Reflection #8

“Find Free and Fair-Use Photos”

In this article Keith Ferrell shows us multiple websites where students and teachers can find free and fair-use photos. Often when students do a project they go onto Google image and copy and paste the image into their project. However, how do we know the pictures being used are fair-use photos? Ferrell gives us resources of websites we can go to where students can use any of the pictures and their copy right information is all there so they can cite their work.

The first website is Picks4Learning where there is a library of educational photos and each image has the copyright information in a simple bibliography format underneath each picture. FlickrCC has a bunch of creative common images. The first 36 photos that match your search appear on the left and you can view a larger size by clicking on any of the photos. To use a picture you right click and save it and can also change the size. Fotopeida allows students to scroll millions of pictures and you don’t have to hit the next button and wait for images to load. All the copyright information is also on the right hand side after you click on the picture. Students must use the advanced search and only use photos that are labeled for reuse. It also allows anyone to flag a photo as inappropriate. The last website Ferrell tells us about is Flicker Storm. This is similar to FlickrCC, but this site has the option for students to add photos to their tray. Here all the photos you’ve chosen appear in an organized manner.

As a teacher these sites can be very helpful to teach students how to be responsible while researching and using other peoples work. Giving your students these websites can allow them to know they are being responsible and teach them the importance of citing other peoples work. All these sites can be used for various projects and even teachers can use these sites when creating a presentation or any other project.

This article relates to the Net standard number five, “Digital Citizenship” because students “practice legal and ethical behavior”. Students are also able to “practice safe and legal” use of pictures and research information. By introducing these websites to students we are teaching students to advocate and “exhibit leadership for digital citizenship”. Students are also able to “demonstrate personal responsibility for lifelong learning”. As our culture and curriculum calls for integration of technology, we need to teach our students how to be responsible and educated members in our society.

Ferrell, Keith. (2012). Find Free and Fair-Use Photos. Learning and Leading with Technology, 40(2), 30.

Reflection #7

“Can iPads Replace Laptops?”

In this article Alicia Testa, a technology integrator at an all-girls’ school, discusses how iPads can replace laptops. She states how iPads have allowed her and her students to do so much more than a laptop could ever offer. The students are free to take their iPads anywhere and doing work out in the field is much easier and efficient. They are also accomplishing many of the Nets standards. “They are learning how to be responsible and how to regularly back up their data, which is advancing their digital literacy” (Testa, 6). This teacher also values iPads because it allows them to quickly and easily take notes, give quizzes, and submit work into the cloud where the teacher can quickly make comments and drop it back to the students. There are also numerous apps that can aid learning. She also relates this change in technology to when laptops first came out and people asked why bother with a laptop when you have a desktop. Alicia uses the same answer now which is the more advanced technology allows her to do so much more.

Krista Moroder, the k-12 district technology integrator, disagrees that iPads can replace laptops. She doesn’t deny the vast ability of the iPad, but looks closer at what is most effective in the classroom. She believes the shift toward integrating technology doesn’t mean to throw the newest model into the classroom, but to think about what they most useful tool is to enhance learning. IPads are great tools, but they lack the diversity of laptops. “A student or teacher using a laptop has access to virtually every program and software application on the web, while someone using an iPad has access only to what has been adapted by an iOS app developer” (Moroder, 6). Until the iPad can have the same ability as a laptop, Krista believes it should not be a priority product for schools to buy.

As a teacher we need to think about which tools enhance our students learning most effectively. For some students iPads are easier, portable, and more fun to use. However, other students may find them confusing and like what laptops can offer them more. Instead of forcing students to all use the same tools we should evaluate each individual student and see which tool works best for them. In my personal experience I’ve found iPads to be very helpful and advanced, however I still prefer my laptop especially when it comes time to write a paper or do research.

This article relates to the Nets standard number six, “Technology Operations and Concepts” because iPads and laptops allow students to “demonstrate a sound understanding of technology concepts, systems, and operations”. Students are also able to use applications, troubleshoot, and transfer current knowledge to new forms of technology. Students can do all of the above while using an iPad or laptop, so we should let the students decide which tools they want to use.  

Testa, A. and Moroder, K. (2012). Can iPads Replace Laptops? Learning and Leading with Technology, 40(3), 6.

