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 US?

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.

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.

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!

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.

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.

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.

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.

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.

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.

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.

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.

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

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: STELLA M. Chavez
LINK: 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?

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."

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.

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?

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.

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.

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.