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.
Tuesday, October 30, 2007
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!
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