Blog 6

“Fostering Creativity and Innovation through Technology”

This article is not about learning about technology or learning with technology. The students at Los Altos school district in California are learning creativity and innovation through technology. The students are making graphic art for the light spectrum, creating characters for games, or making 3D tunnels. Unlike other art classes, digital art allows students to feel at ease while working because they are less afraid of making mistakes. The undo button is available to them and they don’t have to worry about drawing a line they can’t erase. They also have unlimited paper and can make multiple designs of the same project. One good point about digital art is how students are free to copy the example, but expand on the subject to show their own uniqueness. So many times I have made a demonstration for an art project and over half the kids end up making the exact same thing as the example because they are afraid to explore and try something different. With digital art students can be unique and add characteristics to the subject in order to make it their own. It’s also not scary because they can always undo it if they don’t like it and we are not wasting paper. Another great factor for digital art is the program is free and students can download it and work from home as well. The program also relates to all other subjects and students recognize they are learning about math through art.

As a teacher I would love to work at a school where this kind of program is available. However, I have to think realistically about how low income schools function. Since we are experiencing a plethora of budget cuts it’s difficult to believe the teacher of this program will be able to stay on the staff. If we are cutting music, art, and P.E. then how is the digital art teacher supposed to stay on? However, after reading this article the author makes it sound like it wouldn’t cost the school any extra at all. My only concern is access to computers. Either way, I enjoyed reading this article and think this program is a great way for more students to be comfortable with art and be successful at it.

This article relates to the NET standard number 1, “Creativity and Innovation” because students are learning creativity and innovation through technology. Digital art allows for students to “create original works” because even if they copy the demonstration they still have multiple ways of manipulating the example in order to make it their own original work. They are also thinking creatively the entire time and are free to explore and try new experiments to see what works for them and what doesn’t.

Vaidyanathan, S. (2012 March/April). Fostering Creativity and Innovation through Technology, Learning and Leading with Technology, 39(6), 24-27.

Blog #5

“Should we Let Students Opt out of Face to Face Education?”

In this article the authors discuss the question whether students should have the choice to engage in face to face education or online networks for education. Don Brown, who teaches online courses, believes students should have this choice. He argues that we live in an age now where students already have face to face interactions with their families, friends, and general public. Therefore, it is unnecessary to have face to face interactions between students and teachers. He also brings up the point that one person doesn’t know everything and students would have more knowledge because they would have access to numerous resources with different perspectives. Students also share different interests and should be able to choose to learn what interests them most. As for the concern of socialization, he explains how children will experience this human characteristic online as well.

Ralph Maltese, who is a language arts teacher, disagrees. He says if we want education to be defined as receiving information and not learning how to read other people’s body language than online education would be best. However, he brings up the very important point that a lot can be lost in written word. For example, with emails or text messages we may think the tone of voice is different than what the person is actually saying. We also want our education to not just be about information, but about gaining knowledge. We need to physically look at people to learn about social cues and most of our understanding of a conversation comes from nonverbal communication.

As a future teacher, the idea of opting out of face to face education really scares me. If computers are going to replace teachers than I have no future career. Online education can be useful especially for students who have a difficult time in school, socially. However, I have to agree with Maltese when he says that we are going to lose important skills about how to read people. I also agree with him on the point that a lot is lost in written writing and if you want to discuss different perspectives with another person it’s best to do it face to face. I see Brown’s point about how one person doesn’t know everything, but as teachers we need to use resources with different perspectives and build off those. The teacher is capable of presenting students with resources and then discussing their findings openly in class.

This article relates to the NET standard number two, “Communication and Collaboration” because both sides of this issue still allows for students to communicate and collaborate with others. With face to face interaction students can “communicate information and ideas effectively” and without face to face interaction this could be lost. With only online learning students can “communicate and work collaborate, including at a distance” because the online class is at a distance from other students. In conclusion, I believe face to face interaction is the best way to teach children, but in extreme cases it should ultimately be up to the parents and the student what is best for them.

 Brown, D. and Maltese, R. (2011-2012 December/January). Should we Let Students Opt out of Face to Face Education? Learning and Leading with Technology, 39(4), 6-7.

Reflection: Upside Down and Inside Out: Flip your Classroom to Imporve Student Learning

Reflection: “Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning”

This article describes a classroom that operates in the flipped classroom manner. Troy Faulkner is a math teacher who conducts his classroom as a flipped classroom. The students watch videos of him teaching the lesson at home and then do their homework in class. A number of technological tools are used in his teachings. For example, the video lessons give students an introduction into the material and when they come to class they are free to use iPods, ipads, laptops, and more in order to expand their learning. The teacher also uses an interactive white board to display the homework problems in class. Students are also free to work independently or in groups. The teacher walks around the room to offer help to those struggling and if a group of students is struggling he will teach the lesson again in person. He also gives random quizzes to assess the learning of his students. Overall the classroom seems very busy and interactive.

