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
Current Issue 5
Title of Article: “Latino Immigrants’ Children Found Grasping English”
Publisher: The New York Times
Date of Publication: November 30, 2007
Author: Julia Preston
Summary:
This article shows a predictable trend in English language acquisition of Latino Americans. The studies of this article basically show that the longer Hispanic immigrant families live in America the more likely individuals are to speak English fluently.
To cite a graph presented in the article, information is presented on the “Percentage of people in each generation of Hispanic immigrant families who said they speak English very well.” Statistics are presented according to generations labeled: “First”, “Second”, “Third and Later.” It is stated that 23% of “first” generation Latino immigrants claim to speak English very well. 88% of “second” generation families claim to speak well and 94% of “third and later” generations claim to speak well.
Basically, as families enter America, children are very likely to grow into adults who speak English well. Their parents, however, are less likely to grasp the language. Such studies have been done in order to “address rising worries among some voters that immigrants arriving from Latin America in the last two decades have resisted learning English and are failing to assimilate into American society.” (page 1) The report also finds that 46% of Latino adults say that “poor English skills as the leading cause of discrimination against them.”
An interesting finding of this study is that the country of origin of Latino immigrants also seems to play a role in English fluency. It was found that 71% of Mexican immigrants “spoke little or no English.” Puerto Ricans, however, are “the most likely to speak English well.
Publisher: The New York Times
Date of Publication: November 30, 2007
Author: Julia Preston
Summary:
This article shows a predictable trend in English language acquisition of Latino Americans. The studies of this article basically show that the longer Hispanic immigrant families live in America the more likely individuals are to speak English fluently.
To cite a graph presented in the article, information is presented on the “Percentage of people in each generation of Hispanic immigrant families who said they speak English very well.” Statistics are presented according to generations labeled: “First”, “Second”, “Third and Later.” It is stated that 23% of “first” generation Latino immigrants claim to speak English very well. 88% of “second” generation families claim to speak well and 94% of “third and later” generations claim to speak well.
Basically, as families enter America, children are very likely to grow into adults who speak English well. Their parents, however, are less likely to grasp the language. Such studies have been done in order to “address rising worries among some voters that immigrants arriving from Latin America in the last two decades have resisted learning English and are failing to assimilate into American society.” (page 1) The report also finds that 46% of Latino adults say that “poor English skills as the leading cause of discrimination against them.”
An interesting finding of this study is that the country of origin of Latino immigrants also seems to play a role in English fluency. It was found that 71% of Mexican immigrants “spoke little or no English.” Puerto Ricans, however, are “the most likely to speak English well.
Birmingham mayor seeks low-cost laptops
Raymond Jashembowski
Language Arts and Technology
EDLA 615
December 4, 2007
Current Issue #5
Title: Birmingham mayor seeks low-cost laptops
Publisher: eSchool news
Date of Publication: December 03, 2007
Author: eSchool news staff and wire service reports
Summary:
Low cost computers may be coming to Birmingham Alabama. Following suit with many other cities and countries, Birmingham is trying to be the next participant in the XO Laptop craze that could revolutionize education. This deal would allow Birmingham to provide these laptops for the same price as other developing nations. The deal that is still in negotiations between Birmingham mayor Larry Langford and the One Laptop Per Child (OLPC) foundation would provide a laptop for every child in grades 1-8. It would cost about 3 million dollars or approximately $200.00 a piece. If the deal is reached it would be a breakthrough in OLPC’s efforts for American cities to participate. Spokeswoman for OLPC Jackie Lang made this statement for eSchool news, “We have no comment. It is unfortunate that this information was released before any deal was finalized.”
The money for this technology integration would come from two parts, the city budget and private sector donations. The Superintendent of schools for Birmingham also said this deal would give there students a chance to be competitive. The city counsel was to vote on the proposal on November 21, but more time was needed to evaluate the effects of distributing the laptops. Larry Langford and his associate John Katopodis have been successful in the past where they provided computers for kids. They formed Computer Help for kids, which provided rebuilt computers to students in need.
I like the idea as long as there are a couple of factors set up before the computers are distributed. Support needs to be in place for the students and faculty for technical problems and also help when schools are closed and students are trying to do their work at home. If the support isn’t there it could turn into a waste of taxpayer’s money. All in all if the deal is reached and computers are put in the hands of these students’ results will be imminent in a few years.
Language Arts and Technology
EDLA 615
December 4, 2007
Current Issue #5
Title: Birmingham mayor seeks low-cost laptops
Publisher: eSchool news
Date of Publication: December 03, 2007
Author: eSchool news staff and wire service reports
Summary:
Low cost computers may be coming to Birmingham Alabama. Following suit with many other cities and countries, Birmingham is trying to be the next participant in the XO Laptop craze that could revolutionize education. This deal would allow Birmingham to provide these laptops for the same price as other developing nations. The deal that is still in negotiations between Birmingham mayor Larry Langford and the One Laptop Per Child (OLPC) foundation would provide a laptop for every child in grades 1-8. It would cost about 3 million dollars or approximately $200.00 a piece. If the deal is reached it would be a breakthrough in OLPC’s efforts for American cities to participate. Spokeswoman for OLPC Jackie Lang made this statement for eSchool news, “We have no comment. It is unfortunate that this information was released before any deal was finalized.”
The money for this technology integration would come from two parts, the city budget and private sector donations. The Superintendent of schools for Birmingham also said this deal would give there students a chance to be competitive. The city counsel was to vote on the proposal on November 21, but more time was needed to evaluate the effects of distributing the laptops. Larry Langford and his associate John Katopodis have been successful in the past where they provided computers for kids. They formed Computer Help for kids, which provided rebuilt computers to students in need.
I like the idea as long as there are a couple of factors set up before the computers are distributed. Support needs to be in place for the students and faculty for technical problems and also help when schools are closed and students are trying to do their work at home. If the support isn’t there it could turn into a waste of taxpayer’s money. All in all if the deal is reached and computers are put in the hands of these students’ results will be imminent in a few years.
Monday, December 3, 2007
Allyson' Current Issue # 5
Title: Making the case for VoiceThread and interactive digital storytelling
Date: December 3, 2007
Source: The Weblog of Wesley Fryer
Link: http://www.speedofcreativity.org/2007/11/30/making-the-case-for-voicethread-and-interactive-digital-storytelling/
30th November 2007
We all have problems using the tools that are available to us on the web because of the censorship that school Computer Coordinators and districts feel is necessary.
So my search for a resolution to this giant block on educating our students for the 21st Century I came across this blog.
Wesley Fryer has tried to help a teacher by Voice Thread and has composed an answer and response email for this teacher in the Oklahoma school district.
This information seeks to answer every question that a district might ask and may be useful for some of us who are having a similar problem
I am not able to view the rest of this article so I could not read any of the comments.
Date: December 3, 2007
Source: The Weblog of Wesley Fryer
Link: http://www.speedofcreativity.org/2007/11/30/making-the-case-for-voicethread-and-interactive-digital-storytelling/
30th November 2007
We all have problems using the tools that are available to us on the web because of the censorship that school Computer Coordinators and districts feel is necessary.
So my search for a resolution to this giant block on educating our students for the 21st Century I came across this blog.
Wesley Fryer has tried to help a teacher by Voice Thread and has composed an answer and response email for this teacher in the Oklahoma school district.
This information seeks to answer every question that a district might ask and may be useful for some of us who are having a similar problem
I am not able to view the rest of this article so I could not read any of the comments.
Sunday, December 2, 2007
Amy Marnell's Current Issue 5
Title: Another book-scanning project rivals Google's
Source: Eschool News
Link: http://www.eschoolnews.com/news/top-news/?i=50747;_hbguid=c475e569-593b-4573-9777-a46230a76d10
Date: Thu, Nov 29, 2007
This article talks about how almost 10 years ago a computer scientists at Carnegie Mellon University started a project to "Digitize the published works of humankind and make them freely available online." More than 1.5 million books (many of them in Chinese) have been scanned in and 1000's more are being scanned daily.
"Anyone who can get on the Internet now has access to a collection of books the size of a large university library,” said Raj Reddy, a computer science and robotics professor at the university who led the project."
The work has been carried out by scanning centers in India and China with the aid of $3.5 million in seed funding from the U.S. National Science Foundation and contributions from computer hardware and software makers.
Half of the books are out of copyright or scanned with the permission of copyright holders and full texts instead of excerpts of copyright-protected material are expected to become available. Google along with Micro Corp. started a similar project, however Carnegie Mellon representatives say their is the largest university based digital library available and for non commercial reasons.
"Michael Shamos, a Carnegie Mellon computer science professor and copyright lawyer working on the project, said the library’s mission includes making vast amounts of information freely available and preserving rare and decaying texts, among other things. The digital library so far contains books published in 20 languages, including 970,000 in Chinese, 360,000 in English, 50,000 in the southern Indian language of Telugu, and 40,000 in Arabic. "
I think this is an amazing resource and it allows for more global collaboration and research through technology by use of the Internet. The fact that it is available in so many languages relates to our literacy discussions and makes this resource very diverse so that it applies to everyone and not just English speaking people.
Source: Eschool News
Link: http://www.eschoolnews.com/news/top-news/?i=50747;_hbguid=c475e569-593b-4573-9777-a46230a76d10
Date: Thu, Nov 29, 2007
This article talks about how almost 10 years ago a computer scientists at Carnegie Mellon University started a project to "Digitize the published works of humankind and make them freely available online." More than 1.5 million books (many of them in Chinese) have been scanned in and 1000's more are being scanned daily.
"Anyone who can get on the Internet now has access to a collection of books the size of a large university library,” said Raj Reddy, a computer science and robotics professor at the university who led the project."
The work has been carried out by scanning centers in India and China with the aid of $3.5 million in seed funding from the U.S. National Science Foundation and contributions from computer hardware and software makers.
Half of the books are out of copyright or scanned with the permission of copyright holders and full texts instead of excerpts of copyright-protected material are expected to become available. Google along with Micro Corp. started a similar project, however Carnegie Mellon representatives say their is the largest university based digital library available and for non commercial reasons.
"Michael Shamos, a Carnegie Mellon computer science professor and copyright lawyer working on the project, said the library’s mission includes making vast amounts of information freely available and preserving rare and decaying texts, among other things. The digital library so far contains books published in 20 languages, including 970,000 in Chinese, 360,000 in English, 50,000 in the southern Indian language of Telugu, and 40,000 in Arabic. "
I think this is an amazing resource and it allows for more global collaboration and research through technology by use of the Internet. The fact that it is available in so many languages relates to our literacy discussions and makes this resource very diverse so that it applies to everyone and not just English speaking people.
Saturday, December 1, 2007
Current issue #5
Current issue #5
New York Grades Set Off Debate on Judging Schools
By ELISSA GOOTMAN and JENNIFER MEDINA
Published: November 27, 2007
Presented by: Nathan jean-jacques
Summary:
The principals from coveted high schools weren’t pleased by the idea of an A through F grading when the chancellor announced the plan last year.
According to Randy J. Asher, principal of Brooklyn Tech:” the decision is ridiculous.
In the other hand, Mayor Bloomberg sees the report cards as a punitive tool against principals. He claims that it is the best way to ”hold a principal’s feet to the fire”.
The grades have given life to a debate concerning school’s assessment.
The architect of the report cards, James S. Liebman claims that he had received emails with the expected question:” How could my school get this grade?” Experience dictates that the grading system has not succeeded in two states where it had been instituted: Florida and California.
The grading system weighs heavily on students’ progress over time, which makes it sound ridiculous that a school like The South Bronx Academy for Applied Media is rated A with just 17percent of its population meeting grade level standards in reading. On the advice by Kati Haycock, director of the Education trust the peer group comparison scheme was abandoned. “We argued as strongly as we could that I a terrible idea,” said she.
Randi Weingarten, president of the UFT, said,” our advice influenced them minimally”
The grades released have triggered a call for change in the city’s plan to assess schools.
Diane Ravitch, historian of the city’s schools, said; it is reductive to give a school, which is a complex organism, a single letter grade. It doesn’t clarify, it oversimplifies”
The implication for my teaching:
Although the report card outcome was favorable; however one lousy report will not change my school’s philosophy and vision. The education of the whole child is our objective. We will continue to collaborate in the best interest of the students because the board of education’ politicized and vindictive approach is detrimental to learning and especially to the learners.
New York Grades Set Off Debate on Judging Schools
By ELISSA GOOTMAN and JENNIFER MEDINA
Published: November 27, 2007
Presented by: Nathan jean-jacques
Summary:
The principals from coveted high schools weren’t pleased by the idea of an A through F grading when the chancellor announced the plan last year.
According to Randy J. Asher, principal of Brooklyn Tech:” the decision is ridiculous.
In the other hand, Mayor Bloomberg sees the report cards as a punitive tool against principals. He claims that it is the best way to ”hold a principal’s feet to the fire”.
The grades have given life to a debate concerning school’s assessment.
The architect of the report cards, James S. Liebman claims that he had received emails with the expected question:” How could my school get this grade?” Experience dictates that the grading system has not succeeded in two states where it had been instituted: Florida and California.
