I read an article titled Urgent Emerging Issues Related to Technology Applications in Schools by Peter Martorella. The article was broken down into five sections.
The first section was about ethical concerns in technology usage. Thefts of computers are computer components are becoming increasingly prevalent in schools. Thefts are even worse today now that computers are becoming smaller and smaller and with fewer wires to tether them down. However, the worst problem is theft of software because it breaks copyright laws and hurts the authors and publishers of their owed compensation. Plagiarism is another problem with the Internet. Most sites do not give the author credit and copying and pasting has become so easy to do. The author suggests that teachers explain plagiarism and model behavior of acknowledging the author.
The second section was about Internet Usage. One problem is using modems for connecting to the Internet. Modems are slow and if one goes onto a website during peak hours, they become extremely slow. Another problem is verifying the truth found on websites. Students do not know what is true what is not when searching on the web. They often are easy to believe whatever they read. This is a major problem and teachers can help students by teaching them what to look for when deciding if they site is credible.
The third section was about the first amendment and privacy acts. A problem that is occurring is being able to control the freedom of speech. It is hard to regulate what people can say and put on the Internet thanks to the freedom of speech. Due to this freedom, children can now have access to indecent and salacious materials. The only way to fix this problem is to have firewalls created or software installed on computers that block adult material from children.
The fourth section was about personnel shortages. Computers are great but it still takes a human being to maintain such technology. People have to understand that technology sometimes breaks and needs to be fixed. Teachers now have to worry about not only their lessons, students, adding technology in their lessons, but being able to troubleshoot and fix problems associated with technology. Also, teachers have to stay current with today’s technology. Technology changes so quickly that it is hard for everyone to keep up. Technology workshops are being used more and more in professional development seminars. Lastly, teachers that are current with technology, who try to juggle all of the extra duties that teachers now have to do, tend to burn out a lot quicker.
The last section was about ascendancy of the technology critics. The cost of computers is the real problem in this section. Computers cost less today but the upkeep on them is getting more and more costly. This is especially hurting schools that are starving for even the basic school supplies and have little money to spend. Therefore, not every school is equal in the amount of computers it has compared to others. This is the same as how many students have computers at home. Schools in affluent areas are going to have a large number of students that have at least one computer at home. In a not as affluent school area, not as many students will have a computer at home. This hurts the student in school because it puts them behind students that have a computer at home and use it on a daily basis.
The article ends with a conclusion summing up what the author has explained throughout the article.
Technology is a great asset, however there are many problems to think about and keep an eye on when using it. This article did a great job in listing some of these problems and is a good article for teachers to read before introducing a new source of technology into the classroom. What do you think?
Tuesday, July 14, 2009
Thursday, July 9, 2009
Music Technology, Where is it Going?
I read an article titled The Future of Music Technology: Web-Based Software by Dr. John Kuzmich, Jr. The author feels that most music teachers are not utilizing technology in the classroom. Instead, most music teachers tend to stick to the traditional ways of teaching music. He thinks that most teachers are not switching because of the demands of learning new software. The author says that only nine states fully use the national standards of music while twenty-nine of them only use some of the national standards. The answer to this is web-based software. This software has to be able to be used at home as well so it is used effectively.
Next, the author explains the story of a teacher from New York who posted rhythm and practice exercises online. He used a program called Sibelius Scorch and also created his own webpage for the students. This teacher also went on to do a cross curricular project on the American Revolution and the music of its time period. He created an interactive fife and drum curriculum and this encouraged the students to practice more at home. Lastly, this teacher also created solfege lessons on his site. These are also interactive and give the students good practice that they can do anywhere that has a computer and internet. Students have to sign in on the solfege site this way the teacher can see who is practicing.
The author then goes on to list and explain some good music software programs. The first list shows programs that are over the internet. There is a second list that explains and lists a few CD-Rom workstation software programs. Next, the author explains some things that teachers will need to know first before switching over to these types of technology. He gives examples of some things that can be done with the different websites.
I thought this article was interesting. I am excited to go online to these different sites and try them out. In one of the discussion questions I had written about a program called Smart Music which has a lot of the same ideas as the sites listed, however with Smart Music, you have to pay a thirty dollar fee to use the program for one year. This could deflect parents from getting it for their children. Thirty dollars does not seem like much but to a family who is already struggling, it would be difficult. The programs listed in the article don’t seem to have a fee for the individual student so that is a plus.