As a teacher I could use the flipped classroom approach. It makes sense to help students with their homework in class instead of making them agonize over it at home alone. A flipped class also gives you the opportunity to meet all the students’ individual needs. However, I want to be an Elementary school teacher, preferably younger grades that might not be developmentally ready to use all these technology tools. Also, I currently work in a low income school and know many students do not have access to a computer at home, how do we accurate for these kinds of situations? I think the flipped classroom would work best in high schools because students are more engaged when they get to use multimedia tools.

This article relates to NETS standard number six “Technology Operations and Concepts” because students are using multiple forms of technology tools in order to understand a lesson. Students also have to “troubleshoot systems and applications” if the at home videos are not working properly. They will also “demonstrate a sound understanding of technology concepts, systems, and operations” while they complete each activity in class and at home.

Fulton, K. (2012). Upside Down and Inside Out: Flip your Classroom to Improve Student Learning. Learning and Leading with Technology, 39(8). 12-16 Retrieved from http://www.learningandleading-digital.com/learning_leading/20120607#pg14

Reflection: Wikipedia, Friend or Foe?

Reflection: Wikipedia, Friend or Foe?

 

This article talks about the positive and negative aspects of using Wikipedia. Thomas Hammond is an assistant professor of education in Pennsylvania. He believes Wikipedia can be useful if used in the correct ways. Instead of not allowing students to use it at all we should acknowledge it as a reality and show them how it can be useful. He acknowledges that it is a flawed source, but it can be useful, “If your curriculum is an opening into critical thinking and knowledge construction, teachers must use flawed sources such as Wikipedia alongside more authoritative texts” (Hammond, 8). What Hammonds means by this is we can have students critically think by comparing Wikipedia to more valid sources such as a text book. On the other hand, David Farhie who has been an educator for more than 23 years says Wikipedia needs to show more credibility. We all know anyone can write whatever they want on Wikipedia so in order for it to be useful it needs to prove it is telling the truth. “Wikipedia would not be on my list for the classroom unless it undergoes some major credibility checks” (Farhie, 8). Farhie values his resources and wants to know truths, not half-truths which are what Wikipedia sometimes gives. He wants his students to recognize what is considered creditable and what is not.

 

As an educator, I could use both these ideas about Wikipedia. It reminds me of the information literacy discussion we had in class. We need to teach our students how to recognize what sources are valid and which are not. I agree with Farhie that Wikipedia needs to have more credibility if we are going to allow students to use it as a source. However, Hammond also makes a good point that it can be used as a critical thinking tool. In order to teach students about what sources are valid or not, we can use Wikipedia as an example. Instead of telling students to ignore it and not use it we can have them discover why it is not valid. I can create an assignment to compare Wikipedia to other valid sources and they can draw their own conclusions as to why we don’t recognize it as a valid source.

 

This article relates to the NETS standard number four “Critical Thinking, Problem Solving, and Decision Making”. If I assign my students a task like the one I described above they will be critically thinking about why Wikipedia is not a valid source. They will “identify and define authentic problems and significant questions for investigation” as well as draw their own conclusions. They can also solve the problem by explaining what Wikipedia would have to do in order to be considered a valid source. They will also make their own decisions as to whether or not they would allow their students to use Wikipedia.  


Hammond, T. and Farhie, D. (2009). Wikipedia, Friend or Foe? Learning and Leading with Technology, 36(6). 8-9. Retrieved from http://www.learningandleading-digital.com/learning_leading/200904#pg10 

 

Information Literacy

There are many techniques I can use to effectively search for information. First I need to ask myself what do I really need to know? I can then effectively locate information by critically evaluteaing information and sources. I will also access and use information legally as well as only get sources that are up to date. In google I can also use quotation marks to keep a specific phrase together so the sources that come up are more narrowered down and specific. I can also use an advanced search to put in multiple phrases. Using the words "and" "or" and "not" also helps narrow the search.

I can evaluate the credibility of an online source by making sure the publisher is credible and by using .org or .edu sites. The organization of the source is also important and I can pay attention to the tone of the writing and try to look for bias. The database I use also needs to be advanced and the author needs to be someone of authority. Peer-reviewed articles are great sources and the type of media used is important to pay attention to as well. The source also needs to be up to date and references need to be creditable. Using these techniques will help me stay on track and know all my resources are legitimate and relevant.