Sunday, December 2, 2007
Book Review
Bringing the Internet to School
Author(s): Janet Schofield and Ann Davidson
Book Review
EDUC 602: Technology across the Curriculum
Curtis Walker
October 29, 2007
Author(s):
Janet Ward Schofield is a professor of psychology and a senior scientist at the Learning Research and Development Center at the University of Pittsburgh. She is a social psychologist whose research during the last twenty-five years has explored the impact of social and technological change in educational settings. Her work has led to the publication of over fifty papers and three previous books, including Computers and Classroom Culture.
Ann Locke Davidson currently operates Educational Connections, an education consulting firm in Portland, Oregon. She has held research positions at both the University of Washington-Bothell and the Learning and Research and Development Center at the University of Pittsburgh. Her research focuses generally on the relationships among school and classroom features, students’ construction of identity in relationship to schooling, and academic engagement.
Overview
The overall goal of this book is to increase understanding of two main issues. One, how does increased classroom internet usage impact education. And two, how does the social organization of schools and the long-standing patterns of behavior within them shape use of the internet. This is done by reporting the results of an intensive study of a major five-year effort, running from 1993 to 1998, to bring the Internet to the Waterford Public Schools (WPS), a large urban school district. This five year effort is called the Networking for Education Testbed (NET). NET’s primary goals were to stimulate teachers in the Waterford school district to use the Internet in their work and to institutionalize Internet use in the district so that it could continue once external funds were no longer available. They hoped to encourage teachers at all grade levels and in all subjects to develop varied uses of the Internet in their curricula, with hopes that NET would function as a model for Internet activities within the nation’s schools by developing approaches that other schools could successfully replicate.
Summary
The study suggests that Internet use has the potential to empower students in new and useful ways, especially high school and middle school students. However, the Internet’s potential to enhance students’ independence and their active involvement in their own education will be fully realized only if schools adopt such empowerment as a goal and carefully plan to make it happen. The Internet connects schools and those in them to the world outside, perhaps the Internet’s biggest advantage. Yet this also poses one of the Internet’s biggest problems. The digital divide was apparent when comparing Black and White students, so measures of equality of access to technological resources need to be expanded. On the one hand, Internet use in the schools has the potential to change education in highly valuable ways. Conversely, Internet use is far from a surefire cure for low student achievement.
Critique
I am relieved after finally reading this book, not because this book focuses on an internet study about 15 years old, or because it was over 300 pages long, but because it spoke to past experiences that I have had with technology and it gives me clearer understanding why technology usage with the proper planning and implementation will work wonders. Nevertheless, technology usage without the proper planning and implementation will be ineffective in impacting education. WPS had both high performing schools and low performing schools relative to their internet usage. This was caused by some factors like teacher moral, technology reliability and collaboration. Teachers at high morale schools for example utilized the computers more often with greater impact for their students, and teachers at schools with low morale used computers less often with little impact. Several other factors were visible from school to school. For example, this program fully funded any teacher willing to volunteer for the NET with a few computers for their class, lesson planning and technology support for the duration of the five year program. Some teachers used this experience to gain computers for their classroom and their school for other professional usage. This study was very detailed and involved a lot applicable information to consider whenever implementing a technology program within a classroom or throughout the entire school body. This book is outdated so I am sure there is more current studies available that provide more relevant information, nevertheless it will provide an excellent point of reference for additional research on this topic.
Author(s): Janet Schofield and Ann Davidson
Book Review
EDUC 602: Technology across the Curriculum
Curtis Walker
October 29, 2007
Author(s):
Janet Ward Schofield is a professor of psychology and a senior scientist at the Learning Research and Development Center at the University of Pittsburgh. She is a social psychologist whose research during the last twenty-five years has explored the impact of social and technological change in educational settings. Her work has led to the publication of over fifty papers and three previous books, including Computers and Classroom Culture.
Ann Locke Davidson currently operates Educational Connections, an education consulting firm in Portland, Oregon. She has held research positions at both the University of Washington-Bothell and the Learning and Research and Development Center at the University of Pittsburgh. Her research focuses generally on the relationships among school and classroom features, students’ construction of identity in relationship to schooling, and academic engagement.