The grading system weighs heavily on students’ progress over time, which makes it sound ridiculous that a school like The South Bronx Academy for Applied Media is rated A with just 17percent of its population meeting grade level standards in reading. On the advice by Kati Haycock, director of the Education trust the peer group comparison scheme was abandoned. “We argued as strongly as we could that I a terrible idea,” said she.
Randi Weingarten, president of the UFT, said,” our advice influenced them minimally”
The grades released have triggered a call for change in the city’s plan to assess schools.
Diane Ravitch, historian of the city’s schools, said; it is reductive to give a school, which is a complex organism, a single letter grade. It doesn’t clarify, it oversimplifies”
The implication for my teaching:
Although the report card outcome was favorable; however one lousy report will not change my school’s philosophy and vision. The education of the whole child is our objective. We will continue to collaborate in the best interest of the students because the board of education’ politicized and vindictive approach is detrimental to learning and especially to the learners.
Andrew's Current Issue 5
Title: Schools face up to global leagues
Date: December 1, 2007
Source: BBC News
Link:http://news.bbc.co.uk/2/hi/uk_news/education/7121718.stm
So, in the spirit of the discussion this week regrding global connections and communication, I found this article to be quite pertinant.
Of course, I always make comparisons between my teaching in the UK and here in NYC, and probably too often look at things through rose-tinted glasses (I hope that's a saying here).
So, it was very interesting for me to read this article having been out of the UK eduction system for 5 years now.
Much like NYC, the UK has a system of grading schools (the recent round of progress resports, and school evaluations is actually an idea from the UK and if you have a Brtish reveiwer, it's because the company the DOE hired, is British).
In the UK, these reveiews (test scores, teacher assessments, inspection reports, etc) go onto something called a League Table. These have been around for over a decade and are the cause of MUCH discussion amongst educators and parents.
Interestingly, the BBC are reporting on new GLOBAL league tables ranking the education systems, specifically in reading scores, and the news isn't great for England, at all.
The Progress in International Reading Literacy Study (PIRLS) - http://nces.ed.gov/surveys/pirls/ is "an international comparative study of the reading literacy of young students. PIRLS studies the reading achievement and reading behaviors and attitudes of fourth-grade students in the United States and students in the equivalent of fourth grade in other participating countries"
Until I read this article, I had never heard of such a study, and the findings are interesting and eye-opening.
As the BBC reports, the countries making the most significant improvements or gains in literacy and reading skills are
Date: December 1, 2007
Source: BBC News
Link:http://news.bbc.co.uk/2/hi/uk_news/education/7121718.stm
So, in the spirit of the discussion this week regrding global connections and communication, I found this article to be quite pertinant.
Of course, I always make comparisons between my teaching in the UK and here in NYC, and probably too often look at things through rose-tinted glasses (I hope that's a saying here).
So, it was very interesting for me to read this article having been out of the UK eduction system for 5 years now.
Much like NYC, the UK has a system of grading schools (the recent round of progress resports, and school evaluations is actually an idea from the UK and if you have a Brtish reveiwer, it's because the company the DOE hired, is British).
In the UK, these reveiews (test scores, teacher assessments, inspection reports, etc) go onto something called a League Table. These have been around for over a decade and are the cause of MUCH discussion amongst educators and parents.
Interestingly, the BBC are reporting on new GLOBAL league tables ranking the education systems, specifically in reading scores, and the news isn't great for England, at all.
The Progress in International Reading Literacy Study (PIRLS) - http://nces.ed.gov/surveys/pirls/ is "an international comparative study of the reading literacy of young students. PIRLS studies the reading achievement and reading behaviors and attitudes of fourth-grade students in the United States and students in the equivalent of fourth grade in other participating countries"
Until I read this article, I had never heard of such a study, and the findings are interesting and eye-opening.
As the BBC reports, the countries making the most significant improvements or gains in literacy and reading skills are
- Russia
- Hong Kong
- Singapore
- Slovenia
All of which, have recently undergone significnt reforms in their education systems, noticeably in both Russia and Slovenia, a move to much earlier starting ages.
With more, similar reports due soon, and recent ones already published, it really is interesting for me to see what is happening globally in terms of literacy education.
For the record, the USA stayed the same in this global ranking.
Friday, November 30, 2007
Current Issue #5 - Justin Fox
Current Issue #5 - Justin Fox
EDLA 615 - Language Arts and Technology
Livening Up Foreign Language
(title linked to article from Techlearning site)
By Harry Grover Tuttle
November 15, 2007
This article speaks of example Spanish and Chinese classrooms, and how they utilize technology to enhance their everyday educational experiences. Amongst the items highlighted by the author, are YouTube, videoconferencing, Flickr.com, translation sites, and online games. The author provides examples of how each are utilized in each of the example classrooms, and how each are integrated into the daily lessons. The author also points out how each enhances the students’ increase in knowledge of each particular language through interaction with native speakers from the country where the language originates.
I found the article fascinating, and well-linked to the current discussion board topic of literacy and language as a global issue. The technologies that the author states are quite useful, and really point out how they can link the classroom with the world beyond it. I feel that it illustrates how these global connection technologies are most useful when talking about the foreign languages. It allows students to gain a better mastery of the language in question by placing them in the actual country where it derives from. What better opportunity exists than acclimating students to the language by mimicking their childhood experiences in learning English here in the
On the negative side, there is a question about implementation. I always say that for such technologies to be pushed forth, there needs to be a conscious effort by the “powers that be” to invest in technology in schools. While it is proceeding, it is doing so at a snail 's pace, especially in the inner city. This needs to change before Tuttle’s masterful visions can be implemented.
Thursday, November 29, 2007
Issue # 5 Digital Storyline by Bruce Wilson
I just read this article after the fact that I just did a digital story project , but we can only improve in how we teach our students to do a digital story project. I think it makes a lot of valid points.
Education Ezine November, 2007 by John Orech
http://www.techlearning.com/story/showArticle.php?articleID=196604788
Its a great article with a lot of helpful hints. I thought it was comical that the article refers to teachers thinking that DST was Daylight savings time . Well who knew? With the popularity of video and online accessiblity stories can be told in a different medium.
There are seven elements to story telling
1. Elicit moments from the child's life. Let the child tell small moment2. When writing the story show don't tell. Have the students write using observations instead of inferences.
2. When using images its quality and not quantity Students need not make a scrapbook to tell their story.
3. Use photos from flickr . He recommends photos being larger than 640x480 pixels.
4. Use storyboarding to organize your story.
5.Use an easy video program such as Imovie for Macs an Pinnacle studio 9
6 Carefully choose the soundtrack as it can definitely determine the impact of the film.
7.. Go easy on the special effects. I like the analogy of using special effects like you add salt to food. Use it sparingly.
Finally for the author makes a good point that for a story to be a good story it must be shared with an audience.
Education Ezine November, 2007 by John Orech
http://www.techlearning.com/story/showArticle.php?articleID=196604788
Its a great article with a lot of helpful hints. I thought it was comical that the article refers to teachers thinking that DST was Daylight savings time . Well who knew? With the popularity of video and online accessiblity stories can be told in a different medium.
There are seven elements to story telling
1. Elicit moments from the child's life. Let the child tell small moment2. When writing the story show don't tell. Have the students write using observations instead of inferences.
2. When using images its quality and not quantity Students need not make a scrapbook to tell their story.
3. Use photos from flickr . He recommends photos being larger than 640x480 pixels.
4. Use storyboarding to organize your story.
5.Use an easy video program such as Imovie for Macs an Pinnacle studio 9
6 Carefully choose the soundtrack as it can definitely determine the impact of the film.
7.. Go easy on the special effects. I like the analogy of using special effects like you add salt to food. Use it sparingly.
Finally for the author makes a good point that for a story to be a good story it must be shared with an audience.
Wednesday, November 28, 2007
Nicole's Current Issue #5
Nicole Dagro
Language Arts and Technology
Current Event #5
Title: Is This the End of Cursive Writing?
Author: Caitlyn Carpenter
Source: CEC SmartBrief http://www.csmonitor.com/2007/1114/p13s01-legn.htm
Publication: The Christian Science Monitor
Date: November 14, 2007
This article discusses the debate of whether or not teaching cursive writing benefits students and is better than using computers. The article goes into the pros and cons of cursive writing. Those for teaching cursive writing to students make the argument that evidence shows if students are taught cursive writing, then their SAT scores will be higher because they can right quicker and longer. Another argument presented by those who favor teaching cursive writing is that students need to know how to sign their signatures and not everyone has access to a computer to type. It also teaches students important hand-eye coordination. Other benefits of cursive writing include the argument that because of standardized tests students must be able to write down their thoughts clearly and quickly to pass the tests.
The other side of the debate states that we should be teaching students keyboarding skills so they may become efficient typists and not teach cursive writing because there is no real use for it anymore. People send messages through email and types letters, not through hand-written notes. These people also argue that students are more efficient when they type on the computer. They say students can’t write as fast as they can think, but they can type faster then they write. Those who support keyboarding and not cursive writing say that students can write longer essays and plan their essays better.
This article relates to our Language Arts and Technology class because we are always discussing better ways of doing things. We tend to lean towards the side of technology, but some of us stress the necessity of learning the basics before technology can even be integrated. The article posses the same arguments that we make over and over; do we keep to the traditional way of things or keep up with the changing times? The article not only posses an argument that we make constantly, but it deals with writing which is obviously a Language Arts topic.
This article got me thinking of the last time I wrote something using cursive writing. I sign things everyday, but do I sit down and write something in cursive. I came to this answer; absolutely not. If I have to write a note or passage I write it in print, never cursive. So then I asked my self, is cursive really necessary? I decided it was not. I also decided though that teaching writing is. Students must know how to at least print so they may communicate with others. They will not always be typing a note or passage. Therefore, writing skills are necessary. They can learn to sign their names, but I agree that cursive writing may be on the outs. I found this article interesting. I had no idea something like this was even a debate!
Language Arts and Technology
Current Event #5
Title: Is This the End of Cursive Writing?
Author: Caitlyn Carpenter
Source: CEC SmartBrief http://www.csmonitor.com/2007/1114/p13s01-legn.htm
Publication: The Christian Science Monitor
Date: November 14, 2007
This article discusses the debate of whether or not teaching cursive writing benefits students and is better than using computers. The article goes into the pros and cons of cursive writing. Those for teaching cursive writing to students make the argument that evidence shows if students are taught cursive writing, then their SAT scores will be higher because they can right quicker and longer. Another argument presented by those who favor teaching cursive writing is that students need to know how to sign their signatures and not everyone has access to a computer to type. It also teaches students important hand-eye coordination. Other benefits of cursive writing include the argument that because of standardized tests students must be able to write down their thoughts clearly and quickly to pass the tests.
The other side of the debate states that we should be teaching students keyboarding skills so they may become efficient typists and not teach cursive writing because there is no real use for it anymore. People send messages through email and types letters, not through hand-written notes. These people also argue that students are more efficient when they type on the computer. They say students can’t write as fast as they can think, but they can type faster then they write. Those who support keyboarding and not cursive writing say that students can write longer essays and plan their essays better.
This article relates to our Language Arts and Technology class because we are always discussing better ways of doing things. We tend to lean towards the side of technology, but some of us stress the necessity of learning the basics before technology can even be integrated. The article posses the same arguments that we make over and over; do we keep to the traditional way of things or keep up with the changing times? The article not only posses an argument that we make constantly, but it deals with writing which is obviously a Language Arts topic.
This article got me thinking of the last time I wrote something using cursive writing. I sign things everyday, but do I sit down and write something in cursive. I came to this answer; absolutely not. If I have to write a note or passage I write it in print, never cursive. So then I asked my self, is cursive really necessary? I decided it was not. I also decided though that teaching writing is. Students must know how to at least print so they may communicate with others. They will not always be typing a note or passage. Therefore, writing skills are necessary. They can learn to sign their names, but I agree that cursive writing may be on the outs. I found this article interesting. I had no idea something like this was even a debate!
Tuesday, November 27, 2007
Current Issue #5
By Lauren Edmonds
Test and Switch
http://www.nytimes.com/2007/11/26/opinion/26mon3.html
The government was shaming schools into giving annual tests for federal education aid. However, the state created weak tests or made the passing score lower to deceive the residents. When compared to federal tests the students’ performance was much lower than it had been on the state test. This will continue to happen “until the country develops a rigorous national test keyed to national standards.”
The comparison of the state versus national test was telling. When performing on the easy state tests, the students did well. However, when taking National Assessment of Educational Progress, a much more difficult test, the students’ performance was “dismal.” In Oklahoma the gap between the two tests was 60 percent in math and 51 percent in reading.
Many people are fine with mediocre scores. It gives the students a better self esteem. Just like the No Child Left Behind Act. Letting the students perform well on easy tests is not a true measurement of their performance. If we are not challenging them what will they learn? It is not giving us an accurate picture of the country’s students. How can their ability and understanding be challenged?
New York was not included in this study. I would have liked to have known how the students would measure up? I can recall the ELA Exam when Bloomburg was being reelected. It was a joke. Since the inception of the new tests, I think that it is more accurate, but until national standards are in place we won’t be able to compare ourselves to a national level.
