Jenny's Blog: August 2008

Journal 6

In the article Connecting Depth and Balance in Class, the author Matthew S. Kuhn explains how new methods are being used to match the learning needs of all students. Many of these new methods blend educational technology with “long-established educational paradigms”, such as Benjamin Bloom’s Taxonomy and Howard Gardner’s Theory of Multiple Intelligences.

The author explains that the daily rigors of schooling prevent teachers from implementing these teaching models into their classrooms. Fortunately, education technology makes it easier for teachers to have depth and balance in their lessons, while also meeting the learning styles and intelligences of their students. This is evident in cases of schools across the nation. For example, blogs have been used to meet the verbal/linguistic and interpersonal learning preferences through online discussions, peer feedback, class notes, and the highlighting of exemplary student work. New learning software has also replaced “drill-and-practice” methods to reflect neuroscience research on how the brain learns. Thus, software like FastForWord by the Scientific Learning Corporation mirror the way people learn and apply new knowledge in their everyday lives. In short, education technology has proved to be quite useful in classrooms across the nation in improving pedagogy.

Question 1: What are some of the disadvantages to education technology?

Reflecting on the previous article The Laptops Are Coming! The Laptops Are Coming!, there are certainly issues that can arise from incorporating technology into the classroom. This includes the loss of traditional methods of teaching and learning as well as building of relationships among students, teachers, administrators, and parents.

Question 2: Will education technology make it truly easier for teachers to apply the traditional paradigms?

I feel that while there are great advantages to education technology, it will not make the day-to-day rigors of schooling that the author refers to that much easier for teachers to apply Bloom’s or Gardner’s methods in their lessons. In fact, they may even make it more difficult as introducing and integrating these technological tools will take a lot of time and effort by both teachers and students. With emerging technologies, this will be a never-ending struggle to keep up with new software and applications.

Citation
Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading, 36, Retrieved August 3, 2008, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_1&Template=/MembersOnly.cfm&NavMenuID=4077&ContentID=21318&DirectListComboInd=D

Journal 5

In the article Transforming School Communities: Creating Dialogue Using Web 2.0 Tools, Helen Soulé argues for the use of Web 2.0 tools to help “modern pedagogy and technology engage students in successful learning journeys”. These tools would teachers, administrators, and the community to better communicate with one another. According to the author, effective communication is the “glue holding the district and community together”. It is a means of advocating a school’s vision, building formal and informal support, and collaborating with constituents. Web 2.0 tools, such as blogs and podcasts are effective communication tools that would help to “expand a district’s reach, increase dialogue, and improve community support”. To utilize these tools, districts should first familiarize themselves with Web 2.0 tools and then incorporate them with the district’s communication plans. Districts should then send a clear message using easy-to-understand language and appropriate analogies. The author suggests the use of blogs, as they can integrate text, images, video, web pages, and links to “articulate, explain, and clarify” the district’s message. Blogs would also allow the community to post comments and reactions, and to clarify misconceptions and solve issues quickly.

To effectively utilize such tools, districts must get to know the audience. In order to understand their attitudes, preferences, and ideas, they can use surveys, blogs, videoconferences, and so forth to collect information from the community. School districts must also match the vehicle, audience, and message. The author explains that while the basic message should not change, districts should tailor the message to their specific audience and then use an appropriate communication vehicle. An example was the international school’s use of facebook to reach their alumni. Districts must then educate parents, students, and community members to counter any issues or opposition to the use of Web 2.0 tools. Districts must also use multiple vehicles in order to increase the chances of the message reaching its intended audience. The author also suggests that distributed material like newsletters and calendars be available on the district’s Web site or e-mail as well. Finally, networking is needed to build support and maintain a functioning relationship with the community. This would also help teachers and administrators to learn from one another through such Professional Learning Networks (PLNs) as LinkedIn or ISTE Island. In summation, the use of Web 2.0 tools would allow for better communication between school districts and the community, but it is important to tailor to specific groups and to use appropriate vehicles in order to develop effective communication.

Question 1: How can students benefit from such Web 2.0 tools?

Students seem to be left out of this communication loop although they would greatly benefit from such Web 2.0 tools. For those students who seem to constantly forget to write homework or notes down, such tools would greatly benefit them. These would also help parents keep up with what their students are doing in class, which would in turn help their kids.

Question 2: How can teachers prepare for such new methods of communication?

School districts should organize courses to introduce Web 2.0 tools to teachers, especially for those who are not familiar or comfortable with such technological tools. Monthly meeting should also be set up to update teachers and ensure that they fully understand and utilize these new methods of communication, while keeping parents in the loop as well.

Citation
Soulé, H. (2008). Transforming School Communities: Creating Dialogue Using Web 2.0 Tools. Learning & Leading With Technology, 36, Retrieved August 3, 2008, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_1&Template=/MembersOnly.cfm&NavMenuID=4077&ContentID=21317&DirectListComboInd=D