Overview
The overall goal of this book is to increase understanding of two main issues. One, how does increased classroom internet usage impact education. And two, how does the social organization of schools and the long-standing patterns of behavior within them shape use of the internet. This is done by reporting the results of an intensive study of a major five-year effort, running from 1993 to 1998, to bring the Internet to the Waterford Public Schools (WPS), a large urban school district. This five year effort is called the Networking for Education Testbed (NET). NET’s primary goals were to stimulate teachers in the Waterford school district to use the Internet in their work and to institutionalize Internet use in the district so that it could continue once external funds were no longer available. They hoped to encourage teachers at all grade levels and in all subjects to develop varied uses of the Internet in their curricula, with hopes that NET would function as a model for Internet activities within the nation’s schools by developing approaches that other schools could successfully replicate.
Summary
The study suggests that Internet use has the potential to empower students in new and useful ways, especially high school and middle school students. However, the Internet’s potential to enhance students’ independence and their active involvement in their own education will be fully realized only if schools adopt such empowerment as a goal and carefully plan to make it happen. The Internet connects schools and those in them to the world outside, perhaps the Internet’s biggest advantage. Yet this also poses one of the Internet’s biggest problems. The digital divide was apparent when comparing Black and White students, so measures of equality of access to technological resources need to be expanded. On the one hand, Internet use in the schools has the potential to change education in highly valuable ways. Conversely, Internet use is far from a surefire cure for low student achievement.
Critique
I am relieved after finally reading this book, not because this book focuses on an internet study about 15 years old, or because it was over 300 pages long, but because it spoke to past experiences that I have had with technology and it gives me clearer understanding why technology usage with the proper planning and implementation will work wonders. Nevertheless, technology usage without the proper planning and implementation will be ineffective in impacting education. WPS had both high performing schools and low performing schools relative to their internet usage. This was caused by some factors like teacher moral, technology reliability and collaboration. Teachers at high morale schools for example utilized the computers more often with greater impact for their students, and teachers at schools with low morale used computers less often with little impact. Several other factors were visible from school to school. For example, this program fully funded any teacher willing to volunteer for the NET with a few computers for their class, lesson planning and technology support for the duration of the five year program. Some teachers used this experience to gain computers for their classroom and their school for other professional usage. This study was very detailed and involved a lot applicable information to consider whenever implementing a technology program within a classroom or throughout the entire school body. This book is outdated so I am sure there is more current studies available that provide more relevant information, nevertheless it will provide an excellent point of reference for additional research on this topic.
Technology Autobiography Revised
“Technology Autobiography Revised”
Technology Across the Curriculum
EDUC 602
Curtis Walker
November 23, 2007
I got my first computer for Christmas. I was eight years old. The computer was a Texas Instruments. It came with an enormous book that contained various programs that enabled the computer to complete various tasks after the commands were entered. I programmed every single one into the computer. It ran one program at a time, so I entered my favorite programs again and again. I was really excited about computer programming. The following summer I went to a computer camp. My brothers and I eventually got the Atari games, and we loved to play them. However, I was interested in how computers worked. What made them work? How? And Why? My feelings were unique within my cultural context.
My senior year of high school, I chose to major in computer science. I had AP computer courses in high school and continued my infatuation with computers. However, my love affair with computers was coming to an end. I attended enrichment for the undergraduate introduction to engineering program. I was saddened by the isolation of computer engineering, and stressed at my learning curve. The programming languages were very complex and percent error had to be next to zero. I was frustrated. I decided that I would not sit in front of a computer all day isolated from people. What did I know? I was only 17 or 18 at the time.
My first classroom did not have a computer. I did not own a computer. I used the computer at the local college and library. It was nothing I felt I needed to have personally versus the financial cost. Computers were expensive. My second year my classroom did have some computers and I made them a part of our computer center. I noticed immediately the impact the computers had on my student learning. For example, my student achievement data comparing my first year students and my second year students showed an vast improvement for the second year students. I believe the supplemental reinforce of the basic reading and math skills on the computer attributed to the increase. Why? Students were so intrinsically motivated while working on the computer, and they were engaged. Nevertheless, I did not use computers any more or any less for professional use or personal use. I was indifferent because I saw no impact for me or my teaching. My third year the software became more diagnostic. The computer performed diagnostic assessments in reading for all of my students. I became very interested in this program because it filled a significant teacher role. It made me more productive and efficient as the teacher. It leads to increased learning opportunities for the students.
