Journal 6

Journal 6: “Ten Reasons to Get Rid of Homework (and Five Alternatives)” NETS-1

Spencer, J. (2011, Sept 09). Ten reasons to get rid of homework (and five alternatives). Retrieved from http://www.educationrethink.com/2011/09/ten-reasons-to-get-rid-of-homework-and.html

John Spencer believes in abolishing homework for several reasons. He believes students are too busy to have extra work after spending several hours in school, children need time to play afterschool, homework de-motivates students from learning, homework has little benefit as it fails to raise the achievement bar, it teaches bad work habits, and gives students the wrong focus. Instead, he advocates learning anywhere and everywhere, involving parents in educating their children, and treating homework as an extra-curricular activity. I agree with some of his points, but many I disagree with and find fault in. His ideas do inspire student creativity and facilitate student learning. The problem is that he is describing “the perfect student” who is self-motivated, genuinely interested in learning, and often self-taught. One major issue- not every student is self motivated or even has an interest to learn. Most students, especially at a young age, are disinterested in learning difficult subjects. If a teacher makes their homework assignments an extra-curricular activity, majority of students most likely would not participate. They would rather play outside and do other things. As a certified math tutor, I notice the major problem is students are disinterested in learning concepts in math. The only way I find that they learn is through repetition. There should be a balance however, study and play.

Although it would be nice to abolish homework, as a math major I understand the importance of repetition and homework. My math textbook has 50 practice problems in every lesson for a reason: students need to practice and apply what they were taught. Class time is primarily used to teach. Teachers do not have time to teach and allow students to fully complete enough practice problems to not assign homework. A better solution would be a compromise. Perhaps teachers can save a decent amount of time to allow students to begin their homework in class.

5 Reasons we Need Homework

1.       Homework increases the student’s knowledge through practice and application. Young students in elementary school or middle do not have the knowledge to know when they need to study. In fact, they would rather be outside playing than volunteering to study. Many students are disinterested in school and need a required method of study and repetition in order to learn material.  Assigning homework with a deadline forces students to apply their knowledge and study.

2.       Homework keeps kids out of trouble. Allowing too much free time at times may not be the best for kids with idle time. If students are given free time, they will talk, hang-out, and surf the internet. Few kids want to sit down with an educational book and educate themselves.  

3.       Creates responsibility and self-discipline. Projects, homework, and assignments with deadlines create responsibility in kids. They learn to manage their time, the dangers of procrastinating, and learn to turn in assignments by a certain deadline.

4.       Creates self-discipline. Students may not like homework, but it increases knowledge and repetition helps students to retain information. Assigning homework helps students to become self-disciplined as they complete an assignment that they may not wish to complete.  

5.       Homework provides teachers with the knowledge of their class and the students understanding.   When teachers review their student’s homework, they can learn how the students are doing in a certain area. They will discover what concepts students need help with, and the pace the class is moving.

Journal 5

Journal #5 “By Build your Own Board” NETS-2 and 3

Vallis, K. & Williamson, P. (2012). By Build your Own Board. Learning and Leading with Technology, Retrieved from http://www.iste.org/learn/publications/learning-leading/issues/august-2009/build-your-own-board

            The article “By Build your Own Board” discusses the benefits of the latest technology of interactive white boards. Brightboards reflect computer screens onto a large area of wall space, allowing students to view the happenings on the computer software from anywhere in the classroom. According to Vallis, Students can collaborate while using the white board as several students borrow Blue-tooth enabled pen tablets that are wirelessly connected with the computer and projector. Some programs that are used include Geometer’s Sketchpad, computer-aided design programs, Pintar VirtualLab series, and Poly which is a free 3D geometric shape manipulation tool. These programs are fun and intriguing to use so they will spark curiosity and interest in the students. Additionally, students will learn to use technology as it is being integrated into their curriculum. Using Brightboards is also extremely convenient; student can stay seated in a comfortable and safe spot while their work is projected onto the board. Teachers can also be standing anywhere in the room and their notes will still show on the screen. Traditional white boards are still recommended for younger aged classroom settings, but adolescents will enjoy the interactive use of the Brightboards. 

