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