My fourth year, my school got a computer lab, and teachers were given a schedule to follow so that our students can use the computer lab. We had a LCD panel and I had no clue how to use it or what it was for but I absolutely loved teaching my students from the computer lab after I learned how to use it, and how beneficial they were. I integrated reading, writing and math. I asked our technology facilitator about how it worked and volunteered to go to a workshop. I realized that the technology did not need to be used in isolation. It can be used for supplemental and individualized remediation or enrichment, and it can be used for diagnostic, pre and post assessment, and whole group teacher directed instruction. Nevertheless, I did not have a computer at home nor did I desire to get a computer. Also, I did not use a computer to complete any of my teacher duties. It was 1999 and I had no active e-mail accounts, and I did not communicate professionally or personally through e-mail.
Between the seventh and tenth year, the district required us to submit our grades electronically. I used a grading program that managed teacher reports and report cards electronically. Eventually, I used this program to record all of my grades. The program automatically averaged their grades based on the criteria. I used this software to generate weekly reports, quarterly reports and progress reports. At this time, I incorporated technology into the professional non-instructional duties of teaching. Prior to this time, I used paper and pencil to record all of my data. Now I understand this was not the most effective way. I started to us technology in all aspects of teaching. I utilized technology in the classroom to enhance student learning, and I utilized technology to be a more productive and efficient data manager.
During year eleven and twelve,every classroom teacher was given a laptop computer. Our technology resources included online learning for reading, math, writing, social studies and science. I received training on how to use these resources. These resources are excellent for below, on-level and above students. Therefore, the students are able to use the technology at school, and utilize the technology if they have it at home. Also, I am able to monitor their progress via my computer. Hence, I used my computer daily for work and my personal life.
Technology Across the Curriculum
EDUC 602
Curtis Walker
November 23, 2007
I got my first computer for Christmas. I was eight years old. The computer was a Texas Instruments. It came with an enormous book that contained various programs that enabled the computer to complete various tasks after the commands were entered. I programmed every single one into the computer. It ran one program at a time, so I entered my favorite programs again and again. I was really excited about computer programming. The following summer I went to a computer camp. My brothers and I eventually got the Atari games, and we loved to play them. However, I was interested in how computers worked. What made them work? How? And Why? My feelings were unique within my cultural context.
My senior year of high school, I chose to major in computer science. I had AP computer courses in high school and continued my infatuation with computers. However, my love affair with computers was coming to an end. I attended enrichment for the undergraduate introduction to engineering program. I was saddened by the isolation of computer engineering, and stressed at my learning curve. The programming languages were very complex and percent error had to be next to zero. I was frustrated. I decided that I would not sit in front of a computer all day isolated from people. What did I know? I was only 17 or 18 at the time.
My first classroom did not have a computer. I did not own a computer. I used the computer at the local college and library. It was nothing I felt I needed to have personally versus the financial cost. Computers were expensive. My second year my classroom did have some computers and I made them a part of our computer center. I noticed immediately the impact the computers had on my student learning. For example, my student achievement data comparing my first year students and my second year students showed an vast improvement for the second year students. I believe the supplemental reinforce of the basic reading and math skills on the computer attributed to the increase. Why? Students were so intrinsically motivated while working on the computer, and they were engaged. Nevertheless, I did not use computers any more or any less for professional use or personal use. I was indifferent because I saw no impact for me or my teaching. My third year the software became more diagnostic. The computer performed diagnostic assessments in reading for all of my students. I became very interested in this program because it filled a significant teacher role. It made me more productive and efficient as the teacher. It leads to increased learning opportunities for the students.
My fourth year, my school got a computer lab, and teachers were given a schedule to follow so that our students can use the computer lab. We had a LCD panel and I had no clue how to use it or what it was for but I absolutely loved teaching my students from the computer lab after I learned how to use it, and how beneficial they were. I integrated reading, writing and math. I asked our technology facilitator about how it worked and volunteered to go to a workshop. I realized that the technology did not need to be used in isolation. It can be used for supplemental and individualized remediation or enrichment, and it can be used for diagnostic, pre and post assessment, and whole group teacher directed instruction. Nevertheless, I did not have a computer at home nor did I desire to get a computer. Also, I did not use a computer to complete any of my teacher duties. It was 1999 and I had no active e-mail accounts, and I did not communicate professionally or personally through e-mail.
