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.