Test and Switch
http://www.nytimes.com/2007/11/26/opinion/26mon3.html
The government was shaming schools into giving annual tests for federal education aid. However, the state created weak tests or made the passing score lower to deceive the residents. When compared to federal tests the students’ performance was much lower than it had been on the state test. This will continue to happen “until the country develops a rigorous national test keyed to national standards.”
The comparison of the state versus national test was telling. When performing on the easy state tests, the students did well. However, when taking National Assessment of Educational Progress, a much more difficult test, the students’ performance was “dismal.” In Oklahoma the gap between the two tests was 60 percent in math and 51 percent in reading.
Many people are fine with mediocre scores. It gives the students a better self esteem. Just like the No Child Left Behind Act. Letting the students perform well on easy tests is not a true measurement of their performance. If we are not challenging them what will they learn? It is not giving us an accurate picture of the country’s students. How can their ability and understanding be challenged?
New York was not included in this study. I would have liked to have known how the students would measure up? I can recall the ELA Exam when Bloomburg was being reelected. It was a joke. Since the inception of the new tests, I think that it is more accurate, but until national standards are in place we won’t be able to compare ourselves to a national level.
Thursday, November 15, 2007
Current Issue # 4
Article Title: Study Compares States’ Math and Science Scores With Other Countries
Source: The New York Times
Link: http://www.nytimes.com/2007/11/14/education/14students.html?_r=1&oref=slogin&ref=education&pagewanted=print
Published: November 14, 2007
Writer: Sam Dillon
Submitted by: Zenobia Fypher
The Trends in International Mathematics and Science Study (Timss) study is one whose results are often spouted by educators in at various levels in the New York City Department of Education. The study makes a comparison of Mathematics and Science performance levels of students worldwide and places countries in a level of hierarchy. The article states that while American students generally perform better in Mathematics and Science than students in most foreign countries, they are yet to level the “playing field” or to even surpass, students from countries such as Singapore, Taiwan, South Korea, Hong Kong and Japan; the countries considered economic competitors of the US. However, US Mathematics and Science test scores were above countries such as Egypt, Chile and Saudi Arabia and were comparable to scores in European countries such as Slovakia and Estonia.
There are several factors discussed in the article, which cause this difference, one of which is the cultural differences among the nations. These underlying factors are often not taken into account when the comparisons among the countries are made; yet, they affect the performance of the students. Some of these factors are attendance, discipline, school starting age, drop out rates and poverty levels. As teachers, we witness the effect these factors have on the performance of our students, especially students in the inner city schools.
It may be easy to compare the scores obtained from assessments among various countries, but the most important analysis would be to determine what differences exist between American students and the American learning environment and those of the higher achieving nations.
Source: The New York Times
Link: http://www.nytimes.com/2007/11/14/education/14students.html?_r=1&oref=slogin&ref=education&pagewanted=print
Published: November 14, 2007
Writer: Sam Dillon
Submitted by: Zenobia Fypher
The Trends in International Mathematics and Science Study (Timss) study is one whose results are often spouted by educators in at various levels in the New York City Department of Education. The study makes a comparison of Mathematics and Science performance levels of students worldwide and places countries in a level of hierarchy. The article states that while American students generally perform better in Mathematics and Science than students in most foreign countries, they are yet to level the “playing field” or to even surpass, students from countries such as Singapore, Taiwan, South Korea, Hong Kong and Japan; the countries considered economic competitors of the US. However, US Mathematics and Science test scores were above countries such as Egypt, Chile and Saudi Arabia and were comparable to scores in European countries such as Slovakia and Estonia.
There are several factors discussed in the article, which cause this difference, one of which is the cultural differences among the nations. These underlying factors are often not taken into account when the comparisons among the countries are made; yet, they affect the performance of the students. Some of these factors are attendance, discipline, school starting age, drop out rates and poverty levels. As teachers, we witness the effect these factors have on the performance of our students, especially students in the inner city schools.
It may be easy to compare the scores obtained from assessments among various countries, but the most important analysis would be to determine what differences exist between American students and the American learning environment and those of the higher achieving nations.
Tuesday, November 13, 2007
SPANISH CLASS FOR NATIVE SPEAKERS AIMS TO IMPROVE ENGLISH
Author: DANIELLE DEAVER
Publication: Winston-Salem Journal
Submitted by: Timothy Feimer
11/12/07
http://r.smartbrief.com/error.htm?format=standard
CURRENT ISSUE #4
In 2002 six pilot classes in North Carolina, Spanish speaking students were taking Spanish classes. They found with the influx of workers and lack of formal school the students were not literate in their native language. The students have been speaking Spanish and English all their lives with no formal education. The program was going to teach the students how to be literate in Spanish so they could be literate in English and become truly bilingual and biliterate.
Some of the high schools and middle schools are finding the students do not know what a verb is. They can answer simple questions but the grammar is more difficult. The students seem to like the class and want to stay learning Spanish. The students staying interested in the program are getting more out of it than learning two languages. This is addressing a bigger picture, graduation and the drop out rate. The program is in thirty-five school systems in North Carolina and it keeps the students involved in their identity. They are gaining their heritage not loosing it.
Publication: Winston-Salem Journal
Submitted by: Timothy Feimer
11/12/07
http://r.smartbrief.com/error.htm?format=standard
CURRENT ISSUE #4
In 2002 six pilot classes in North Carolina, Spanish speaking students were taking Spanish classes. They found with the influx of workers and lack of formal school the students were not literate in their native language. The students have been speaking Spanish and English all their lives with no formal education. The program was going to teach the students how to be literate in Spanish so they could be literate in English and become truly bilingual and biliterate.
Some of the high schools and middle schools are finding the students do not know what a verb is. They can answer simple questions but the grammar is more difficult. The students seem to like the class and want to stay learning Spanish. The students staying interested in the program are getting more out of it than learning two languages. This is addressing a bigger picture, graduation and the drop out rate. The program is in thirty-five school systems in North Carolina and it keeps the students involved in their identity. They are gaining their heritage not loosing it.
School laptop program begets writing gains
Reviewed by: Amy Marnell
Source: http://www.eschoolnews.com/news/showstoryts.cfm?Articleid=7467
From eSchool News staff and wire service reports
Date: November 8, 2007
This article talks about the effects of Maine's distribution of 36,000 laptops to each seventh and eighth grader in Maine public schools in 2002 and 2003.
Direct quote:
"If you concentrate on whether laptops are helping kids achieve 21st-century skills, this demonstrates that it's happening in writing," said David Silvernail, director of the Maine Education Policy Research Institute at the University of Southern Maine."
The distribution of laptops was done in order to seek elimination of the digital divide between wealthy and poor students. The study focused on eighth-graders' scores on the Maine Educational Assessment to see if the standardized test scores were raised after the distribution of the computers. The test scores showed that 49% of eighth-graders were proficient in writing in 2005 compared with 29% in 2000. As stated in the article, the laptops make it easier for students to edit their copy without getting writer's cramp and the students are consequently writing and revising more frequently, thus leading to better results in writing. The article also stated that the teachers engage their students in a lot of peer editing so not only are they helping themselves they are helping each other.
I think that revising on a computer in and of itself is a 21st century skill that can easily be taught and achieved through the use of a laptop. This skill uses technology to improve writing skills and better prepares students for skills they need to have a successful job.
Source: http://www.eschoolnews.com/news/showstoryts.cfm?Articleid=7467
From eSchool News staff and wire service reports
Date: November 8, 2007
This article talks about the effects of Maine's distribution of 36,000 laptops to each seventh and eighth grader in Maine public schools in 2002 and 2003.
Direct quote:
"If you concentrate on whether laptops are helping kids achieve 21st-century skills, this demonstrates that it's happening in writing," said David Silvernail, director of the Maine Education Policy Research Institute at the University of Southern Maine."
The distribution of laptops was done in order to seek elimination of the digital divide between wealthy and poor students. The study focused on eighth-graders' scores on the Maine Educational Assessment to see if the standardized test scores were raised after the distribution of the computers. The test scores showed that 49% of eighth-graders were proficient in writing in 2005 compared with 29% in 2000. As stated in the article, the laptops make it easier for students to edit their copy without getting writer's cramp and the students are consequently writing and revising more frequently, thus leading to better results in writing. The article also stated that the teachers engage their students in a lot of peer editing so not only are they helping themselves they are helping each other.
I think that revising on a computer in and of itself is a 21st century skill that can easily be taught and achieved through the use of a laptop. This skill uses technology to improve writing skills and better prepares students for skills they need to have a successful job.
Andrew's Current Issue #4
Title: Free Online Materials Could Save Schools Billions
Date: November 6, 2007
Source: USAtoday.com
Link: http://www.usatoday.com/news/education/2007-11-06-freereading_N.htm
This is an interesting article for me on several levels.
USAtoday reports on a Brooklyn teacher who has been using a website, they say could "one day rock the foundation of how schools do business"
Free-Reading.net is, according to the article, a new type of instruction program that allows users to download, copy and share lessons with each other. Users can modify any of the available lessons to suit their own needs, and post their modifications online so others can see how adaptions have been made for the benefit of certain student demographics and environments.
Additionally, and the selling point for me, users can see the lessons being taught through links to YouTube videos.
An open-source material, this would appear to take the notion of collaborative tools for educators to new levels.
The interest in Free-Reading is increasing, and one of the largest textbook markets (Florida)has made significant strides to implement the program, so much so that the state education commissioner should be approving it within just a few weeks.
The fact that that one of the largest purchasers of textbooks is considering a move to open-source, FREE materials statewide, signifies the huge possibilities for educators and developers of these resources. Given that "$4.4 billion was spent on textbooks" for this academic year alone, imagine the money that could be saved. Aside from that, think of the level of interactivity and collaboration to come out of such resources.
So, of course, with any new initiative follows similar materials and more and more resources are becoming available.
Following in the footsteps of Free-Reading, hippocampus.org offers free materials linked to high school textbooks, and will soon have the full K-12 range.
The buzz around this is big, and rightly so in my opinion. As a technology specialist I can absolutely see how these resources could, with adequate support and the right implementation structures, revolutionize how information is accessed, used, and shared.
Date: November 6, 2007
Source: USAtoday.com
Link: http://www.usatoday.com/news/education/2007-11-06-freereading_N.htm
This is an interesting article for me on several levels.
USAtoday reports on a Brooklyn teacher who has been using a website, they say could "one day rock the foundation of how schools do business"
Free-Reading.net is, according to the article, a new type of instruction program that allows users to download, copy and share lessons with each other. Users can modify any of the available lessons to suit their own needs, and post their modifications online so others can see how adaptions have been made for the benefit of certain student demographics and environments.
Additionally, and the selling point for me, users can see the lessons being taught through links to YouTube videos.
An open-source material, this would appear to take the notion of collaborative tools for educators to new levels.
The interest in Free-Reading is increasing, and one of the largest textbook markets (Florida)has made significant strides to implement the program, so much so that the state education commissioner should be approving it within just a few weeks.
The fact that that one of the largest purchasers of textbooks is considering a move to open-source, FREE materials statewide, signifies the huge possibilities for educators and developers of these resources. Given that "$4.4 billion was spent on textbooks" for this academic year alone, imagine the money that could be saved. Aside from that, think of the level of interactivity and collaboration to come out of such resources.
So, of course, with any new initiative follows similar materials and more and more resources are becoming available.
Following in the footsteps of Free-Reading, hippocampus.org offers free materials linked to high school textbooks, and will soon have the full K-12 range.
The buzz around this is big, and rightly so in my opinion. As a technology specialist I can absolutely see how these resources could, with adequate support and the right implementation structures, revolutionize how information is accessed, used, and shared.
| We Might Be Giants Teacher Magazine Published: November 13, 2007 By Sheryl Nussbaum-Beach This article discusses how education has changed slowly over the years, but recently is picking up speed and changing at a record pace. Thus far, schools have not become the learning organizations they should be. The lack of progress could be remedied by a stronger voice and sense of solidarity among teachers. This article makes much reference to another article by Roland Barth who says the weak link has been the relationships between teachers. Teachers should be in close communication with one another and develop professional learning communities. This can take place in person, but the Internet is the ideal tool to extend and enhance that community. Barth cites a few forums where a person posting a question gets an almost immediate response. By creating the community as Barth states, teachers can exercise their power to direct and contol the change that is rapidly taking place. The communal power will give teachers the voice to be part of the decision making. Teachers together can influence their administration to provide professional development that is valuable. The teachers could be leaders from school to national levels. This all depends on teachers being able to depend on each other. Barth sums up his perspective with the quote, “Think globally, act locally.” The article suggests using the Internet as a tool for communicating - as is convenient. Of course, the Internet is also a resource for researching the issues and possible solutions to these. I feel like my school is a bit unique in the fact that people do have those relationships that most schools lack. While I was at a different building, I heard about an argument between two teachers. One had done something wrong, and the other had come down on her for it. She told him, “Excuse me, but where I come from, we help each other instead of watching each other make mistakes!” Now, I am where she was, and I see the difference. Having the community we have has helped me a lot over the years. Firstly, we teach in teams. No teacher goes it alone. If there's any confusion about a student or procedure, you can easily ask your team members. Each team has about 100 kids who rotate between the teachers. Secondly, we have an excellent mentoring program which lasts two years. The teachers also have a 'new teacher' program with an administrator who runs the meetings. The results of the new teacher and mentoring programs depend largely on the mentor you have, but, personally, I was lucky to have the best mentor in the district. I do think that even my school could benefit from having the online community to enhance our communication. As much as we communicate within our teams, there is very little communication between common subject teachers at different grade levels. Also, my 9th grade classes are held in a junior high school building, and it would be helpful to have a stronger tie to the mainland, or, high school. |
Class Teaches Spanish to Native Speakers
By Lauren Edmonds
Current Issue #4
http://www.newsobserver.com/1565/story/767536.html
In North Carolina there are 35 school districts that are teaching Spanish-speaking students Spanish. Their thought is that if they are literate in their native language they will be literate in English. Some students are native English speakers but also speak Spanish at home. They have been speaking Spanish their entire lives. Too many of these students don’t know the proper grammar or speech in either language.
