Title of Article NY Governor Calls for Statewide Broadband
Publisher Yahoo News
Date of Publication Fri Dec 7, 11:22 PM ET
Author Richard Koman, newsfactor.com
http://news.yahoo.com/s/nf/20071208/tc_nf/57131
Allyson McDowell
Summary of article: despite the floundering tale of Wi-Fi nationwide the governor of New York has unveiled a plan to bring affordable broadband to the entire state. He links this plan to the economy and compares it to the Erie canal’ s flow. Something is wrong here he said.”The average kid in South Korea has better access to broadband.
The governor state that broadband is no longer a luxury and that every New Yorker should have access to affordable internet service.
Craig Settles, a consultant to governments regarding mobile and wireless networks, said in a telephone interview.
"In rural areas and many small towns, providing access is something government should be involved in," he said, adding that, unlike with municipal Wi-Fi, residents probably don't necessarily expect it to be free.
Settles pointed out that the push for universal broadband will also be driven by the need for public safety communications. "It will only take one or two more disasters" for people to understand the emergency response aspect to wireless networks. Minneapolis received a lot of attention, for example, for the way it used wireless to communicate with residents about the I-35 bridge collapse in August.
Thursday, December 13, 2007
Monday, December 10, 2007
CURRENT ISSUE # 1 - Zenobia Fypher
Article Title: A School Gets an F, and Parents Worry About What Comes Next
Source: The New York Times
Link: http://www.nytimes.com/2007/12/09/nyregion/thecity/09scho.html?ref=education&pagewanted=print
Published: December 9, 2007
Writer: Jennifer Bleyer
Submitted by: Zenobia Fypher
As schools in NYC are evaluated based on many factors, they were given a letter grade. In this article one school, PS 79, received a grade F. It was also announced that as a result of the grade obtained, this school would be closed and replaced with smaller schools, housed in the same building. Parents were worried, angry, and confused about where their children would go to since this school is one to be ‘closed’. What was not made clear to them is the fact that the building would still be used and students would still attend classes in the building, however, they would be under new administration which would head the different schools.
While figures quoted indicate that the school received an overall score of 22.6%, some parents believe that the school staff and administrators should have been given the chance to make necessary improvements.
Source: The New York Times
Link: http://www.nytimes.com/2007/12/09/nyregion/thecity/09scho.html?ref=education&pagewanted=print
Published: December 9, 2007
Writer: Jennifer Bleyer
Submitted by: Zenobia Fypher
As schools in NYC are evaluated based on many factors, they were given a letter grade. In this article one school, PS 79, received a grade F. It was also announced that as a result of the grade obtained, this school would be closed and replaced with smaller schools, housed in the same building. Parents were worried, angry, and confused about where their children would go to since this school is one to be ‘closed’. What was not made clear to them is the fact that the building would still be used and students would still attend classes in the building, however, they would be under new administration which would head the different schools.
While figures quoted indicate that the school received an overall score of 22.6%, some parents believe that the school staff and administrators should have been given the chance to make necessary improvements.
Current Issue # 5 - Zenobia Fypher
CURRENT ISSUE # 5
Article Title: What Did the Professor Say? Check Your iPod
Source: The New York Times
Link: http://www.nytimes.com/2007/12/09/business/09novel.html?_r=1&ref=education&oref=slogin
Published: December 9, 2007
Writer: Anne Eisenberg
Submitted by: Zenobia Fypher
Once again, technology integration in education has reared its head to remind us of its importance. In this article, allusion is made to the use of iPods as a tool of revisiting class lectures at both the school and the university level. iPods are widely used by students who are quite fluent with this technology. The article discusses the use of this tool as a frame of reference for students. It is particularly useful when students want to review one or more lectures, study for a test, and to see the material taught during an absence to name a few. The most important feature is that the student is able to access slides which show material presented in the class. In a regular classroom, the work written on chalkboards is often erased during or at the end of the class, thus providing no teacher/lecturer reference for students. With this new system of using iPods to retrieve lectures, students will have visual and audio material for their reference.
Hardware manufacturers have taken the complexity out of using or operating technological tools; hence, the tools are now very simple to work with. This alleviates the frustration often experienced by people who are not technology oriented or savvy.
While the cost for using these “lecture capture” facilities is offset on university campuses by tuition and other fees paid by students, great investigation and analysis would have to be done in order to implement this great feature in schools, places where most students have iPods and use them daily.
Article Title: What Did the Professor Say? Check Your iPod
Source: The New York Times
Link: http://www.nytimes.com/2007/12/09/business/09novel.html?_r=1&ref=education&oref=slogin
Published: December 9, 2007
Writer: Anne Eisenberg
Submitted by: Zenobia Fypher
Once again, technology integration in education has reared its head to remind us of its importance. In this article, allusion is made to the use of iPods as a tool of revisiting class lectures at both the school and the university level. iPods are widely used by students who are quite fluent with this technology. The article discusses the use of this tool as a frame of reference for students. It is particularly useful when students want to review one or more lectures, study for a test, and to see the material taught during an absence to name a few. The most important feature is that the student is able to access slides which show material presented in the class. In a regular classroom, the work written on chalkboards is often erased during or at the end of the class, thus providing no teacher/lecturer reference for students. With this new system of using iPods to retrieve lectures, students will have visual and audio material for their reference.
