Level the Playing Field

I recently read an article entitled Bridging the Digital Divide: A Building Block for Teachers by Colleen Swain and Tamara Pearson, who both have ties to the School of Teaching and Learning at the University of Florida. Within the article, the authors described the “Digital Divide” and provided steps that could be taken to help resolve the issue. The Digital Divide has to do with both the accessibility and the equitability of technology for students, which is dependent on the “category” they fall under. The authors believe that one step educators can take toward resolving this issue, is to advocate for school computers to be placed in the classrooms as opposed to computer labs. They believe that allowing students to utilize the school computers in the classrooms will be more beneficial and promote greater collaboration among they and their peers. The authors believe that all teachers and educators need to be taught how to use computers properly in order to increase productivity. Students should not spend all of their classroom computer time using educational software, they should be allotted some time to research ideas and develop other vital skills, by exercising their creativity and the learning styles which best suite them. Reflection is a very important part of being a teacher. The authors highlight the importance of teachers reflecting on the use of technology within their classrooms. Teachers ought to think various thoughts, such as: how they can best incorporate technology into their classrooms to maximize student learning; how they can get the support of parents; and how they can acquire the funding needed for technology.     

I believe that the information presented in this article is of extreme significance for both current and future educators, because it lays out the importance of ensuring both the accessibility and equitability of technology in the classroom. The most important insight that I gained in reading this article is to remember that all students need to be taught how to use the technology you plan to implement; in other words, the playing field needs to be level. I feel the authors were very thorough in their descriptions and explanations, and I hope to utilize in the near future the information that I have gained. 

In the future I hope to apply the information that I have learned as a direct result of reading this article. Although I am going to teach physical education, I do plan on incorporating technology within my curriculum. And although I most likely will not have my own classroom with computers in it, I intend on utilizing a computer lab on campus and having my students work together to collaborate on projects that pertain to health and fitness.

Swain, C., & Pearson, T. (2001). Bridging the digital divide: A building block for teachers. Learning & Leading with Technology, 28(8), 10-13, 59.

Digital Videos in the Classroom

Digital Video Goes to School is a very fascinating, yet enlightening article that discusses the use of video projects in the classroom. Helen Hoffenberg and Marianne Handler wrote the article. Helen Hoffenberg is an Education Development Executive for Apple Computer, Inc.; previously, she was an educator in the Chicago public school system. Marianne Handler is a professor in Technology in Education at National-Louis University. In the article, the authors state the fact that the use of digital videos in the classroom is on the rise. Children today live in a visual world; technology can assist in not only teaching students new skills, but can increase their motivation to learn. With video editing software easily accessible, the authors feel that everyone should give video classroom projects a chance. With that being said, they acknowledge that technology should be used to assist an educator in teaching the curriculum not replace the curriculum. The skills that students develop in creating digital videos were provided, as were various project ideas, as well as when to implement those projects depending on what an educator wants to capture in the creating of the videos. The authors then provided several examples of how educators used digital video assignments in their classrooms. Colleges of education are using videos in a variety of ways. In some cases, future teachers are being given the luxury of watching exemplary teaching via videos. In other instances, future educators are actually collaborating with their peers to create videos themselves.

I believe this article is very significant, because as the authors stated, we live in a visual age, and we have access to amazing technological resources that can assist us in educating our students. I really appreciate the knowledge that I gained in reading much of the information that was provided in this article. I now know the skills that students develop in creating digital videos, various project ideas, as well as when to implement projects depending on what I want to capture in having my students create videos. Now that I know more about those particular aspects of using digital videos in the classroom, I hope to apply what I have learned when I become an educator. I feel the authors were very clear in their explanations.

As a result of reading this article, I plan to implement a digital video project in my future classes. Being that I am going to teach physical education, I believe that I will have my students take video of themselves performing various techniques and drills, and then watch those clips in slow motion, so that they can visualize proper technique and develop a critical eye or error detection. 

Haffenberg, H., & Handler, M. (2001). Digital video goes to school. Learning & Leading with Technology, 29(2), 10-15. Retrieved from http://www.usq.edu.au/course/material/edu5472/resources/files/ll29210.pdf

Storytelling Through Digital Photos

Digital Storytelling in the Language Arts Classroom, is a very interesting and informative article written by Glen Bull and Sara Kajder. Glen Bull is the Ward Professor of Education in the Curry School of Education at the University of Virginia, and Sara Kajder is a graduate fellow in the Center for Technology and Teacher Education within the Curry School of Education at the University of Virginia. In the article, the authors describe digital storytelling; they discuss the benefits of digital storytelling as well as the seven elements that effective digital stories are built upon. Digital storytelling is the sharing of message through a short film composed of still images and limited wordage. Digital storytelling encourages and allows students to be creative and to take ownership of their thoughts and feelings, and the work they create. In addition, digital storytelling allows students, who may be less skillful readers and writers than their peers, to better express themselves and to better understand their peers’ thoughts and feelings. Effective digital stories are comprised of seven key elements: A point of view, A dramatic question, Emotional content, Economy, Pacing, The gift of your voice, and An accompanying soundtrack. Each element contributes to the overall quality and effectiveness of a digital story.