There is a high drop out rate among the Hispanic population. This class is hoping to improve their retention. The students are enjoying learning about their heritage and learning about their language.
In the class the students use remote controls to respond to questions, some easier than others. One student didn’t even know what a verb was. This is a problem that they can get to the middle school level and still don’t know parts of speech.
As I have mentioned before, I have many students that come from Dominican Republic. These students are not educated in their own language before they come to the United States. In DR it is not mandated for children to go to school. In order to teach them basics in English they have to have a foundation in their own language.
I have one student now that cannot even write coherently in Spanish. How can I grade a student like this? They have to have a separate rubric that shows growth in Spanish before they can write in English. Many of my students hand in their homework and essays written in Spanish and I have to have another teacher to read and grade it.
This class would be great to implement in my situation, with so many Spanish-speakers. Getting a foundation in their native language to then translate that into English.
The one really unfortunate problem in this class is I have many students that are coming from non-Spanish speaking countries such as Pakistan or Yemen. Now each of the languages would have to have representation. It would be hard to implement in a large city such as New York.
Current Issue #4
http://www.newsobserver.com/1565/story/767536.html
In North Carolina there are 35 school districts that are teaching Spanish-speaking students Spanish. Their thought is that if they are literate in their native language they will be literate in English. Some students are native English speakers but also speak Spanish at home. They have been speaking Spanish their entire lives. Too many of these students don’t know the proper grammar or speech in either language.
There is a high drop out rate among the Hispanic population. This class is hoping to improve their retention. The students are enjoying learning about their heritage and learning about their language.
In the class the students use remote controls to respond to questions, some easier than others. One student didn’t even know what a verb was. This is a problem that they can get to the middle school level and still don’t know parts of speech.
As I have mentioned before, I have many students that come from Dominican Republic. These students are not educated in their own language before they come to the United States. In DR it is not mandated for children to go to school. In order to teach them basics in English they have to have a foundation in their own language.
I have one student now that cannot even write coherently in Spanish. How can I grade a student like this? They have to have a separate rubric that shows growth in Spanish before they can write in English. Many of my students hand in their homework and essays written in Spanish and I have to have another teacher to read and grade it.
This class would be great to implement in my situation, with so many Spanish-speakers. Getting a foundation in their native language to then translate that into English.
The one really unfortunate problem in this class is I have many students that are coming from non-Spanish speaking countries such as Pakistan or Yemen. Now each of the languages would have to have representation. It would be hard to implement in a large city such as New York.
Monday, November 12, 2007
Low Cost School Computing Set to Take Off
Ray Jashembowski
EDLA615 Language Arts and Technology
11/11/07
Current Issue #4
Title: Low Cost School Computing Set to Take Off
Publisher: ESchool News
Date of Publication: Oct 1, 2007
Author: Robert L. Jacobson, Senior editor
Summary:
Are we ready for a $40 computer? Stephen Dukker, the chairman of NComputing states that by 2009, many schools will be offering computers to their students at low cost. The estimate put mobile computers at approximately $100/each, and non-mobile computers around $30-$40/each. The Republic of Macedonia will be the first nation to provide elementary and secondary students this technology. Macedonia’s Ministry of Education and Science selected NComputing and will use their “multi-user virtual desktop software”. They have already installed 770 stations in three high schools back in August. There are 100,000 more scheduled to be installed by the end of the year and 80,000 additional by the end of 2008. The package comes to a total cost of $220/per seat. NComputing’s idea is to produce special memory cards and stations for the students to use one pc’s processing ability instead of selling separate desktops and laptops. They estimate up to seven users can work at the same time. This project which is being called “Computing for Every Child”, is concurrent with the non-profit One Laptop per Child (OLPC), has plans to distribute inexpensive laptops in developing nations. There have been at least half-dozen projects in South American and African countries along with other parts of the world. There has been competition among the current chip provider, Advanced Micro Devices (AMD) which uses a slow processor and Intel. Intel has been seeking to put their own chips in the OLPC devices. This initiave, is still a long way off, but has potential to benefit not only children from poor countries but also American school districts who can’t provide for their own.
The idea of really inexpensive computers for students raises some concerns. The quality of these machines, compatibility to other devices and technology, and whether or not the use of this by students will benefit learning are the major concerns I have. Another question that I have, asks is this new technology or adaptation of current technology? If this is adapting to what we already have, why are school districts spending/wasting all the money on current technology that will be outdated by the time the students graduate anyway? If this is new technology that provides the student with current information and processes at a low cost, sign us up.
EDLA615 Language Arts and Technology
11/11/07
Current Issue #4
Title: Low Cost School Computing Set to Take Off
Publisher: ESchool News
Date of Publication: Oct 1, 2007
Author: Robert L. Jacobson, Senior editor
Summary:
Are we ready for a $40 computer? Stephen Dukker, the chairman of NComputing states that by 2009, many schools will be offering computers to their students at low cost. The estimate put mobile computers at approximately $100/each, and non-mobile computers around $30-$40/each. The Republic of Macedonia will be the first nation to provide elementary and secondary students this technology. Macedonia’s Ministry of Education and Science selected NComputing and will use their “multi-user virtual desktop software”. They have already installed 770 stations in three high schools back in August. There are 100,000 more scheduled to be installed by the end of the year and 80,000 additional by the end of 2008. The package comes to a total cost of $220/per seat. NComputing’s idea is to produce special memory cards and stations for the students to use one pc’s processing ability instead of selling separate desktops and laptops. They estimate up to seven users can work at the same time. This project which is being called “Computing for Every Child”, is concurrent with the non-profit One Laptop per Child (OLPC), has plans to distribute inexpensive laptops in developing nations. There have been at least half-dozen projects in South American and African countries along with other parts of the world. There has been competition among the current chip provider, Advanced Micro Devices (AMD) which uses a slow processor and Intel. Intel has been seeking to put their own chips in the OLPC devices. This initiave, is still a long way off, but has potential to benefit not only children from poor countries but also American school districts who can’t provide for their own.
The idea of really inexpensive computers for students raises some concerns. The quality of these machines, compatibility to other devices and technology, and whether or not the use of this by students will benefit learning are the major concerns I have. Another question that I have, asks is this new technology or adaptation of current technology? If this is adapting to what we already have, why are school districts spending/wasting all the money on current technology that will be outdated by the time the students graduate anyway? If this is new technology that provides the student with current information and processes at a low cost, sign us up.
Sunday, November 11, 2007
Current Issue # 4
http://www.nytimes.com/2007/11/07/education/07education.html?ex=1195189200&en=fd5b2671ba70b508&ei=5070
by Allyson McDowell
New Class (room) War: Teacher vs. Technology
By SAMUEL G. FREEDMAN
Published: November 7, 2007
This article discusses the use of electronic equipment that students use during class. This blatant use exists even at college level and has teachers and college professors up in arms. Students today are inattentive due to the pursuit of this attention to electronic devices. Professor Nazemi of Roanoke College states that tolerating this blatant use becomes the norm and that these devices become indisposable to students. That student’s should do more tasking instead of multi-tasking during class. He also talks about using technology to grow smarter instead of dumber. It seems that by trying to enhance learning through technology is creating another form of distraction for students.
by Allyson McDowell
New Class (room) War: Teacher vs. Technology
By SAMUEL G. FREEDMAN
Published: November 7, 2007
This article discusses the use of electronic equipment that students use during class. This blatant use exists even at college level and has teachers and college professors up in arms. Students today are inattentive due to the pursuit of this attention to electronic devices. Professor Nazemi of Roanoke College states that tolerating this blatant use becomes the norm and that these devices become indisposable to students. That student’s should do more tasking instead of multi-tasking during class. He also talks about using technology to grow smarter instead of dumber. It seems that by trying to enhance learning through technology is creating another form of distraction for students.
Current Issue # 4
50 New York Schools Fail Under Rating System
By ELISSA GOOTMAN and JENNIFER MEDINA
Published: November 6, 2007
Presented by: njeanjacques
Summary:
The authors state in this article that Mayor Michael Bloomberg and Chancellor Joel I. Klein praised the new rating system as an accurate measurement of good schools by identifying their weaknesses and strengths. According to the powers that control education, the system will be used across the country not only to evaluate schools but also to determine principals' and teachers' bonuses in the future.
The “A through F” rating system which uses a complicated and fuzzy calculation to assess individual student’s performance and progress in a year’s time. It also compares schools with "similar populations”. Schools that score a D or F risk closing or their principals could be fired.The results have surprised many parents in affluent neighborhoods in the city where popular schools that have played a pivotal role in the immediate real estate market had scored B’s and D’s.
People from different level of involvement in the issue have expressed their opinions, sometimes with anger.
Jan Carr, a mother whose son’s coveted school scored a C, blasted at the Chancellor, in a letter;” The way you treat our educators is part and parcel of the way you treat our students - … demoralizing them with meaningless scores.”
Anny Diaz, a mother of two children whose school received an F, said” get out, are you sure they didn’t make a mistake”.
The principals aren’t united on the issue. While some feel humiliated, others see it as a reward for their “ difficult work”. John Hughes, a principal at MS 201 in the Bronx that scores an F, declares that the grading system would force him to teach to the test. He will have to give the department what it wants: higher test scores.
Relevance to my teaching.
My school scores an A, as most empowerment schools do. I cannot say that we are better than those that score low, because our vision is for all schools and children across the system to succeed. Principals and teachers from failing and passing schools have the same dedication and goals. Some are working under dire circumstances to provide an education to their students. This grading system will not work in the best interest of the students; rather, it will destroy all the efforts to implement alternative teaching and assessment methods that are so important to children education in the 21st century. The Department of Education is functioning in the 19th century mindset of memorizing and pencil and paper tests that are so "Passé" and archaic. The implications from this fuzzy grading system will further exacerbate the situations at the failing schools which will lose funds as a result of students’ migration to other schools.
School Report Card
http://www.nytimes.com/ref/education/20071105_SCHOOLS_GRAPHIC.html
By ELISSA GOOTMAN and JENNIFER MEDINA
Published: November 6, 2007
Presented by: njeanjacques
Summary:
The authors state in this article that Mayor Michael Bloomberg and Chancellor Joel I. Klein praised the new rating system as an accurate measurement of good schools by identifying their weaknesses and strengths. According to the powers that control education, the system will be used across the country not only to evaluate schools but also to determine principals' and teachers' bonuses in the future.
The “A through F” rating system which uses a complicated and fuzzy calculation to assess individual student’s performance and progress in a year’s time. It also compares schools with "similar populations”. Schools that score a D or F risk closing or their principals could be fired.The results have surprised many parents in affluent neighborhoods in the city where popular schools that have played a pivotal role in the immediate real estate market had scored B’s and D’s.
People from different level of involvement in the issue have expressed their opinions, sometimes with anger.
Jan Carr, a mother whose son’s coveted school scored a C, blasted at the Chancellor, in a letter;” The way you treat our educators is part and parcel of the way you treat our students - … demoralizing them with meaningless scores.”
Anny Diaz, a mother of two children whose school received an F, said” get out, are you sure they didn’t make a mistake”.
The principals aren’t united on the issue. While some feel humiliated, others see it as a reward for their “ difficult work”. John Hughes, a principal at MS 201 in the Bronx that scores an F, declares that the grading system would force him to teach to the test. He will have to give the department what it wants: higher test scores.
Relevance to my teaching.
My school scores an A, as most empowerment schools do. I cannot say that we are better than those that score low, because our vision is for all schools and children across the system to succeed. Principals and teachers from failing and passing schools have the same dedication and goals. Some are working under dire circumstances to provide an education to their students. This grading system will not work in the best interest of the students; rather, it will destroy all the efforts to implement alternative teaching and assessment methods that are so important to children education in the 21st century. The Department of Education is functioning in the 19th century mindset of memorizing and pencil and paper tests that are so "Passé" and archaic. The implications from this fuzzy grading system will further exacerbate the situations at the failing schools which will lose funds as a result of students’ migration to other schools.
School Report Card
http://www.nytimes.com/ref/education/20071105_SCHOOLS_GRAPHIC.html
Week 4 - Schools welcome iPods in classrooms
Title of Article: Schools welcome ipods in classrooms
Publisher:The Dallas Morning News
Date of Publication: November 5, 2007
Author: http://www.dallasnews.com/sharedcontent/dws/dn/education/stories/110507dnmetgpipods.2f9eabc.html
Educators at a Texas elementary school use iPods to record songs about different aspects of history, science, etc. They use these songs in their classes where their students seem very responsive to instruction delivered in this new way. The principal of the school says that the teachers use new ways of reaching out the students and explains the reasons behind this approach. " "This is [the] tech generation. So, when we think of instructing students, we have to think of different ways of teaching," said principal Alisha Crumley. "To get their attention in class, we have to keep up."
