstaff and Dwyer

                Chapter 4 goes through the stages mentioned in chapter 3 only the focus is on how the teachers in the ACOT program managed technology in their classrooms. They went from the entry phase where teachers were concerned with students moving around the room and whether the students would be able to format floppy discs, etc to discussing how new ways of cheating surfaced with the technology and then eventually how the teachers learned to take pointers from their students, how they developed their own inventive ways to use the technology. It was fun to read the excerpts from the different teachers and their reflections on how things had changed over time.

                As I read through our assigned readings this time, I continually reflected on my experiences in the classroom. I didn’t utilize technology much and I wish that I had. I wish that I had had innovators around me because I think that I would have jumped on board pretty quickly. I think I spent most of my time just trying to survive day to day that I know I wasn’t open to being an innovator myself; however, I know that had I the resources, I could have done some really neat things.

Chapter 3 from Sandholtz, Ringstaff and Dwyer

CHAPTER 3: THE EVOLUTION OF INSTRUCTION IN TECHNOLOGY-RICH CLASSROOMS

In Sandholtz, Ringstaff and Dwyer

                I’m assuming this entire book is about the ACOT 10 year study. Chapter 3 discusses the changes that occurred in these pilot classrooms over time. The authors broke down the evolution of these changes into distinct stages: Entry, Adoption, Adaptation, Appropriation and Invention. It was really interesting to read about the struggles of these teachers in the entry phase of this study and then to cover their progression from the initial bringing in of the computers to how they couldn’t imagine how they would be able to teach/survive without them. (While reading this, I kept thinking that we still have a lot of classrooms today that are either still in the entry phase or haven’t even gotten that far yet and it is 20-25 years later.) The authors point out, as we’ve seen in a lot of our readings thus far, that the attitudes and beliefs of the teachers, their administrators and students are the key to making these changes come about and work. Integration of technology is futile if no one really believes in it and wants to make it happen.

                The quote that is on the first page of this chapter was really interesting. “One thing I have a hard time with as a traditional classroom teacher is to let them go, let the students try a new way.” Realizing that this book was written regarding a 10 year study over integrating technology into the classroom back in the late 1980’s-1990’s and yet this quote is still so applicable to today was kind of sad. I think a lot of it boils down to the fact that many people have such a concrete idea of what a classroom teacher is in their heads and it is very hard to change that. I think a lot of it is that not only are teachers afraid to let students try a new way but teachers are afraid to let themselves try a new way.

 

"Professional development is largely personal, what are some things you can do for free to improve your technology skills?"

Often, there are lots of offerings for continuing education/professional development offered by our own school districts--at least the larger ones. I think a lot of times, if you are from a smaller district but show interest in what a larger district has to offer, they will often allow you to join them. I haven't checked, but I would think that the State Department of Education would also have links and listings of potential development offerings.

I would also check into the colleges and universities nearby to see what they might have to offer. Most colleges with education programs have a lot of outreach efforts that are free or have a very low cost.

Plus, the biggest resource we have is the internet itself. There are online resources, webinars, websites dedicated to professional development as well as postings on YouTube. There is a plethora of opportunities available, it is always a matter of looking for them and also networking with others to have contacts who are also looking for opportunities and are willing to share what they find.

CHAPTER 11: TOP TEN RULES THAT GOVERN SCHOOL AUTHORITY OVER STUDENT CYBER EXPRESSIONS

Chapter eleven presents ten rules that cover a range of issues when dealing with student expression by way of technological means. With these ten rules, the authors discuss important topics such as First Amendment applications, censorship permissibility, inappropriateness, regulations of time, place and manner of expressions, and threats and criminal activity. Basically the authors touch on areas where questions might arise about what is allowable and what isn’t when student expression is presented by way of technological means.

This chapter was interesting. I found it encouraging that schools do have the ability to intervene and censor material. Even though I feel that First Amendment rights are so very important, I believe it is also very important to make students aware that those rights are not just inclusive of what they want to say but that those rights pertain to what someone else wants (or more likely) doesn’t want to be exposed to. I found Rule 8 to be a bit concerning. It basically states that off-campus expressions can not be regulated by schools unless it disrupts school-related activities. Maybe I am misunderstanding something, but this, I think is where true cyber-bullying occurs. It is in the “My-Space” and “Facebook” pages, that are not school sanctioned, where this bullying takes place. I guess, maybe I am misreading this, because in one chapter we talk about how to keep this from happening, but then in this chapter it feels like basically we are being told that school’s can’t do anything about it.?????