Between the seventh and tenth year, the district required us to submit our grades electronically. I used a grading program that managed teacher reports and report cards electronically. Eventually, I used this program to record all of my grades. The program automatically averaged their grades based on the criteria. I used this software to generate weekly reports, quarterly reports and progress reports. At this time, I incorporated technology into the professional non-instructional duties of teaching. Prior to this time, I used paper and pencil to record all of my data. Now I understand this was not the most effective way. I started to us technology in all aspects of teaching. I utilized technology in the classroom to enhance student learning, and I utilized technology to be a more productive and efficient data manager.
During year eleven and twelve,every classroom teacher was given a laptop computer. Our technology resources included online learning for reading, math, writing, social studies and science. I received training on how to use these resources. These resources are excellent for below, on-level and above students. Therefore, the students are able to use the technology at school, and utilize the technology if they have it at home. Also, I am able to monitor their progress via my computer. Hence, I used my computer daily for work and my personal life.
Technology Autobiography first
“Technology Autobiography”
Technology Across the Curriculum
EDUC 602
Curtis Walker
September 10, 2007
I remember getting my first computer for Christmas. I was eight years old. The name of the computer was Texas Instruments. It had an enormous book that contained various programs that enabled the computer to complete various tasks. I programmed every single one into the computer. It ran one program at a time, so I entered my favorite programs again and again. I was really excited about computer programming. The following summer I went to a computer camp. My brothers and I eventually got the Atari games, and we loved to play them. However, I was interested in how computers worked. What made them work? How? And Why? My feelings were unique.
My senior year of high school, I chose to major in computer science. I had AP computer courses in high school and continued my infatuation with computers. However, my love affair with computers was coming to an end. I attended enrichment for the undergraduate introduction to engineering program. I was saddened by the isolation of computer engineering, and stressed at my learning curve. The programming languages were very complex and percent error had to be next to zero. I was frustrated. I decided that I would not sit in front of a computer all day isolated from people. What did I know? I was only 17 or 18 at the time.
My first classroom did not have a computer. I did not own a computer. I used the computer at the local college or library. It was nothing I felt I needed to have personally. My second year we did have some computers and I made them a part of my computer center. I noticed immediately the impact the computers had on my student learning. For example, my student achievement data comparing my first year students and my second year students showed an enormous grow for the second year students. I believe the supplemental reinforce of the basic reading and math skills on the computer attributed for the increase. Why? Students were so intrinsically motivated while working on the computer, and they were engaged. Nevertheless, the did not use computers any more or any less for professional use or personal use. I was indifferent because I saw no impact for me or my teaching. My third year the software became more diagnostic. The computer performed diagnostic assessments in reading for all of my students. I became very interested in this program because it filled a significant teacher role. It made me more productive and efficient as the teacher. It leads to increased learning opportunities for the students.
My fourth year, my school got a computer lab, and teachers were given a schedule to follow so that our students would use the computer lab. We had a LCD panel and I had no clue how to use it or what it was for but I absolutely loved teaching my students from the computer lab after I learned how to use it, and how beneficial they were. I integrated reading, writing and math. I asked our technology facilitator about how it worked and volunteered to go a workshop. I realized that the technology did not need to be used in isolation. It can be used for supplemental and individualized remediation or enrichment, and it can be used for diagnostic, pre or post assessment, and whole group teacher directed instruction. Nevertheless, I did not have a computer at home or desired to get a computer. Also, I did not use a computer to complete any of my teacher duties. It was 1999 and I had no active e-mail accounts. I did not communicate professionally or personally through e-mail.