The students interviewed in the article say that learning becomes fun and easy. They also like to learn new material this way instead of taking notes in a notebook. The article talks about how teachers in this school incorporate podcasts to make the lessons more engaging and to share the students' work with their parents.The students of a fifth-grade class, have produced a historical podcast about the American Revolution. The students learn and share the new information on American Revolution by using visual images. Students listen to their classmates talk about historical figures as images of the figures pop up on the iPod screen.
I think these methods of getting the students enjoy more their classes are great. It doesn't mean that they should be used all the time and leave the writing out but they are definitely a good way of providing the students with new and exciting ways of learning. In this school, teachers allow their students to take the iPods at home to revisit the lessons. I am not necessarily saying that this is a good thing but, according to the article, it works good for this particular school.
The district in which the school is located seems to be pretty responsive to new technologies and purchased 321 video iPods for the schools. This just makes me ask a question. Do district leaders in different states, network and talk about their ideas, vision and success stories in their district? Do they share their techniques and find out what's best for their schools?
Publisher:The Dallas Morning News
Date of Publication: November 5, 2007
Author: http://www.dallasnews.com/sharedcontent/dws/dn/education/stories/110507dnmetgpipods.2f9eabc.html
Educators at a Texas elementary school use iPods to record songs about different aspects of history, science, etc. They use these songs in their classes where their students seem very responsive to instruction delivered in this new way. The principal of the school says that the teachers use new ways of reaching out the students and explains the reasons behind this approach. " "This is [the] tech generation. So, when we think of instructing students, we have to think of different ways of teaching," said principal Alisha Crumley. "To get their attention in class, we have to keep up."
The students interviewed in the article say that learning becomes fun and easy. They also like to learn new material this way instead of taking notes in a notebook. The article talks about how teachers in this school incorporate podcasts to make the lessons more engaging and to share the students' work with their parents.The students of a fifth-grade class, have produced a historical podcast about the American Revolution. The students learn and share the new information on American Revolution by using visual images. Students listen to their classmates talk about historical figures as images of the figures pop up on the iPod screen.
I think these methods of getting the students enjoy more their classes are great. It doesn't mean that they should be used all the time and leave the writing out but they are definitely a good way of providing the students with new and exciting ways of learning. In this school, teachers allow their students to take the iPods at home to revisit the lessons. I am not necessarily saying that this is a good thing but, according to the article, it works good for this particular school.
The district in which the school is located seems to be pretty responsive to new technologies and purchased 321 video iPods for the schools. This just makes me ask a question. Do district leaders in different states, network and talk about their ideas, vision and success stories in their district? Do they share their techniques and find out what's best for their schools?
Saturday, November 10, 2007
Title of Article: “New online tool aids literacy programs”
Publisher: eSchool News online
Date of Publication: November 6, 2007
Author: eSchool News staff and wire service reports
The Verizon Foundation has funded an online literacy program tool that has been developed by the National Center for Family Literacy (NCFL). According to Kathy Brown, senior vice president of public policy and corporate responsibility for Verizon, “In today’s workforce a person must have the ability to read, write, speak, compute, and solve problems at higher levels of efficiency. These are skills necessary to function on the job and that require higher levels of skills than what’s taught in high school.”
In an effort to assist literacy programs nationwide, this online resource “provides a detailed questionnaire that asks about a literacy program’s methods, the education level of its students, parental involvement, and current methods used to assess the program’s success.”
The information provided through the questionnaire is then taken into account to come up with a score of 1-5 to rate a program’s performance in “several areas.” As a program’s “grades” are taken into account, receiving scores of 3 or lower automatically makes resources available for educators who wish to further develop their program in specified areas of need. This resource is free of charge.
This assessment, labeled the Verizon Literacy Program Self-Assessment Tool (VLP-SAT) is one of many free offerings of the Verizon Foundation. One of the Foundation’s well-known resources is Thinkfinity.org, a “free online portal, where visitors can access more than 55,000 standards- and research-based educational resources. These include free online courses, K-12 lesson plans, best practices, program assessment tools, teaching and learning tools, model programs that demystify technology for parents, and abundant research highlighting the importance of literacy development.”
Brown is also cited a National Adult Literacy survey that estimated: “adult illiteracy costs the U.S. $17 billion a year from loss in common tax revenue; welfare, unemployment, crime and incarceration; and training costs for business and industry—causing a negative impact on the U.S. economy and society."
Publisher: eSchool News online
Date of Publication: November 6, 2007
Author: eSchool News staff and wire service reports
The Verizon Foundation has funded an online literacy program tool that has been developed by the National Center for Family Literacy (NCFL). According to Kathy Brown, senior vice president of public policy and corporate responsibility for Verizon, “In today’s workforce a person must have the ability to read, write, speak, compute, and solve problems at higher levels of efficiency. These are skills necessary to function on the job and that require higher levels of skills than what’s taught in high school.”
In an effort to assist literacy programs nationwide, this online resource “provides a detailed questionnaire that asks about a literacy program’s methods, the education level of its students, parental involvement, and current methods used to assess the program’s success.”
The information provided through the questionnaire is then taken into account to come up with a score of 1-5 to rate a program’s performance in “several areas.” As a program’s “grades” are taken into account, receiving scores of 3 or lower automatically makes resources available for educators who wish to further develop their program in specified areas of need. This resource is free of charge.
This assessment, labeled the Verizon Literacy Program Self-Assessment Tool (VLP-SAT) is one of many free offerings of the Verizon Foundation. One of the Foundation’s well-known resources is Thinkfinity.org, a “free online portal, where visitors can access more than 55,000 standards- and research-based educational resources. These include free online courses, K-12 lesson plans, best practices, program assessment tools, teaching and learning tools, model programs that demystify technology for parents, and abundant research highlighting the importance of literacy development.”
Brown is also cited a National Adult Literacy survey that estimated: “adult illiteracy costs the U.S. $17 billion a year from loss in common tax revenue; welfare, unemployment, crime and incarceration; and training costs for business and industry—causing a negative impact on the U.S. economy and society."
Learning Authenticity in the Language Arts Classroom
Online Journal : From Now On - The Educational Technology Journal
Vol. 17 No. 2 November 2007
Learning Authentically in the Language Arts Classroom
By Jamie McKenzie http://fno.org/nov07/lang.html
This article talks about how teachers need to challenge students by involving them in situations outside of school where they will be exercising problem solving and communication skills. The article refers to middle school or high school students.
The article talks about involving them in internships, simulations or Interviews with people in the work force. If students are more involved in the real world they can do better
in the classroom. It makes sense if you allow students to see what the real world is about they will be more eager to get involved. I don’t think there is enough programs that involve students in situations that will prepare them for the outside world.
This program is based on Newman's model of instruction which
talks about the five standards of authentic instruction which are 1) high order thinking 2) Depth of knowledge 3) Connectiveness to the world beyond the classroom 4) Substantive conversation 5) Social support for student achievement.
Part of the teachers job is to survey a range of professions and jobs with the idea of identifying situations within each that might require problem-solving, decision-making and powerful communication.
The job could have some direct that directly involves the community in some way. The children think up questions to ask the person. The children visit the job site and interview the person or persons involved.
The students could visit the local park dept. office. They are told that there are not enough volunteers for some of the local programs. The students are asked to think of ways that the park department could can get more volunteers. This allows the students to get involved in real life situations.
Newmans philosophy incorporates 21st century skills and is a step in the right direction to educating our children.
Vol. 17 No. 2 November 2007
Learning Authentically in the Language Arts Classroom
By Jamie McKenzie http://fno.org/nov07/lang.html
This article talks about how teachers need to challenge students by involving them in situations outside of school where they will be exercising problem solving and communication skills. The article refers to middle school or high school students.
The article talks about involving them in internships, simulations or Interviews with people in the work force. If students are more involved in the real world they can do better
in the classroom. It makes sense if you allow students to see what the real world is about they will be more eager to get involved. I don’t think there is enough programs that involve students in situations that will prepare them for the outside world.
This program is based on Newman's model of instruction which
talks about the five standards of authentic instruction which are 1) high order thinking 2) Depth of knowledge 3) Connectiveness to the world beyond the classroom 4) Substantive conversation 5) Social support for student achievement.
Part of the teachers job is to survey a range of professions and jobs with the idea of identifying situations within each that might require problem-solving, decision-making and powerful communication.
The job could have some direct that directly involves the community in some way. The children think up questions to ask the person. The children visit the job site and interview the person or persons involved.
The students could visit the local park dept. office. They are told that there are not enough volunteers for some of the local programs. The students are asked to think of ways that the park department could can get more volunteers. This allows the students to get involved in real life situations.
Newmans philosophy incorporates 21st century skills and is a step in the right direction to educating our children.
Friday, November 9, 2007
New Class(room) War: Teacher vs. Technology
Current Issue #4 - Justin Fox
EDLA 615 - Language Arts and Technology
New Class(room) War: Teacher vs. Technology
(title linked to article)
By Samuel J. Freedman
November 8, 2007
This article speaks of how a number of teachers have become simply exasperated at the fact that students are spending the majority of their class time utilizing technologies that distract them from the class. The article utilizes a professor’s plights with such technologies being used in his class, and documents his “no-tolerance” policy on cell phone use in his class. It also brings up technologies that can be utilized to monitor student usage of computers in class, such as SyncronEyes, that would allow the teacher to freeze a student’s computer if they are off task. Overall it paints quite a negative picture of the advent of technology usage at the university level.
I find the picture that this article paints about the use of technology in education to be very interesting. It seems to almost echo the opinion that many of the senior teachers tend to use in my own school, as well as an issue that I, myself tend to have. Being that I am a Computer Science teacher, I tend to experience many of the issues that the article addresses. I frequently observe my students, while in the lab portion of my class, surfing various different websites unrelated to the class. Initially, and due to this fact, I was very hesitant about conducting the lecture portion of my class in the lab as well. By employing a simple “turn off your monitor” technique with my class, however, the issue of distraction during lecture was resolved.
What is also interesting is how the issue of cell phone usage also extends to the university level. In a high school, I feel, the age and maturity level of the students directly influences their lack of attention to the simple rudeness that utilizing a cell phone in class would imply. I am surprised, however, to see that students at the college level possess such an innate disregard for simple politeness, by speaking on their cell phone in the midst of class. In this case, I do agree with the professor’s strict cell phone policy…but do not feel that it should extend to the high school level.
Needless to say, I wholeheartedly disagree with the negative stance that the article takes on the use of technology in the classroom, and, frankly, it disappoints me. There are so many positive aspects of the usage of technology in education, as we have observed in this very class (thank you Dr. McPherson). The fact that many teachers will not take the time to set a precedent in their class on the penalties that result from using distracting websites and, instead, simply avoid using technology altogether, is disheartening. I do not have a choice of utilizing technology, and holding my class in a computer lab. As a result, by instituting penalties for “illegal” surfing during class time (points off lab projects), I feel that I have controlled for such distractions. Simply put, if I can do it why can’t others?
Thursday, November 8, 2007
Current Event #4
CALIFORNIA EXIT EXAM BOOSTS DROPOUT RATE
By THE ASSOCIATED PRESS
Published: New York Times November 8, 2007
http://www.nytimes.com/aponline/us/AP-Exit-Exam-Dropouts.html?_r=1&oref=slogin
Submitted by Laurie Bobley
In 2006 California high school seniors were required to pass an exit exam to graduate. The exit exam is intended to measure English, math and algebra skills. In that same year, 26,000 seniors dropped out of school - that’s 10,000 more dropouts than four years earlier.
California lawmakers and others, including the Human Resources Research Organization, recommended that rather than an exit test, alternative assessments be considered to measure proficiency in these subjects. One proposed alternative assessment was a high school student portfolio, similar to those required in Massachusetts and Washington state for graduation. The recommendation to use alternative assessments has been made before, but the superintendent of public instruction has without fail, opposed it.
The test results and the dropout rate indicate that the achievement gap is lingering. According to a report compiled by the Human Resources Research Organization, Black, Hispanic, and ELL students, in general, do worse than white and Asian students on the test. They score lower still when they attend schools with a high percentage of similar students.
One fact is hard to refute after examining these results. A large number of students are not meeting the academic mark.
By THE ASSOCIATED PRESS
Published: New York Times November 8, 2007
http://www.nytimes.com/aponline/us/AP-Exit-Exam-Dropouts.html?_r=1&oref=slogin
Submitted by Laurie Bobley
In 2006 California high school seniors were required to pass an exit exam to graduate. The exit exam is intended to measure English, math and algebra skills. In that same year, 26,000 seniors dropped out of school - that’s 10,000 more dropouts than four years earlier.
California lawmakers and others, including the Human Resources Research Organization, recommended that rather than an exit test, alternative assessments be considered to measure proficiency in these subjects. One proposed alternative assessment was a high school student portfolio, similar to those required in Massachusetts and Washington state for graduation. The recommendation to use alternative assessments has been made before, but the superintendent of public instruction has without fail, opposed it.