Hardware manufacturers have taken the complexity out of using or operating technological tools; hence, the tools are now very simple to work with. This alleviates the frustration often experienced by people who are not technology oriented or savvy.
While the cost for using these “lecture capture” facilities is offset on university campuses by tuition and other fees paid by students, great investigation and analysis would have to be done in order to implement this great feature in schools, places where most students have iPods and use them daily.
Sunday, December 9, 2007
Current event # 5
Title and link: City Names Six Schools to Close After Poor Grades
Author: ELISSA GOOTMAN
Source: New York Times
Summary: N.Y.C will close six schools after earning D's and F's in a report released by New York Department of Education. The city officials explained that the criteria was based on the schools' report cards and the history of performance in these schools. Three of the failing schools are located in East Harlem, a middle and elementary school in the Bronx and a small high school in Brooklyn. According to the report released by N.Y.C Department of Education, there are 50 city schools that received D's and almost 100 that got F's.
The main question for Department of Education is how are they going to replace these schools with new schools. Some of these six schools will be phased out gradually; they will not accept new applicants for next year and finally they will be replaced by new schools. The school that I teach in now will be phasing out in two years. In the past the school was closed and reopened under a new name a few times. Closing and reopening a school under a new name does not mean that something essential about the school has changed.
I think that schools that will be phased out should be replaced by new schools with new leaders, new vision and a new curriculum. In addition to that, the school should be given the necessary resources to attract staff and students in a completely new environment. A lot depends on the administrators of the school who set a tone and relationships with staff and students. One other thing that I believe is important refers to the school and class size. It is known now that large schools are not performing as good as small schools where people can actually build a strong community and where everyone knows everyone. Class size is essential for the success of the students and will enable the teacher to help his/her students much more than in a large class size.
Author: ELISSA GOOTMAN
Source: New York Times
Summary: N.Y.C will close six schools after earning D's and F's in a report released by New York Department of Education. The city officials explained that the criteria was based on the schools' report cards and the history of performance in these schools. Three of the failing schools are located in East Harlem, a middle and elementary school in the Bronx and a small high school in Brooklyn. According to the report released by N.Y.C Department of Education, there are 50 city schools that received D's and almost 100 that got F's.
The main question for Department of Education is how are they going to replace these schools with new schools. Some of these six schools will be phased out gradually; they will not accept new applicants for next year and finally they will be replaced by new schools. The school that I teach in now will be phasing out in two years. In the past the school was closed and reopened under a new name a few times. Closing and reopening a school under a new name does not mean that something essential about the school has changed.
I think that schools that will be phased out should be replaced by new schools with new leaders, new vision and a new curriculum. In addition to that, the school should be given the necessary resources to attract staff and students in a completely new environment. A lot depends on the administrators of the school who set a tone and relationships with staff and students. One other thing that I believe is important refers to the school and class size. It is known now that large schools are not performing as good as small schools where people can actually build a strong community and where everyone knows everyone. Class size is essential for the success of the students and will enable the teacher to help his/her students much more than in a large class size.
Tuesday, December 4, 2007
Christine's issues
"Groundbreaking Study Proves Quantifiable Benefits of Media Literacy Education"
JUST THINK FOUNDATION
Tue, 04 Dec 2007
The article discusses a study that shows that media literacy education improves core learning for all students especially special education and at-risk students. Thestudy took place in
The study consisted of a 40 hour PD and teachers creating and integrating media literacy lesson plans. Teachers received ongoing one-on-one technical support and academic coaching from Just Think.
The AMLA's "Core Principles of Media Literacy Education" (http://www.amlainfo.org/coreprinciples) provides guidelines for integrating media literacy with educational standards in classrooms from kindergarten through college
The relevance is obvious, and media literacy is something I believe regardless of its effect on test scores and other academic indicators of learning. People need to think critically- regardless of how much education they get.
It's easy to integrate technology, literacy and media literacy.
http://www.earthtimes.org/articles/show/news_press_release,235895.shtml
Laurie's Current Issue 5
Study Links Drop in Test Scores to a Decline in Time Spent Reading
By MOTOKO RICH
Published: November 19, 2007
New York Times
A report by the National Endowment for the Arts indicates that the reduction of reading for pleasure as students go through school, is causing a decline in reading test scores. The NEA compiled data from approximately two dozen studies from the federal Education and Labor Departments and the Census Bureau as well as various foundations, businesses, and academic institutions. The conclusion was that students are reading less and because of less reading, reading test scores have declined. Some argue that students are reading much more than the report claims because they read on the Internet.
The study points out that as they move to higher grades, students typically read less poetry, drama, and non-fiction and a direct correlation was found between the amount of reading and test scores. Current statistics show that on the whole, elementary reading test scores are improving, middle school scores have not changed, and high school scores are slightly declining.