1.      Will teachers be required to receive training in using the Brightboards?

Obviously due to the face that the pen tablets use computer software, the technology is a more advanced than the typical white board marker. Potential problems can occur such as technology malfunction, projector issues, or broken items. If the brightboard brakes suddenly, how will the teacher teach without a white board or bright board? This could be a potential problem as the class could lose time in teaching without the proper technology. Tech help is a must as well as some teacher training in using the software program which the brightboards require. Training will help the teachers to become more efficient in the latest technology.  

2. How costly are brightboards? Will schools be able to economically afford brightboards in all classrooms?

Brightboards are more cost efficient since besides a computer and projector, all the material that is needed are wireless pen tablets. A physical white board is no longer needed, since a large flat empty wall can be used for images to be projected on. According to the article, 10 wireless pen tablets can be purchased for the same price of one single marker whiteboard, which is $3,000. 

Journal 4

Journal 4: "Join the Flock," and “Enhance Your Twitter Experience,” NETS-4, 3, and 5

Ferguson, H. (2012). By join the flock!. Learning and Leading with Technology, 39(8), Retrieved from http://www.iste.org/learn/publications/learning-leading/issues/june-july-2010/join-the-flock!

McClintock Miller, S. (2010). Enhance you Twitter Experience. Learning and Leading with Technology, 37(8), 14-17. Retrieved from http://www.iste.org/learn/publications/learning-leading/digitaledition/digital-edition-february-2013

Building a PLN is a great online tool which helps students, teachers, and people simply wanting to learn to collaborate and share their knowledge with others. The internet contains a vast amount of never ending information. Creating a Twitter account for educational purposes, allows one to discover more information more time efficiently. Fortunately, the task is easy and involves creating an account, following people who share the same interests, joining groups with people who share knowledgeable information, and sharing your own personal discoveries or anything you find interesting. This is an easy method for discovering alternate teaching methods, sharing fun and exciting curriculums, as well as expressing personal thoughts regarding education. According to Swan and Park, Twitter can also be used to eventually organize material and find particular useful information. Following lists can be organized into different categories such as friends, work, education, ect, to make Twitter more easily accessible. Thus far, I enjoyed created my Twitter account for EDU 422 and I have found many interesting sites to explore regarding educational ideas and curriculums.

       1.      Should students be required to create a Twitter account for school and education purposes? What are the downsides if any?

Twitter would be a great way for students to connect with each other via internet. They can share ideas, fun educational websites, or even post homework problems/questions. Additionally, PLN would help improve students’ skills in using technology as well as searching the web, creating accounts, and communicating via internet. A possible issue could be students utilizing Twitter for non-scholastic purposes such as personal social groups, dangerous/inappropriate websites, ect. To combat this issue, schools could possibly create Twitter groups which allow students to only connect with teachers, administrators, or other students.

       2.      Would it be possible for students or teachers to only access their school or classroom material?

One of the negative sides of Twitter is the frustration of a hundreds of Tweets and messages that members receive when following a larger number of people. Twitter offers other programs such as TweetDeck and HootSuite to organize and manage Twitter accounts. Students or teachers can filter through the Tweets they receive in order to easily access their favorite or wanted material. By using personalized lists or hashtags users can connect only with people/information that they are interested in.  