The test results and the dropout rate indicate that the achievement gap is lingering. According to a report compiled by the Human Resources Research Organization, Black, Hispanic, and ELL students, in general, do worse than white and Asian students on the test. They score lower still when they attend schools with a high percentage of similar students.
One fact is hard to refute after examining these results. A large number of students are not meeting the academic mark.
Wednesday, November 7, 2007
Nicole's Curent Issue #4
Nicole Dagro
Language Arts and Technology
Current Event #4
Due 11.13.07
Title: Learning tool for Spanish speakers to be added at high schools; Grant from Mexican Consulate
Author: Benjamin Price
Source: CEC SmartBrief
Athens Banner-Herald
http://www.onlineathens.com/stories/102907/news%2020071029041.shtml.
Publication Date: October 29, 2007
I found an article discussing software that was developed for Spanish speaking students. The software is called “Plaza Communitaria,” or “Communication Plaza.” A school in Clarke County, Georgia received a grant from the Mexican government that has allowed them to obtain this software. They will be one of the first schools in Georgia to implement it. The software provides students with the curriculum they learn in English in their classes’ everyday, in Spanish. They may access the software after school.
The article states how it is very hard for students who do not speak English to gain the academic language they need for science, math, etc. They must learn English and gain this academic vocabulary at the same time. The software provides that extra support to help them master the content in their own language. The article also states that the software can be used to obtain a GED or a Mexican equivalency diploma.
This article relates to our Language Arts and Technology class because we are always discussing how we will reach all types of students. This software can do just that. We can now reach those who need the extra support in their own language when we would not have been able to do it before. Technology is aiding us to reach more students. This article also relates to our class because we are always looking for ways to increase literacy using technology, hence the name of the class. This software helps to increase literacy for students whose first language is not English. Although the software provides them with the curriculum in Spanish, they are gaining the academic words they will need to understand the concepts in English. Once they gain this vocabulary in Spanish they can begin to make connections to English.
This article opened my eyes to technology I did not know existed. Last semester, when I was completing my student teaching, I had students in my second placement that really did not speak English. There were books I could make photo copies out of and give to them, but I did not know if they really understood the material because I could not communicate with them. I believe that this software is a great idea and wonderful tool because now students who may not have graduated because of the language barrier or students, whose academic potential didn’t show because of the language barrier, have a chance to excel. I think that this program could open many doors to students all over the country and it should be available in all schools. I know we are a long way from that, but maybe one day it could happen.
Language Arts and Technology
Current Event #4
Due 11.13.07
Title: Learning tool for Spanish speakers to be added at high schools; Grant from Mexican Consulate
Author: Benjamin Price
Source: CEC SmartBrief
Athens Banner-Herald
http://www.onlineathens.com/stories/102907/news%2020071029041.shtml.
Publication Date: October 29, 2007
I found an article discussing software that was developed for Spanish speaking students. The software is called “Plaza Communitaria,” or “Communication Plaza.” A school in Clarke County, Georgia received a grant from the Mexican government that has allowed them to obtain this software. They will be one of the first schools in Georgia to implement it. The software provides students with the curriculum they learn in English in their classes’ everyday, in Spanish. They may access the software after school.
The article states how it is very hard for students who do not speak English to gain the academic language they need for science, math, etc. They must learn English and gain this academic vocabulary at the same time. The software provides that extra support to help them master the content in their own language. The article also states that the software can be used to obtain a GED or a Mexican equivalency diploma.
This article relates to our Language Arts and Technology class because we are always discussing how we will reach all types of students. This software can do just that. We can now reach those who need the extra support in their own language when we would not have been able to do it before. Technology is aiding us to reach more students. This article also relates to our class because we are always looking for ways to increase literacy using technology, hence the name of the class. This software helps to increase literacy for students whose first language is not English. Although the software provides them with the curriculum in Spanish, they are gaining the academic words they will need to understand the concepts in English. Once they gain this vocabulary in Spanish they can begin to make connections to English.
This article opened my eyes to technology I did not know existed. Last semester, when I was completing my student teaching, I had students in my second placement that really did not speak English. There were books I could make photo copies out of and give to them, but I did not know if they really understood the material because I could not communicate with them. I believe that this software is a great idea and wonderful tool because now students who may not have graduated because of the language barrier or students, whose academic potential didn’t show because of the language barrier, have a chance to excel. I think that this program could open many doors to students all over the country and it should be available in all schools. I know we are a long way from that, but maybe one day it could happen.
Sunday, November 4, 2007
Current issue #3
Summarized By Allyson McDowell
The Outsourced Brain
By DAVID BROOKS
Published: October 26, 2007
http://www.nytimes.com/2007/10/26/opinion/26brooks.html?_r=3&ex=1351137600&en=0a18e911e776977e&ei=5088&partner=rssnyt&emc=rss&oref=slogin&oref=slogin&oref=slogin
When I read this article I immediately thought of “The Giver” by Lois Lowery. David Brooks paints a dismal picture of sameness which is a frightening look at the future. More and more we are beginning to depend on technology to do everything for us. If David is correct in his anthology we will soon become a society dependant on technology to think and do for us.
He calls the externalization of geographic information from his brain to a GPS nirvana by the establishment of a romantic attachment. He continues by saying that the magic of the age of information is becoming mindless.
All memory is now externalized into various silicone memory banks that do everything thereby freeing us to think of nothing.
We now have iTunes for music sampling, Google, Yahoo and Wikipedia for memory Black Berry or Palm Pilot for personal information storage.
Think of it a third of under 30’s cannot remember their own phone number, they are foregoing memory before they have to do so.
Are you thinking yet.
Summarized By Allyson McDowell
The Outsourced Brain
By DAVID BROOKS
Published: October 26, 2007
http://www.nytimes.com/2007/10/26/opinion/26brooks.html?_r=3&ex=1351137600&en=0a18e911e776977e&ei=5088&partner=rssnyt&emc=rss&oref=slogin&oref=slogin&oref=slogin
When I read this article I immediately thought of “The Giver” by Lois Lowery. David Brooks paints a dismal picture of sameness which is a frightening look at the future. More and more we are beginning to depend on technology to do everything for us. If David is correct in his anthology we will soon become a society dependant on technology to think and do for us.
He calls the externalization of geographic information from his brain to a GPS nirvana by the establishment of a romantic attachment. He continues by saying that the magic of the age of information is becoming mindless.
All memory is now externalized into various silicone memory banks that do everything thereby freeing us to think of nothing.
We now have iTunes for music sampling, Google, Yahoo and Wikipedia for memory Black Berry or Palm Pilot for personal information storage.
Think of it a third of under 30’s cannot remember their own phone number, they are foregoing memory before they have to do so.
Are you thinking yet.
Tuesday, October 30, 2007
Curent Issue 2
Title of Article: “96 Percent of Teens Use Social-Networking Tools”
Publisher: eSchool News online
Date of Publication: August 14, 2007
Author: not listed
Summary: This eSchool Newsonline article features the finding of a survey that was conducted on students ages 9-17. The survey found that only 5% of teens that were questioned do not use the internet to communicate with others. The most interesting finding of this study is the fact that students that were surveyed reported that the “most common topics of conversation on the social-networking scene is education.” (p. 1) Implications of this article’s findings can greatly affect the future school learning environment. One expert, Anne L. Bryant, states her opinion on the connection between social networking and school by saying: “The challenge for school boards and educators is that they have to keep pace with how students are using these tools in positive ways and consider how they might incorporate this technology into the school setting.” (p. 1)
Student opinion from the survey is also reported in this article. The goal of students’ online activity is noted to have connections to creative, artistic, and/or collaborative projects. The article states that teens are noting the fact that they now watch television for an amount of time which equals the time they are spending online.
One issue that this article suggests that educators consider is the fact that schools need to use certain technologies to their benefit. It is also stated that such activities would most likely be more engaging for students. Suggestions and facts pertaining to school technology use and incorporation are also brought to the attention of the article’s reader.
Publisher: eSchool News online
Date of Publication: August 14, 2007
Author: not listed
Summary: This eSchool Newsonline article features the finding of a survey that was conducted on students ages 9-17. The survey found that only 5% of teens that were questioned do not use the internet to communicate with others. The most interesting finding of this study is the fact that students that were surveyed reported that the “most common topics of conversation on the social-networking scene is education.” (p. 1) Implications of this article’s findings can greatly affect the future school learning environment. One expert, Anne L. Bryant, states her opinion on the connection between social networking and school by saying: “The challenge for school boards and educators is that they have to keep pace with how students are using these tools in positive ways and consider how they might incorporate this technology into the school setting.” (p. 1)
Student opinion from the survey is also reported in this article. The goal of students’ online activity is noted to have connections to creative, artistic, and/or collaborative projects. The article states that teens are noting the fact that they now watch television for an amount of time which equals the time they are spending online.
One issue that this article suggests that educators consider is the fact that schools need to use certain technologies to their benefit. It is also stated that such activities would most likely be more engaging for students. Suggestions and facts pertaining to school technology use and incorporation are also brought to the attention of the article’s reader.
Saturday, October 27, 2007
iTunes for Education
http://www.msnbc.msn.com/id/21368471/
iTunes is carrying more educational content. iTunes U is a free service of Apple. It has been broadcasting lectures and university videos, but now it will be adding other free videos as well. Under a new category called , “Beyond Campus” there will be recordings of the Supreme Court, interviews with important leaders and public radio broadcasts. The universities have the decision to allow only their students and alumni to view the videos or open them to the public. There is a great wealth of knowledge that can be shared by using the iTunes from college to college. “A larger learning catalog for anyone…” said Apple’s iTunes Vice president, Eddy Cue.
There are six partners that started the program this week. There are public radio stations and museums. Hopefully there will be more to come. This is a great resource that can be expanded to include all schools from elementary through college. Almost every household has an iPod or can access iTunes from their computer. However most of these iPods are being underutilized. Teachers can create podcast for their students and have them upload it onto their mp3 player and have the lesson to refer back to. Plus they can have a virtual field trip any time they want. This is not a new revelation, but one that is not being explored.
iTunes U is mostly for college students. As I went on to the site there are many colleges participating. But for high school seniors it would probably be a great introduction to what they might see in the following year. I checked out Yale University’s they had several podcasts that anyone can subscribe to.
However, Beyond Campus section is for almost all ages. There is a link that is called, Little Kids Rock. Because most students don’t have music education this is a great place ot go for music lessons. The Museum of Modern Art also has podcasts that are designed for younger students. There is also a section that take you to the Supreme Court hearings, probably for older students interested in Law.
This is a great resource that is untapped in schools.
iTunes is carrying more educational content. iTunes U is a free service of Apple. It has been broadcasting lectures and university videos, but now it will be adding other free videos as well. Under a new category called , “Beyond Campus” there will be recordings of the Supreme Court, interviews with important leaders and public radio broadcasts. The universities have the decision to allow only their students and alumni to view the videos or open them to the public. There is a great wealth of knowledge that can be shared by using the iTunes from college to college. “A larger learning catalog for anyone…” said Apple’s iTunes Vice president, Eddy Cue.
There are six partners that started the program this week. There are public radio stations and museums. Hopefully there will be more to come. This is a great resource that can be expanded to include all schools from elementary through college. Almost every household has an iPod or can access iTunes from their computer. However most of these iPods are being underutilized. Teachers can create podcast for their students and have them upload it onto their mp3 player and have the lesson to refer back to. Plus they can have a virtual field trip any time they want. This is not a new revelation, but one that is not being explored.
iTunes U is mostly for college students. As I went on to the site there are many colleges participating. But for high school seniors it would probably be a great introduction to what they might see in the following year. I checked out Yale University’s they had several podcasts that anyone can subscribe to.
However, Beyond Campus section is for almost all ages. There is a link that is called, Little Kids Rock. Because most students don’t have music education this is a great place ot go for music lessons. The Museum of Modern Art also has podcasts that are designed for younger students. There is also a section that take you to the Supreme Court hearings, probably for older students interested in Law.
This is a great resource that is untapped in schools.
Tuesday, October 23, 2007
Current Issue 3
Title of Article: “Solution aims to transform math assessment”
Publisher: eSchool News online
Date of Publication: October 17, 2007
Author: Laura Devaney
Summary: An interesting connection that is made to a successful Language Arts assessment tool is brought to the attention of readers of this article. While the article’s main purpose is to explain a technological advancement in the mathematics world, the research and rationale behind incorporating the math assessment transformation into classrooms is based in results from English Language Arts education and assessments.
The technology company Wireless Generation created “mCLASS,” a software offering of that offers teachers the opportunity to assess students reading and writing skills in the administration of DIBELS, the Dynamic Indicators of Basic Early Literacy Skills. According to www.dibels.org these individually administered assessments help elementary level teachers assess students ability levels in the following areas: “Initial Sounds, Letter Naming, Phoneme Segmentation, Nonsense Words, Oral Reading, Retelling, and Word Use.”