I feel this article is extremely significant because it provides educators with one idea as to how they can empower their students to freely express themselves, regardless of their reading and writing ability. In reading this article, I not only came to the realization that some students may have difficulty expressing themselves and comprehending the thoughts and feelings of others, I learned about a tool/assignment, called digital storytelling, which I could implement in my class, that could serve to help my students. I believe the authors did a thorough job of describing digital storytelling, and explaining its benefits and the elements it is composed of.   

As a direct result of reading this article, I hope to take the information presented and apply it in my future career, as an educator. I could have my students complete a project in which they document various examples of “Wellness” in their own lives, while demonstrating creativity and self-expression.   

Bull, G., & Kajder, S. (2004). Digital storytelling in the language arts classroom. Learning & Leading with Technology, 32(4), 46-49. Retrieved from http://www.digitalstoryteller.org/docs/DigitalStorytelling.pdf

Assistive Technology Tools to Aid Students with Disabilities

In the article Build an Assistive Technology Toolkit the author, Kelly Ahrens, discusses assistive technology tools; their importance as well as the various types of tools that are out there to help those with special needs. Kelly Ahrens is the technology director for the East Providence School District in Providence, Rhode Island. In the article, she states that assistive technology tools can help students with disabilities foster independence and can help them further develop their self-confidence. She then lists and describes both free and low-cost assistive technology tools as well as assistive technology software packages that can be purchased and installed on school computers by IT departments. She points out the fact that many operating systems already come complete with assistive tools and she describes where to find those tools on both PC and Mac computers. She then provides a list of other helpful tools that are either free or low-cost and can be found online. She encourages parents to work with the IT department in order to ensure their children receive the most optimal tools for their needs. Lastly, she lists and describes in great detail some of the assistive technology tools that may be found on a reader’s operational system.

I believe that this article is very significant because if I plan to assign projects for my students that require technology, it will be important that I know about assistive technology tools that may help any of my students who may have special needs. First of all, I’m glad that I read this article because I had never before even thought about the possibility that I may have students with special needs who could benefit from assistive technology tools. Secondly, I learned about different free and low-cost tools that are available if the need arises. I feel that this article has impacted my learning tremendously, because I now have an idea about how I would handle a situation or dilemma that I had never before thought about. I think everything about this article was explained well and so it could be easily understood for the most part, the only thing that I think I may need further explanation on, would be the whole process of talking to the IT department and getting software purchased and installed on the school computers. 

As a result of reading this article, my hope is that I will be able to apply what I have learned as needed in my future career, as an educator. If I do have a student with special needs or a student I feel could benefit from assistive technology tools, I will follow Ahrens steps and take her advice in order to help my student(s).

Ahrens, K. (November 2011). Build an assistive technology toolkit. Learning & Leading with Technology, 39(3), 22-24.

Looking into what Getting a Passport to Digital Citizenship Entails

The article, Passport to Digital Citizenship by Mike Ribble, as one might suspect, is about the concept, digital citizenship. Mike Ribble has worked in both, the field of education, as well as the field of technology. He has worked in both private and public institutional settings and has worked with students ranging from high school level to graduate school level. While his work in regard to digital citizenship is geared toward students, he believes it could be of benefit to any user of technology. In the article the concept, digital citizenship, is described, and the nine themes of digital citizenship along with the four stages of technology implementation are listed and explained upon. Digital Citizenship is one of the NEST student standards. The standard entitled Digital Citizenship states “Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.” In alignment with this standard, Mike Ribble then talked about the book he and his colleague, Gerald Bailey, authored in which they listed and described what they believe are the nine themes which are essential to digital citizenship. The nine themes are: Digital Access, Digital Commerce, Digital Communication, Digital Literacy, Digital Etiquette, Digital Law, Digital Rights and Responsibilities, Digital Health and Wellness, and Digital Security. Lastly, Ribble explained that the nine themes alone were not enough, and he introduced what calls The Four Stage Technology Learning Framework For Teaching Digital Citizenship. The following are the stages from stage one to stage four: Awareness, Guided Practice, Modeling and Demonstration, and Feedback and Analysis. Ribble believes that this Four Stage Framework will assist teachers and parents in teaching students and other technology users digital citizenship.

I believe this article is very significant, because as the article stated, technology and the use of technology is growing more and more rapidly than ever before in history. Because of this, it is now more important than ever, that children, students, and other technology users, understand technological issues and practice legal and ethical behaviors. In doing previous assignments, I had already read about the nine themes essential to digital citizenship, but I hadn’t however, learned about the Four Stage Technology Learning Framework. I believe this four-stage process of implementing technology learning digital citizenship would be of great benefit to both teachers and parents alike.

After having read this article, it is my hope that I can apply what I have learned when I begin my career as an educator. I am already coming up with ideas of different types of assignments that I could have my future students do in which they will utilize various sources of technology. I plan to teach my students about digital citizenship and it’s importance both before the begin working on assignments and while working on assignments.

Ribble, M. (December/January 2008-09). Passport to digital citizenship. Learning & Leading with Technology, 36(4), 14-17.