Journal 3

Journal 3: “Students Need a Digital Driver's License Before They Start Their Engines,” NETS-3 and 4

 Swan, G., & Park, M. (2012-2013). Students need a digital driver's license before they start their engines. In Gary Swan (Ed.), Learning and Leading with Technology (pp. 26-28). Retrieved from http://www.learningandleading-digital.com/learning_leading/201212?pg=5

The article, “Students Need a Digital Driver’s License Before they Start Their Engines,” written by Gary Swan and Mary Parks, discusses the latest program which educates youth in utilizing electronics and the internet before allowing them to dive into the electronic world. Many schools are requiring students to use ipads and tablets rather than hard copy text. Integrating and promoting technology in the classroom is a wonderful innovation, however, students should be educated regarding the down sides and potential dangers of the Internet or technology for their safety. A Digital Driver’s License requires students to learn the basics of the internet and how to successfully be involved in the digital culture. Schools that support this Digital Driver’s License (DDL) are promoting and modeling digital citizenship and responsibility, as students are required to obtain a “license” before they can use electronics (NETS-4). Topics such as cyber bullying, citing sources, copyright, online etiquette, and personal safety are taught. This will hopefully help reduce cyber bullying and plagiarism, which is a highly present problem in many school.  Additionally, this program also supports collaboration within educators and school networks as programmers create assessments for the students (NETS-3). Teachers are encouraged to develop other areas of testing or classes which can be taught helping students to become more efficient at using electronic sources.

      1.      Would I support the Digital Driver’s License (DDL) program?

Yes! I fully support and believe in this program. As technology is being introduced to children at an earlier age, they need to learn how to use it appropriately in order to be successful and remain safe. Computers, tablets, and the internet can present challenges and confusion in utilizing. Classes teaching students to function their devices will also promote usage. Online etiquette is also important to have for teaching mannerism and reducing online bullying.    

      2.      What are potential issues that the DDL program can develop?

What happens when students fail to pass their assessment tests after several attempts and do not obtain their DDL? Will they be excluded from classroom activities or not be able to use the tablets? These are potential problems. Schools will need to create a solution perhaps lowering the passing scale for some students or giving them alternate assignments or uses of technology. If a student is unable to earn their DDL, then the classroom is leaving them behind and the school is not following the “No Child Left Behind” act. On the other hand, as far as expenses, fortunately the program is free. The schools would need to fund classes in technology in order to prepare their students in taking the assessments. 

Journal 2

Journal 2: "Learning Without Borders," NETS-2

Anderson, S. (2012). Feature: Learning without borders. Learning and Leading with Technology, Retrieved from http://www.iste.org/learn/publications/learning-leading/l-l-december-january-2012-13/feature-learning-without-borders

     Sue Anderson, a World History teacher at a Pennsylvania High School, embraces the Schoolwires Greenleaf program, which is a web based program supporting collaboration for students around the world. Through this program, students learn online communication and etiquette, discover unique cultures, and gain exposure and experience to online challenges, which students will often have to work through when they later enter into the workforce. Ideal for language classes, writing or history classes, requiring students to communicate with other students overseas opens the door for expressing one's own culture, while in turn discovering the uniqueness of other’s. This will help reduce prejudice in school as well as helping students to realize that all races should be equally accepted. If students are exposed to alternate cultures, they can develop an interest for traveling, studying abroad or simply studying other cultures. In addition, the teacher benefits as well, as he or she has access to communicating with other educators in foreign nations. This also allows for collaborative teaching. As teachers are exposed to other cultures, they will be able to acknowledge and accept other cultures which are brought into their own classroom.

1. Would it be possible to incorporate a virtual international classroom exchange such as the Schoolwires Greenleaf program in a future classroom?
      I would fully embrace this program if I were a high school teacher. I find the concept of engaging with people of different cultures interesting and educational. Speaking with another student overseas can open the doors for many opportunities such as discussing culture and differences in education. In the future, I hope to become a high school mathematics teacher. I am aware that many countries learn mathematics differently or have various ways to approach math problems. Students in my future math class could possibly use a program via internet to connect with other students across the world. Utilizing such a program can allow them to embrace other cultures on a math curriculum and discover if there are any alternate methods of learning math concepts which they can possibly use.

 2. What are possible issues or problems that could arise?
 Depending on location, the time difference may pose an issue. If a student lives in America wishes to speak to a student in China or Italy where there is a large time difference, they may not be able to have a live conversation each at a convenient time. If online communication become an “at home” assignment, not all students have internet access. In addition, live web cams may not be installed on every computer.