I would definitely like to use more technology when teaching band but for me, the problems I face, are that of the building be dated. I have one plug where I teach and I share a computer with others. Therefore, I cannot be using the computer during my teaching because others would not be able to use it. Secondly, I would need more computers to have my students use these sites. My one school does not even have a computer lab at all. I am not sure of how this would work. I am hoping that in the following years when we do get a new building, I will be able to incorporate these technologies listed into my teaching. I think it will make learning more fun and encourage students to practice, especially at home.
Next, the author explains the story of a teacher from New York who posted rhythm and practice exercises online. He used a program called Sibelius Scorch and also created his own webpage for the students. This teacher also went on to do a cross curricular project on the American Revolution and the music of its time period. He created an interactive fife and drum curriculum and this encouraged the students to practice more at home. Lastly, this teacher also created solfege lessons on his site. These are also interactive and give the students good practice that they can do anywhere that has a computer and internet. Students have to sign in on the solfege site this way the teacher can see who is practicing.
The author then goes on to list and explain some good music software programs. The first list shows programs that are over the internet. There is a second list that explains and lists a few CD-Rom workstation software programs. Next, the author explains some things that teachers will need to know first before switching over to these types of technology. He gives examples of some things that can be done with the different websites.
I thought this article was interesting. I am excited to go online to these different sites and try them out. In one of the discussion questions I had written about a program called Smart Music which has a lot of the same ideas as the sites listed, however with Smart Music, you have to pay a thirty dollar fee to use the program for one year. This could deflect parents from getting it for their children. Thirty dollars does not seem like much but to a family who is already struggling, it would be difficult. The programs listed in the article don’t seem to have a fee for the individual student so that is a plus.
I would definitely like to use more technology when teaching band but for me, the problems I face, are that of the building be dated. I have one plug where I teach and I share a computer with others. Therefore, I cannot be using the computer during my teaching because others would not be able to use it. Secondly, I would need more computers to have my students use these sites. My one school does not even have a computer lab at all. I am not sure of how this would work. I am hoping that in the following years when we do get a new building, I will be able to incorporate these technologies listed into my teaching. I think it will make learning more fun and encourage students to practice, especially at home.
Wednesday, July 1, 2009
Do All Students Receive the Same Chance?
I read a report titled A Question of Equality: Do All of My Students Receive the Same Chance? By Jonathan D. Haraty. This report is about a science teacher who teachers in a school where students often get into trouble as far as criminal problems. Recently, the school had to be changed from a high school plus minimal middle school to one building with separate sections. The teacher use to have to teach middle and high school but with the new reform, he only teachers high school with other new teachers now teaching middle school separate from high school. The teacher now has only fifteen students per class but most students have IEP’s and other learning disabilities. Another challenge this teacher has to face is the challenge of having several students out of class at a time due to court action and being “locked up”.
One student complains to him that her work is too easy and that her mother also agrees and they think that this will lead to her getting into trouble because she is not being challenged enough in school. The teacher started to look at his teaching more carefully. He was tending to gear his lessons to students who were at the remedial stage of learning. The teacher also had students that were learning English as their second language. This was also a problem because the school was trying a school-wide teaching method of using a lot of reading and writing assignments and activities in the classroom. Since this teacher had ESL Students, he had to slow down the pace for the rest of the class because of this. He noticed that many of his students that were completing their work and getting good grades were often looking out the window and distracting the other students during class. This was due to them being bored mentally. The teacher decided to do a survey with his classes. He figured by doing this, he could find out what the students felt was not challenging enough about the work. He then could interview them to find out what they need as individuals. The teacher told all of the students about the survey and explained to them what it was for, told them there was a consent form to sign for the survey and the interview, and explained that they did not have to do either if they did not want to. Also, the teacher explained that the survey and interview would in no way benefit or harm their grades.
The findings came out that during the one week period that the survey was given; only thirty-five percent of the students completed the survey. The teacher teaches grades nine through twelve and found out that the younger students were the ones who were most intrigued and interested to participate in the survey. Even more interesting, the students ended up saying that they wanted to keep up with the status quo that was already established meaning, they did not want anything in class to change. The students said the work was a good level for them and also none said it was too hard. Only two students said that sometimes in the past the work had been too easy. When asked how they would feel about getting more work to do, most students thought it would benefit them.