Due to the success of the ELA assessment program, Wireless Generation is now researching a way to create a mCLASS for mathematics. This assessment would allow teachers to monitor student achievement in the same way as the ELA assessment. According to Devaney, the math version of mCLASS is being created in order “to screen for math proficiency, student progress and the students’ thought processes.” By targeting these three main areas, teachers are able to teach students according to individual struggles with concepts.
Publisher: eSchool News online
Date of Publication: October 17, 2007
Author: Laura Devaney
Summary: An interesting connection that is made to a successful Language Arts assessment tool is brought to the attention of readers of this article. While the article’s main purpose is to explain a technological advancement in the mathematics world, the research and rationale behind incorporating the math assessment transformation into classrooms is based in results from English Language Arts education and assessments.
The technology company Wireless Generation created “mCLASS,” a software offering of that offers teachers the opportunity to assess students reading and writing skills in the administration of DIBELS, the Dynamic Indicators of Basic Early Literacy Skills. According to www.dibels.org these individually administered assessments help elementary level teachers assess students ability levels in the following areas: “Initial Sounds, Letter Naming, Phoneme Segmentation, Nonsense Words, Oral Reading, Retelling, and Word Use.”
Due to the success of the ELA assessment program, Wireless Generation is now researching a way to create a mCLASS for mathematics. This assessment would allow teachers to monitor student achievement in the same way as the ELA assessment. According to Devaney, the math version of mCLASS is being created in order “to screen for math proficiency, student progress and the students’ thought processes.” By targeting these three main areas, teachers are able to teach students according to individual struggles with concepts.
TWO-THIRDS OF U.S. VOTERS SAY 3R’S NO LONGER SUFFICIENT
"BUDGET CUTS"
TIMOTHY FEIMER
TITLE: TWO-THIRDS OF U.S. VOTERS SAY 3R’S NO LONGER SUFFICIENT
DATE: OCTOBER 17, 2007
PUBLISHER: ASCD SMARTBRIEF
The article is reporting on a survey done by the Partnership for 21st century skills, P21, on the preparedness of students on the 21st century society. It seems that about 66% of the 800 people surveyed said their schools were doing a good job but they were not happy with the direction of their schools. The focus has shifted from the basics of reading, math and science from 15 years ago to focusing on collaboration, communication and cultural knowledge.
The main part of the article was to hopefully urge the 2008 candidates to move in the direction of 21st century skills. I believe this is relevant to teaching because one of the biggest obstacles is the funding on the federal, state, and local governments. By putting this out there as much as possible maybe more politicians will start to realize the relevance and the economic impact of teaching the skills society will need. I think if we do not all get on board with the education of these students we will no longer be the economic power house we once were. The global society will pass us by and the funding of the hardware and teacher training will be miniscule compared to the economic impact in the future. I think the No Child Left Behind Act should be changed to the No Societies Child Left Behind Act, and we should be preparing our students for that.
LINK: http://www.eschoolnews.org/news/showStory.cfm?ArticleID=7434
Solution Aims to Transform Math Assessment
Solution aims to transform math assessment
Ray Jashembowski
EDLA 615 Language Arts and Technology
Current Issue 3
Link: http://www.eschoolnews.com/news/showStory.cfm?ArticleID=7436
Title: Solution aims to transform math assessment
Publisher: eSchool news
Date of Publication: 10/17/07
Author: Laura Devaney, Associate Editor
Wireless Generations and other institutions just received a four year $1.5 million grant to produce a math version of their successful early reading assessment tool, mClass. The U.S. Department of Education approved a four year grant to Wireless Generation, Teachers College at Columbia University, and the University of Missouri-Columbia. The grant will allow the production of a math related mClass, which has helped boost reading scores dramatically. These handheld computers with software will help administer one on one assessment for K-3 students for the Basic Early Literacy Skills (DIBELS) exam. mClass gives students a problem then lets them solve it how they want, and during assessment students are asked how they did it. Teachers can record results and observations and sync their results to a secure laptop or desktop. Wireless Generation isn’t the first for this sort of thing but may be the first to target the K-3 grade levels. Basically it allows teachers to examine how the K-3 student came up with an answer which will allow the teacher to correct the reason why the mistake happened. School districts such as Chicago Public Schools and Florida’s Orange County Public Schools have seen profound effects in reading. They can target a students’ weakness in about a third of the time allowing instruction to be adjusted
I feel that this can greatly help avoid the drop in test scores, especially for low-income students’ that is seen after third grade. Depending on the cost, districts that experience all of the challenges in today’s education system can target students’ and correct the problem before it happens. My next question is how well does this software work with older computers or even future changes in tests. Other than the cost of technology issue it seems like an answer to many problems now that it will be available for reading and math.
Ray Jashembowski
EDLA 615 Language Arts and Technology
Current Issue 3
Link: http://www.eschoolnews.com/news/showStory.cfm?ArticleID=7436
Title: Solution aims to transform math assessment
Publisher: eSchool news
Date of Publication: 10/17/07
Author: Laura Devaney, Associate Editor
Wireless Generations and other institutions just received a four year $1.5 million grant to produce a math version of their successful early reading assessment tool, mClass. The U.S. Department of Education approved a four year grant to Wireless Generation, Teachers College at Columbia University, and the University of Missouri-Columbia. The grant will allow the production of a math related mClass, which has helped boost reading scores dramatically. These handheld computers with software will help administer one on one assessment for K-3 students for the Basic Early Literacy Skills (DIBELS) exam. mClass gives students a problem then lets them solve it how they want, and during assessment students are asked how they did it. Teachers can record results and observations and sync their results to a secure laptop or desktop. Wireless Generation isn’t the first for this sort of thing but may be the first to target the K-3 grade levels. Basically it allows teachers to examine how the K-3 student came up with an answer which will allow the teacher to correct the reason why the mistake happened. School districts such as Chicago Public Schools and Florida’s Orange County Public Schools have seen profound effects in reading. They can target a students’ weakness in about a third of the time allowing instruction to be adjusted
I feel that this can greatly help avoid the drop in test scores, especially for low-income students’ that is seen after third grade. Depending on the cost, districts that experience all of the challenges in today’s education system can target students’ and correct the problem before it happens. My next question is how well does this software work with older computers or even future changes in tests. Other than the cost of technology issue it seems like an answer to many problems now that it will be available for reading and math.
Monday, October 22, 2007
Current Issue #3
Arabic School Ex-Principal Fights to Get her Job Back
New York Times
Jennifer Medina
Published October 17, 2007
Presented by Nathan.jean_jacques
Debbie Almontaser, the founding principal of the first Arabic language school in the New York City School System, wants her job back after resigning in August, allegedly under pressure from both Mayor Bloomberg’s and Chancellor Joe Klein’s offices, over her defense for the word “Intifada” emblazoned on a t-shirt.
Mrs. Almontaser who continues to draw her principal salary declares that the school was a dream turned nightmare. According to David Canter, a spokesman for the Chancellor’s office, Mrs. Almontaser’s resignation had put the matter to rest, supposedly.
From its inception, the school had faced opposition from parents who protested against the school sharing the same building frequented by their children, and conservatives who saw the threat of a Muslim agenda.
Mrs. Almontaser was interrogated for her relationship with the Brooklyn-based Arab Women in the Arts and Media that had produced the controversial T-shirt: “Intifada NYC”. She had many supporters including three City Council members of whom Robert Jackson urged her reinstatement. Meanwhile, Sara Springer of the “ Stop the Madrassa Coalition”, said, “the school should be under more scrutiny”.
Mrs almontaser seems to have made quite a few enemies who prejudice against her name.
According to education officials, Mrs Almontaser should not apply for the job.
Reflection
Long before this debacle, I knew about the oppositions to the Arabic school in the community. Although I never agreed with the opponents because their opposition smelled more like rotten racism to me for lack of any strong argument; however, I did not support the idea of an Arabic school. I thought it somehow promoted self – alienation and segregation. I could never find a copy of the school’s philosophy and vision; most of what I have read about the school sounded fuzzy and bias. Consequently, I did not support the fact that my tax money would pay for a school where my son and other non-Arabic speaking children would not be welcomed. The problem is that the school is conceived and based only on a political agenda that should not have escaped the blind mice who are responsible for this fiasco.
New York Times
Jennifer Medina
Published October 17, 2007
Presented by Nathan.jean_jacques
Debbie Almontaser, the founding principal of the first Arabic language school in the New York City School System, wants her job back after resigning in August, allegedly under pressure from both Mayor Bloomberg’s and Chancellor Joe Klein’s offices, over her defense for the word “Intifada” emblazoned on a t-shirt.
Mrs. Almontaser who continues to draw her principal salary declares that the school was a dream turned nightmare. According to David Canter, a spokesman for the Chancellor’s office, Mrs. Almontaser’s resignation had put the matter to rest, supposedly.
From its inception, the school had faced opposition from parents who protested against the school sharing the same building frequented by their children, and conservatives who saw the threat of a Muslim agenda.
Mrs. Almontaser was interrogated for her relationship with the Brooklyn-based Arab Women in the Arts and Media that had produced the controversial T-shirt: “Intifada NYC”. She had many supporters including three City Council members of whom Robert Jackson urged her reinstatement. Meanwhile, Sara Springer of the “ Stop the Madrassa Coalition”, said, “the school should be under more scrutiny”.
Mrs almontaser seems to have made quite a few enemies who prejudice against her name.
According to education officials, Mrs Almontaser should not apply for the job.
Reflection
Long before this debacle, I knew about the oppositions to the Arabic school in the community. Although I never agreed with the opponents because their opposition smelled more like rotten racism to me for lack of any strong argument; however, I did not support the idea of an Arabic school. I thought it somehow promoted self – alienation and segregation. I could never find a copy of the school’s philosophy and vision; most of what I have read about the school sounded fuzzy and bias. Consequently, I did not support the fact that my tax money would pay for a school where my son and other non-Arabic speaking children would not be welcomed. The problem is that the school is conceived and based only on a political agenda that should not have escaped the blind mice who are responsible for this fiasco.
Current Issue #3 - "For Teachers, Middle School Is Test of Wills"
CURRENT ISSUE # 3
Article Title: For Teachers, Middle School Is Test of Wills
Source: The New York Times
Link: http://www.nytimes.com/2007/03/17/education/17middle.html
Published: March 17, 2007
Writer: Elissa Gootman
Submitted by: Zenobia Fypher
In this article, the resilience needed for teachers of middle school students is discussed. Alarmingly, the article indicates that middle school teachers account for 22 percent of the 41,291 teachers who have left the school system since 1999 i.e. over an eight year span, approximately 9,084 middle school teachers have left the system. While the article does not specify the amount of middle school teachers who have left due to retirement, 9,084 in eight years is quite a large number.
As a teacher of both the elementary and middle levels I quite agree with some of the salient points which the article raised. Middle school teachers have to have the skin of a rhinoceros, we have to be able to turn every moment into teachable ones, even as we bite our tongues and grit our teeth, with a pleasant and understanding smile/look on our faces. Ours is a job, which is tougher than nails since we deal with a population of adolescents who are often volatile, unpredictable, and have a growing trend for declining academic performance. Indeed, we do have to have a huge sense of humor and a small ego. As Christian Clarke aptly put it, we spend a lot of our time putting out the fires. When we extinguish one in one area, we have to readily be available to extinguish another in another aspect.
I do agree that in most cases, we are inadequately prepared for the task ahead of us. I remember having discussion in my first year of teaching in the New York City Public School System about how to deal with Grade 7 student who seemed so angry. Well, beyond talking with the student, referring them to the Guidance Counselor, talking with the parents and informing the administrative body, there was little else I could do, yet I had to deal with those students daily. The article correctly states that middle school teachers are often either trained as elementary school generalists or as high school subject specialists, but with little training or understanding of the psychology of young adolescents. Our students very rarely miss school or drop out, interested or not and indeed, the lines for middle school teachers are very short at job fairs.
Yet, with all of that, I do love teaching at the middle school level. There is no other educational experience similar! When we see the transition in students from Grade 6 to Grade 8, it is often pleasing to the heart. While Grade 7 always seems to be the rambunctious grade where anything and everything happens, most of the time our students refocus when they enter the eighth grade.
Middle school? It’s an experience one MUST have!
Article Title: For Teachers, Middle School Is Test of Wills
Source: The New York Times
Link: http://www.nytimes.com/2007/03/17/education/17middle.html
Published: March 17, 2007
Writer: Elissa Gootman
Submitted by: Zenobia Fypher
In this article, the resilience needed for teachers of middle school students is discussed. Alarmingly, the article indicates that middle school teachers account for 22 percent of the 41,291 teachers who have left the school system since 1999 i.e. over an eight year span, approximately 9,084 middle school teachers have left the system. While the article does not specify the amount of middle school teachers who have left due to retirement, 9,084 in eight years is quite a large number.
As a teacher of both the elementary and middle levels I quite agree with some of the salient points which the article raised. Middle school teachers have to have the skin of a rhinoceros, we have to be able to turn every moment into teachable ones, even as we bite our tongues and grit our teeth, with a pleasant and understanding smile/look on our faces. Ours is a job, which is tougher than nails since we deal with a population of adolescents who are often volatile, unpredictable, and have a growing trend for declining academic performance. Indeed, we do have to have a huge sense of humor and a small ego. As Christian Clarke aptly put it, we spend a lot of our time putting out the fires. When we extinguish one in one area, we have to readily be available to extinguish another in another aspect.