The causes of the drop in reading after elementary school is not completely clear, however several factors have been mentioned, including the “use of new technologies like the Internet and other gadgets, and the failure of schools and colleges to develop a culture of daily reading habits.” Additionally, our society does not generally discuss or recognize in the media or elsewhere, authors, literature, or reading in general.
The lack of the continuity in reading has also has a negative effect on income. Analysis of the Education Department statistics indicate that proficient readers earn more than individuals that read below what is measured on a basic level reading test.
By MOTOKO RICH
Published: November 19, 2007
New York Times
A report by the National Endowment for the Arts indicates that the reduction of reading for pleasure as students go through school, is causing a decline in reading test scores. The NEA compiled data from approximately two dozen studies from the federal Education and Labor Departments and the Census Bureau as well as various foundations, businesses, and academic institutions. The conclusion was that students are reading less and because of less reading, reading test scores have declined. Some argue that students are reading much more than the report claims because they read on the Internet.
The study points out that as they move to higher grades, students typically read less poetry, drama, and non-fiction and a direct correlation was found between the amount of reading and test scores. Current statistics show that on the whole, elementary reading test scores are improving, middle school scores have not changed, and high school scores are slightly declining.
The causes of the drop in reading after elementary school is not completely clear, however several factors have been mentioned, including the “use of new technologies like the Internet and other gadgets, and the failure of schools and colleges to develop a culture of daily reading habits.” Additionally, our society does not generally discuss or recognize in the media or elsewhere, authors, literature, or reading in general.
The lack of the continuity in reading has also has a negative effect on income. Analysis of the Education Department statistics indicate that proficient readers earn more than individuals that read below what is measured on a basic level reading test.
TIM'S CURRENT ISSUE NUMBER 5
MIT ADAPTS FREE ONLINE COURSES FOR HIGH SCHOOLS
Primary topic channel: 21st century skills
From eschools news staff and wire service reports
Thursday November 29, 2007
The Massachusetts Institute of Technology (MIT) has created a new web site with free online resources that aim to improve science, technology, engineering, and mathematics (STEM) instruction at the high school level. Highlights for high school is designed to inspire the next generation of scientists and engineers. They site encourages teachers to use, redistribute and make modifications for non commercial use.
Highlights for High School features more than 2,600 video and audio clips, animations, lecture notes, and assignments taken from actual MIT courses. The site organizes these resources to match the Advanced Placement physics, biology, and calculus curricula. Demonstrations, simulations, and animations give educators engaging ways to present STEM concepts, while videos illustrate MIT's hands-on approach to the teaching of these subjects
Thomas Magnanti, former dean of the School of Engineering at MIT, chaired the committee that developed the site.
"As has been well documented, the U.S. needs to invest more in secondary education, particularly in the STEM fields. MIT, as a leading institution of science and technology, has an obligation to help address the issue," he said.
More than 10,000 teachers and 5,000 students visit the site each month. MIT is looking into organizing an MIT secondary-education mentor corps to work with high school educators.
I visited the site and found it remarkably easy to navigate, very clear definitions of the courses, and all around user friendly. I have already emailed this course to a friend in the high school and another professor in NYIT. Introductory, AP, knowledge in Action, hands on learning, high school courses developed by MIT students, and other MIT resources for high school are the easy to navigate subtitles that open the site to explore. I think this is one of the best websites I have had the pleasure of exploring.
http://http//www.eschoolnews.com/news/top-news/index.cfm?i=50758;_hbguid=2fe71869-7611-4edb-8f76-1d460f3866e9
Primary topic channel: 21st century skills
From eschools news staff and wire service reports
Thursday November 29, 2007
The Massachusetts Institute of Technology (MIT) has created a new web site with free online resources that aim to improve science, technology, engineering, and mathematics (STEM) instruction at the high school level. Highlights for high school is designed to inspire the next generation of scientists and engineers. They site encourages teachers to use, redistribute and make modifications for non commercial use.
Highlights for High School features more than 2,600 video and audio clips, animations, lecture notes, and assignments taken from actual MIT courses. The site organizes these resources to match the Advanced Placement physics, biology, and calculus curricula. Demonstrations, simulations, and animations give educators engaging ways to present STEM concepts, while videos illustrate MIT's hands-on approach to the teaching of these subjects
Thomas Magnanti, former dean of the School of Engineering at MIT, chaired the committee that developed the site.
"As has been well documented, the U.S. needs to invest more in secondary education, particularly in the STEM fields. MIT, as a leading institution of science and technology, has an obligation to help address the issue," he said.
More than 10,000 teachers and 5,000 students visit the site each month. MIT is looking into organizing an MIT secondary-education mentor corps to work with high school educators.
I visited the site and found it remarkably easy to navigate, very clear definitions of the courses, and all around user friendly. I have already emailed this course to a friend in the high school and another professor in NYIT. Introductory, AP, knowledge in Action, hands on learning, high school courses developed by MIT students, and other MIT resources for high school are the easy to navigate subtitles that open the site to explore. I think this is one of the best websites I have had the pleasure of exploring.
http://http//www.eschoolnews.com/news/top-news/index.cfm?i=50758;_hbguid=2fe71869-7611-4edb-8f76-1d460f3866e9
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