The discussion segment showed that the teacher was only able to interview two students. This was due to gang related problems. One student said that the reform helped her because before she felt she was not being pushed enough in her work, while now she feels the work is at a good level for her. Another student said that he doesn’t like extra work and that he shuts down when he has to do it. The teacher said that this student needs to pushed a little and that the work for him was not too hard. In the end, the teacher thinks that he has changed his teaching since the reform. Before the reform, he could easily differentiate lessons for students, but now, the reform makes that more difficult. How does one differentiate a reading lesson when the whole class is being read to out loud? Differentiation is something that the teacher would like to pursue more and plans to research more.
I thought from reading the title of this report that this report was going to be about students’ backgrounds and home life, and how it relates to how they do in school. I was surprised how I was completely wrong. However, I did feel that this was an interesting report. I can somewhat relate to it from the school in teach in. Although, I don’t have nearly as many problems and things to take into consideration with my students like this teacher had. I thought his findings were interesting. Many students did not participate due to gangs. Most of the students that did participate would not have an interview with the teacher.
In Maryland, we work in counties instead of small school districts. They have been talking about reforming schools especially in the middle schools. Reform can be good, but as we found out here, it can hurt the individual needs of our students, therefore forcing us to be more creative with developing work for these students.
Interesting article, what are your thoughts?
One student complains to him that her work is too easy and that her mother also agrees and they think that this will lead to her getting into trouble because she is not being challenged enough in school. The teacher started to look at his teaching more carefully. He was tending to gear his lessons to students who were at the remedial stage of learning. The teacher also had students that were learning English as their second language. This was also a problem because the school was trying a school-wide teaching method of using a lot of reading and writing assignments and activities in the classroom. Since this teacher had ESL Students, he had to slow down the pace for the rest of the class because of this. He noticed that many of his students that were completing their work and getting good grades were often looking out the window and distracting the other students during class. This was due to them being bored mentally. The teacher decided to do a survey with his classes. He figured by doing this, he could find out what the students felt was not challenging enough about the work. He then could interview them to find out what they need as individuals. The teacher told all of the students about the survey and explained to them what it was for, told them there was a consent form to sign for the survey and the interview, and explained that they did not have to do either if they did not want to. Also, the teacher explained that the survey and interview would in no way benefit or harm their grades.
The findings came out that during the one week period that the survey was given; only thirty-five percent of the students completed the survey. The teacher teaches grades nine through twelve and found out that the younger students were the ones who were most intrigued and interested to participate in the survey. Even more interesting, the students ended up saying that they wanted to keep up with the status quo that was already established meaning, they did not want anything in class to change. The students said the work was a good level for them and also none said it was too hard. Only two students said that sometimes in the past the work had been too easy. When asked how they would feel about getting more work to do, most students thought it would benefit them.
The discussion segment showed that the teacher was only able to interview two students. This was due to gang related problems. One student said that the reform helped her because before she felt she was not being pushed enough in her work, while now she feels the work is at a good level for her. Another student said that he doesn’t like extra work and that he shuts down when he has to do it. The teacher said that this student needs to pushed a little and that the work for him was not too hard. In the end, the teacher thinks that he has changed his teaching since the reform. Before the reform, he could easily differentiate lessons for students, but now, the reform makes that more difficult. How does one differentiate a reading lesson when the whole class is being read to out loud? Differentiation is something that the teacher would like to pursue more and plans to research more.
I thought from reading the title of this report that this report was going to be about students’ backgrounds and home life, and how it relates to how they do in school. I was surprised how I was completely wrong. However, I did feel that this was an interesting report. I can somewhat relate to it from the school in teach in. Although, I don’t have nearly as many problems and things to take into consideration with my students like this teacher had. I thought his findings were interesting. Many students did not participate due to gangs. Most of the students that did participate would not have an interview with the teacher.
In Maryland, we work in counties instead of small school districts. They have been talking about reforming schools especially in the middle schools. Reform can be good, but as we found out here, it can hurt the individual needs of our students, therefore forcing us to be more creative with developing work for these students.
Interesting article, what are your thoughts?
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