I do agree that in most cases, we are inadequately prepared for the task ahead of us. I remember having discussion in my first year of teaching in the New York City Public School System about how to deal with Grade 7 student who seemed so angry. Well, beyond talking with the student, referring them to the Guidance Counselor, talking with the parents and informing the administrative body, there was little else I could do, yet I had to deal with those students daily. The article correctly states that middle school teachers are often either trained as elementary school generalists or as high school subject specialists, but with little training or understanding of the psychology of young adolescents. Our students very rarely miss school or drop out, interested or not and indeed, the lines for middle school teachers are very short at job fairs.
Yet, with all of that, I do love teaching at the middle school level. There is no other educational experience similar! When we see the transition in students from Grade 6 to Grade 8, it is often pleasing to the heart. While Grade 7 always seems to be the rambunctious grade where anything and everything happens, most of the time our students refocus when they enter the eighth grade.
Middle school? It’s an experience one MUST have!
Current Issue #3
http://www.eschoolnews.com/news/showstoryts.cfm?Articleid=7391
Survey: Parents talk to their kids about the web
Strong majority of parents teach their kids how to be safe online--but schools can still do more to help From eSchool News staff and wire service reports
From eSchool News staff and wire service reports
October 1, 2007
Based on a survey from the San Francisco- based nonprofit Common Sense Media and the Washington, DC based education foundation Cable in the Classroom "finds that the vast majority-85 percent of parents talked to their child in the past year about how to behave on the internet." The report also said that fewer parents talk about how to determine the credibility of online info or how to determine if a website is biased. I believe that is where the teachers should come in and fill this gap. The teachers could be working together with the parents on how to pass this type of information along to the children about finding credible information.
83% of parents said the internet helps their children acquire skills and info needed to succeed in school. These parents also said the internet helps them find things that interest them.
More than 93% of parents said they have taken action to make sure the web sites meet parental standards. In a survey conducted by the Kaiser Family Foundation, it was reported that American kids between 8 and 18 spend an average of 6.5 hours a day absorbed in media. This included watching TV or videos, playing with computers, or listening to digital music.
About 80% of mothers said that creating an online profile or site such as a blog or MySpace account was inappropriate and only 65% of fathers said the same.
Parents said the interent has helped kids understand current events as well as express their creativity and connect with people who have similar interests.
Although four out of five parents said the internet helps the kids in school, about 3/4ths said they have had issues with their children's online activities. I think teachers should be working with parents and giving students assignments that require them to go online to safe and controlled blog sites created and monitored by the teacher. With those assignments the teacher should offer useful websites to get them started and teach students what a credible website is. Overall, I believe that the majority of parents are aware of their child's computer use but who can watch their activity at all times?
Survey: Parents talk to their kids about the web
Strong majority of parents teach their kids how to be safe online--but schools can still do more to help From eSchool News staff and wire service reports
From eSchool News staff and wire service reports
October 1, 2007
Based on a survey from the San Francisco- based nonprofit Common Sense Media and the Washington, DC based education foundation Cable in the Classroom "finds that the vast majority-85 percent of parents talked to their child in the past year about how to behave on the internet." The report also said that fewer parents talk about how to determine the credibility of online info or how to determine if a website is biased. I believe that is where the teachers should come in and fill this gap. The teachers could be working together with the parents on how to pass this type of information along to the children about finding credible information.
83% of parents said the internet helps their children acquire skills and info needed to succeed in school. These parents also said the internet helps them find things that interest them.
More than 93% of parents said they have taken action to make sure the web sites meet parental standards. In a survey conducted by the Kaiser Family Foundation, it was reported that American kids between 8 and 18 spend an average of 6.5 hours a day absorbed in media. This included watching TV or videos, playing with computers, or listening to digital music.
About 80% of mothers said that creating an online profile or site such as a blog or MySpace account was inappropriate and only 65% of fathers said the same.
Parents said the interent has helped kids understand current events as well as express their creativity and connect with people who have similar interests.
Although four out of five parents said the internet helps the kids in school, about 3/4ths said they have had issues with their children's online activities. I think teachers should be working with parents and giving students assignments that require them to go online to safe and controlled blog sites created and monitored by the teacher. With those assignments the teacher should offer useful websites to get them started and teach students what a credible website is. Overall, I believe that the majority of parents are aware of their child's computer use but who can watch their activity at all times?
Sunday, October 21, 2007
One Laptop Per Child - You Can Purchase One
$100 Laptop A Bargain at $200
by David Pogue
The New York Times
Thursday, October 4, 2007, Business Day page 1
http://query.nytimes.com/gst/fullpage.html?res=9801E4DF123FF937A35753C1A9619C8B63
Bob Ford – BLOG Current Issue #3 – $100 Laptop A Bargain At $200
In November, for about $200 you'll be able to buy a new laptop that's spill proof, rainproof, dustproof and drop-proof. It's fan less, it's silent and it weighs 3.2 pounds. One battery charge will power six hours of heavy activity, or 24 hours of reading. The laptop has a built-in video camera, microphone, memory-card slot, graphics tablet, game-pad controllers and a screen that rotates into a tablet configuration.
This is my latest update on “One Laptop Per Child”. Free of charge, its goal is to provide a cheap, reliable in harsh environments, beyond state of the art, laptop for third world children. I first reported on this during our Group Literacy Project. My video opened with, “The First Crusade of the 21st Century is About Literacy”.
O.L.P.C.’s founder Nicholas Negroponte along with his staff have made a strategic shift to get their laptop past final testing and into the hands of children. They decided to offer the machine for sale to the public in the industrialized world -- for a period of two weeks, in November. The program is called ''Give 1, Get 1,'' and it works like this. You pay $400 (www.xogiving.org). One XO laptop (and a tax deduction) comes to you by Christmas, and a second is sent to a student in a poor country. They are gambling that a slightly higher price initially, will be reduced as production really gears up and millions of laptops are produced.
From a teaching and literacy standpoint, “Any time you're word processing, making music, taking pictures, playing games or reading an e-book, you can click a Share button. Your document shows up next to your icon on the mesh-network map, so that other people can see what you're doing, or work with you. Teachers can supervise your writing, buddies can collaborate on a document, friends can play you in Connect 4, or someone across the room can add a melody to your drum beat in the music program. You've never seen anything like it.”
The author of this article David Pogue called this laptop, now called the “XO Laptop”, absolutely amazing, and a total kid magnet. He also said that both the hardware and software features exhibit breakthrough after breakthrough, many of which do not appear in ANY laptop.
When November gets here, check out www.xogiving.org. If you can purchase an XO, both you and a child in the third world will be part of something as historically magnificent as Gutenberg’s Printing Press.
by David Pogue
The New York Times
Thursday, October 4, 2007, Business Day page 1
http://query.nytimes.com/gst/fullpage.html?res=9801E4DF123FF937A35753C1A9619C8B63
Bob Ford – BLOG Current Issue #3 – $100 Laptop A Bargain At $200
In November, for about $200 you'll be able to buy a new laptop that's spill proof, rainproof, dustproof and drop-proof. It's fan less, it's silent and it weighs 3.2 pounds. One battery charge will power six hours of heavy activity, or 24 hours of reading. The laptop has a built-in video camera, microphone, memory-card slot, graphics tablet, game-pad controllers and a screen that rotates into a tablet configuration.
This is my latest update on “One Laptop Per Child”. Free of charge, its goal is to provide a cheap, reliable in harsh environments, beyond state of the art, laptop for third world children. I first reported on this during our Group Literacy Project. My video opened with, “The First Crusade of the 21st Century is About Literacy”.
O.L.P.C.’s founder Nicholas Negroponte along with his staff have made a strategic shift to get their laptop past final testing and into the hands of children. They decided to offer the machine for sale to the public in the industrialized world -- for a period of two weeks, in November. The program is called ''Give 1, Get 1,'' and it works like this. You pay $400 (www.xogiving.org). One XO laptop (and a tax deduction) comes to you by Christmas, and a second is sent to a student in a poor country. They are gambling that a slightly higher price initially, will be reduced as production really gears up and millions of laptops are produced.
From a teaching and literacy standpoint, “Any time you're word processing, making music, taking pictures, playing games or reading an e-book, you can click a Share button. Your document shows up next to your icon on the mesh-network map, so that other people can see what you're doing, or work with you. Teachers can supervise your writing, buddies can collaborate on a document, friends can play you in Connect 4, or someone across the room can add a melody to your drum beat in the music program. You've never seen anything like it.”
The author of this article David Pogue called this laptop, now called the “XO Laptop”, absolutely amazing, and a total kid magnet. He also said that both the hardware and software features exhibit breakthrough after breakthrough, many of which do not appear in ANY laptop.
When November gets here, check out www.xogiving.org. If you can purchase an XO, both you and a child in the third world will be part of something as historically magnificent as Gutenberg’s Printing Press.
Saturday, October 20, 2007
Checking Out Tomorrow's Library
In Paris, an International Working Group Shows Off the Prototype For a Multilingual 'Intellectual Cathedral' of Digitized Knowledge
By John Ward Anderson
Washington Post Foreign Service Thursday, October 18, 2007
Submitted by Laurie Bobley
http://www.washingtonpost.com/wp-dyn/content/article/2007/10/17/AR2007101702260.html?referrer=emailarticle
Late next year a long awaited event will occur: the World Digital Library will become available. The World Digital Library, a partnership between the Library of Congress and UNESCO (United Nations Educational, Scientific and Cultural Organization) will present to the world’s population, digitized original resources such as documents, maps, photographs, films, recordings, manuscripts, musical scores, architectural drawings, rare books, and other unique cultural materials on the internet. These materials will be available in seven different languages and access will be free. The most interesting aspect of the project is that the information will be presented in its original form.
This project aims to expand non-Western and non-English content to provide tool for multicultural, multilingual exchanges. The goal is to increase understanding and awareness of the rich contributions of other people, places, events, and materials. The site will be accessible in English, French, Spanish, Chinese, Russian and Arabic, which are the six official languages of the United Nations, as well as in Portuguese.
The World Digital Library will become invaluable to education and to the field of scholarly research. One ultimate goal is for the site to be widely accessible to children and adults from both rich and poor countries, with a particularly user-friendly design. In addition to the Library of Congress and UNESCO, other partners include Bibliotheca Alexandrina (Egypt), International Federation of Library Associations and Institutions, the National Library of Brazil, National Library and Archives of Egypt, National Library of Korea, National Library of Russia, and the Russian State Library.
In the 1990’s the Library of Congress introduced the National Digital Library Program that allows access to approximately 11 million digitized U.S. historical files (documents, photos, videos, etc.) on its American Memory Web site. This site will serve a model for the World Digital Library.
Initially there will be a few hundred thousand entries but is expected to quickly garner additional resources and entries from other countries after the launch. The 190 other nations represented in UNESCO will look to the LOC as a model for digitizing their own historical and cultural information. For, example, Egypt’s early history was preserved in a different way that the early history of England and it should be able to be accessed in the way it was preserved.
The WDL will
http://www.worlddigitallibrary.org
http://memory.loc.gov/ammem/index.html
By John Ward Anderson
Washington Post Foreign Service Thursday, October 18, 2007
Submitted by Laurie Bobley
http://www.washingtonpost.com/wp-dyn/content/article/2007/10/17/AR2007101702260.html?referrer=emailarticle
Late next year a long awaited event will occur: the World Digital Library will become available. The World Digital Library, a partnership between the Library of Congress and UNESCO (United Nations Educational, Scientific and Cultural Organization) will present to the world’s population, digitized original resources such as documents, maps, photographs, films, recordings, manuscripts, musical scores, architectural drawings, rare books, and other unique cultural materials on the internet. These materials will be available in seven different languages and access will be free. The most interesting aspect of the project is that the information will be presented in its original form.
This project aims to expand non-Western and non-English content to provide tool for multicultural, multilingual exchanges. The goal is to increase understanding and awareness of the rich contributions of other people, places, events, and materials. The site will be accessible in English, French, Spanish, Chinese, Russian and Arabic, which are the six official languages of the United Nations, as well as in Portuguese.
The World Digital Library will become invaluable to education and to the field of scholarly research. One ultimate goal is for the site to be widely accessible to children and adults from both rich and poor countries, with a particularly user-friendly design. In addition to the Library of Congress and UNESCO, other partners include Bibliotheca Alexandrina (Egypt), International Federation of Library Associations and Institutions, the National Library of Brazil, National Library and Archives of Egypt, National Library of Korea, National Library of Russia, and the Russian State Library.
In the 1990’s the Library of Congress introduced the National Digital Library Program that allows access to approximately 11 million digitized U.S. historical files (documents, photos, videos, etc.) on its American Memory Web site. This site will serve a model for the World Digital Library.
Initially there will be a few hundred thousand entries but is expected to quickly garner additional resources and entries from other countries after the launch. The 190 other nations represented in UNESCO will look to the LOC as a model for digitizing their own historical and cultural information. For, example, Egypt’s early history was preserved in a different way that the early history of England and it should be able to be accessed in the way it was preserved.
The WDL will
http://www.worlddigitallibrary.org
http://memory.loc.gov/ammem/index.html
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