Between the seventh and tenth year, the district required us to submit our grades electronically. I used a grading program that managed teacher reports and report cards electronically. Eventually, I used this program to record all of my grades. The program automatically averaged their grades based on the criteria. I used this software to generate weekly reports, quarterly reports and progress reports. At this time, I incorporated technology into the professional non-instructional duties of teaching. Prior to this time, I used paper and pencil to record all of my data. Now I understand this was not the most effective way. I started to us technology in all aspects of teaching. I utilized technology in the classroom to enhance student learning, and I utilized technology to be a more productive and efficient data manager.
Now over the course of the last three years, our district has implemented an integrated technology plan. Every teacher is given a laptop computer. Our technology resources included online learning reading, math, writing, social studies and science. I received training on how to use these resources. Therefore, the students were able to use the technology at school, and utilize the technology at home. Also, I am able to monitor their progress on my computer. Hence, I use my computer daily for work and my personal life. I wonder what I would do without it.
Technology Across the Curriculum
EDUC 602
Curtis Walker
September 10, 2007
I remember getting my first computer for Christmas. I was eight years old. The name of the computer was Texas Instruments. It had an enormous book that contained various programs that enabled the computer to complete various tasks. I programmed every single one into the computer. It ran one program at a time, so I entered my favorite programs again and again. I was really excited about computer programming. The following summer I went to a computer camp. My brothers and I eventually got the Atari games, and we loved to play them. However, I was interested in how computers worked. What made them work? How? And Why? My feelings were unique.
My senior year of high school, I chose to major in computer science. I had AP computer courses in high school and continued my infatuation with computers. However, my love affair with computers was coming to an end. I attended enrichment for the undergraduate introduction to engineering program. I was saddened by the isolation of computer engineering, and stressed at my learning curve. The programming languages were very complex and percent error had to be next to zero. I was frustrated. I decided that I would not sit in front of a computer all day isolated from people. What did I know? I was only 17 or 18 at the time.
My first classroom did not have a computer. I did not own a computer. I used the computer at the local college or library. It was nothing I felt I needed to have personally. My second year we did have some computers and I made them a part of my computer center. I noticed immediately the impact the computers had on my student learning. For example, my student achievement data comparing my first year students and my second year students showed an enormous grow for the second year students. I believe the supplemental reinforce of the basic reading and math skills on the computer attributed for the increase. Why? Students were so intrinsically motivated while working on the computer, and they were engaged. Nevertheless, the did not use computers any more or any less for professional use or personal use. I was indifferent because I saw no impact for me or my teaching. My third year the software became more diagnostic. The computer performed diagnostic assessments in reading for all of my students. I became very interested in this program because it filled a significant teacher role. It made me more productive and efficient as the teacher. It leads to increased learning opportunities for the students.
My fourth year, my school got a computer lab, and teachers were given a schedule to follow so that our students would use the computer lab. We had a LCD panel and I had no clue how to use it or what it was for but I absolutely loved teaching my students from the computer lab after I learned how to use it, and how beneficial they were. I integrated reading, writing and math. I asked our technology facilitator about how it worked and volunteered to go a workshop. I realized that the technology did not need to be used in isolation. It can be used for supplemental and individualized remediation or enrichment, and it can be used for diagnostic, pre or post assessment, and whole group teacher directed instruction. Nevertheless, I did not have a computer at home or desired to get a computer. Also, I did not use a computer to complete any of my teacher duties. It was 1999 and I had no active e-mail accounts. I did not communicate professionally or personally through e-mail.
Between the seventh and tenth year, the district required us to submit our grades electronically. I used a grading program that managed teacher reports and report cards electronically. Eventually, I used this program to record all of my grades. The program automatically averaged their grades based on the criteria. I used this software to generate weekly reports, quarterly reports and progress reports. At this time, I incorporated technology into the professional non-instructional duties of teaching. Prior to this time, I used paper and pencil to record all of my data. Now I understand this was not the most effective way. I started to us technology in all aspects of teaching. I utilized technology in the classroom to enhance student learning, and I utilized technology to be a more productive and efficient data manager.
Now over the course of the last three years, our district has implemented an integrated technology plan. Every teacher is given a laptop computer. Our technology resources included online learning reading, math, writing, social studies and science. I received training on how to use these resources. Therefore, the students were able to use the technology at school, and utilize the technology at home. Also, I am able to monitor their progress on my computer. Hence, I use my computer daily for work and my personal life. I wonder what I would do without it.
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