CHAPTER 10: PREVENTING CYBERBULLYING

Chapter ten definitely touched on something that is probably a huge concern for anyone who is a parent or a teacher/administrator of children. There have always been bullies, from the beginning of time. However, we live in a time where bullying doesn’t just happen on the playground or lunchroom; bullying can now diffuse into the classroom, can follow students home and can be acted out in the “cyber-playground”. Bullying has grown from someone pushing you around in the hall and possibly taking your lunch money into terrifying threats of violence; subtle, yet ongoing mental or emotional jabs and potentially severe emotional and social trauma.

In this chapter, the authors discuss ways to assess cyber-bullying as well as how to recognize it and educate others about it. As discussed in chapter nine, the reality of setting clear guidelines for computer/other technological device usage must be a priority. The importance of making use of monitoring and filtering software was discussed, which again would lend itself to the acceptable use and expectations set forth in contract language. The authors discuss utilizing older students as peer mentors, particularly if a younger student has been bullied. The authors stress the importance of educating parents about the possible ways that their child could be bullied as well as how to communicate with their children about cyber-bullying and the critical need for monitoring. They also discuss the students’ role in cyber-bullying and how to protect themselves.

This chapter was interesting and I think it is a topic definitely necessary when discussing technology in the classroom. Even though I don’t have children, I see the possibilities out there for children to make good use of technology; but I also see danger signs everywhere. I think that cyber-bullying in ways is worse than regular “old-fashioned” bullying. Of course no bullying is acceptable, but with cyber-bullying it just seems so permeating/pervasive and the fact that it can start so subtly, is just disturbing. Young people, especially pre-teens to teenagers are so filled with angst about their appearance and relationships, that the fact that they can use these means as a way to hurt each other and bring this hurt in front of a very public audience is just terrible to consider.  

CHAPTER 9: POLICIES, PROCEDURES AND CONTRACTS: COMMUNICATING

EXPECTATIONS TO TEACHERS, STUDENTS AND PARENTS

Chapter nine discusses the necessity and construction of legal contracts for use of technology in learning environments. Basically, this chapter goes through the realities that, when a school has technology available, it must have very specific guidelines for its use, definitions of proper and improper usage, consequences for improper use and definitions of reasonable expectations. These guidelines should be specific to everyone involved from the school district to administrators, teachers, students and parents. There was an example of an “Acceptable Use Policy” that was interesting to look through. It was interesting in how detailed the language is and has to be.

I have to admit, this was a difficult chapter for me to read, simply because when I start to read or listen to “legal-eze” my mind sort of clouds over and blanks. I don’t enjoy legal stuff; however, I know that in our litigious society, it is a necessary evil. I also know that by having very detailed contracts in place that explain expectations for use of technology by everyone involved, it definitely makes it easier to know what is acceptable and what is not, which in turn makes it much more easy to determine when punitive actions might be required. Having contracts in place makes things more fair for everyone and hopefully provides a more safe environment.

CHAPTER 8: ASSESSMENT IN THE PARTNERSHIP PEDAGOGY

This chapter sort of supplements the first chapter, also written by Marc Prensky. In chapter one, Prensky proposed that students and teachers should be in a partnership in the classroom, where there is less direct instruction and more student-discovered knowledge gathering. Chapter eight discusses many possible ways to provide assessment in a partnering classroom, other than just traditional tests. Prensky suggests multiple methods of assessment such as: ipsative assessment (students “compete” against themselves and try to better their best), peer assessment (allows students to feel valued by their peers but also compare their work and hopefully strive to be better), real-world assessment (students receive feedback from students from around the world) and self-assessment (students assess their strengths and weaknesses, just like is done in a job). In addition to discussing the types of assessment that might be used with partnering, the author makes the point that with this partnering relationship, assessment of student work should be with the same tools the student has been using to do the work. In his discussion, Prensky also brings up some of the fears people have about partnering and assessment. He proposes that people are afraid that with partnering, students will not do as well on standardized exams. He also proposes that fears have come forth that current assessment does not take into account some of the new skills that students learn through partnering, so they “don’t count”. Further discussion reveals that those who are using it seem to feel that students in partnering settings actually do better on standardized exams because they are more engaged in their learning. Prensky points out that the fear that new skills are not accounted for is real and that assessment should be upgraded to include more skills-based learning.

The remainder of the chapter deals with assessing the progress of others in the partnership besides students. These others would be the teachers, administrators, parents, schools, our nation and then the world. Basically, Prensky gets to the root of a true partnership, which is in a partnering relationship, every partner has to give and take for the relationship to thrive and work. In focusing on the individual partners, he is looking at how each should be contributing to the partnership as well as benefiting from it and how do we assess that these contributions are where they need to be.

As I mentioned for chapter one, I think the idea of partnering is really neat. I think in a classroom that is set up for this, that the assessment methods proposed in chapter eight would work very well. This is definitely something that would require a lot of work on the front-end, making sure that guidelines and boundaries are well established so that true assessment takes place. Again, if organized well, I truly do think that meaningful learning could happen and meaningful assessment would be required.