Bartlett Technological Assessment is complete. For this assignment I used previously gathered student information to assess their tech use and asked my mentor teacher about the facilities provided at Bartlett. Ms. Gwynn led me in a fruitful way to Mr. Barlow who is the technology teacher at Bartlett and he was able to satisfy any other inquiries that Ms. Gwynn could not answer.
I learned:
--That Bartlett is lacking when compared with other schools in the Anchorage School District.
--That there are strong student leaders in technology that are very helpful and a great resource.
--Bartlett has 4 computer labs.
--If I want to use the specialty gear I need to get in line at the library.
--That Bartlett is first on the list for new technology but when it does finally get LCD projectors it will still be lacking relative other schools within ASD.
My final report can be found here http://docs.google.com/Doc?id=dcsmq5nm_0grj5nn
Tuesday, September 25, 2007
Tuesday, September 18, 2007
Listen to the Natives Assessment
I.
Brian Pautzke bpautzke@yahoo.com 9/18/07
Listen to the Natives by Marc Prensky
II.
Marc Prensky’s argument is that teachers are not using technology to its fullest potential and in so doing are creating a boring if not false half-world for the students. The argument is that for the majority of student’s lives they are surrounded by technology from cell phones to video games but when they enter the classroom they step back in time into a world where technology is looked down on as distracting or worse as enabling cheating. Prensky encourages collaboration with high achieving students in curriculum development arguing that teachers must now decide with instead of for our students. He goes on to say we must avoid “teachherding”, students’ involuntary assignment to specific classes or groups. Instead he would like to see adaptive teaching and self-selected groups. He finishes with the bifurcation of student’s education between during and after-school education. Prensky claims that if schools do not start incorporating technology the real learning will take place after school and schools will become no more than a day-care.
III.
1) Digital Native-someone born in the digital age, fluent in technology VS digital immigrants-someone born before the digital revolution.
2) Engagement before content; incorporate how students would want to learn.
3) Incorporate “gameplay” education, that is to use desirable goals, opportunities to “level up” and immediate and useful feedback.
4) Use alternatives to “teachherding”- either one-to-one personalized instruction or having self-selected learning groups.
5) Allow the use of students digi-tools e.g. cell phones, calculators, MP3 players. Teachers are worried when students use cell phones in class they are voting with their attention.
6) During VS after school education- if teachers fail to incorporate technology they will make themselves antiquated and while students may still have to be there they will check out mentally.
IV.
This article, while at times frustrating and seemingly ridiculous, made valid points about the need for teachers to rise to the new challenge of keeping students engaged in a digital world. As a teacher the article becomes useful by exposing me to the idea that education in the 21st century will need to evolve to be effective. Teachers need to include high achieving students in curriculum development and allow more in-class decision making. I really took to the idea of encouraging programming and not calling it cheating when a student programs a calculator or cell phone. To program a digi-tool takes a creativity and intelligence that will serve students well in their future. His suggestion of one-on-one instruction is not useful however the concept of online student groups is interesting and would be a good teaching tool. Problems will arise when it comes to student access to technology and synchronizing the school work.
Brian Pautzke bpautzke@yahoo.com 9/18/07
Listen to the Natives by Marc Prensky
II.
Marc Prensky’s argument is that teachers are not using technology to its fullest potential and in so doing are creating a boring if not false half-world for the students. The argument is that for the majority of student’s lives they are surrounded by technology from cell phones to video games but when they enter the classroom they step back in time into a world where technology is looked down on as distracting or worse as enabling cheating. Prensky encourages collaboration with high achieving students in curriculum development arguing that teachers must now decide with instead of for our students. He goes on to say we must avoid “teachherding”, students’ involuntary assignment to specific classes or groups. Instead he would like to see adaptive teaching and self-selected groups. He finishes with the bifurcation of student’s education between during and after-school education. Prensky claims that if schools do not start incorporating technology the real learning will take place after school and schools will become no more than a day-care.
III.
1) Digital Native-someone born in the digital age, fluent in technology VS digital immigrants-someone born before the digital revolution.
2) Engagement before content; incorporate how students would want to learn.
3) Incorporate “gameplay” education, that is to use desirable goals, opportunities to “level up” and immediate and useful feedback.
4) Use alternatives to “teachherding”- either one-to-one personalized instruction or having self-selected learning groups.
5) Allow the use of students digi-tools e.g. cell phones, calculators, MP3 players. Teachers are worried when students use cell phones in class they are voting with their attention.
6) During VS after school education- if teachers fail to incorporate technology they will make themselves antiquated and while students may still have to be there they will check out mentally.
IV.
This article, while at times frustrating and seemingly ridiculous, made valid points about the need for teachers to rise to the new challenge of keeping students engaged in a digital world. As a teacher the article becomes useful by exposing me to the idea that education in the 21st century will need to evolve to be effective. Teachers need to include high achieving students in curriculum development and allow more in-class decision making. I really took to the idea of encouraging programming and not calling it cheating when a student programs a calculator or cell phone. To program a digi-tool takes a creativity and intelligence that will serve students well in their future. His suggestion of one-on-one instruction is not useful however the concept of online student groups is interesting and would be a good teaching tool. Problems will arise when it comes to student access to technology and synchronizing the school work.
Tuesday, September 4, 2007
Epic 2015
The video School Train would receive an “A” in my class.
It was an excellent example of:
∙Using technology in a creative way to show comprehension of a lesson.
∙Creative and thoughtful ways of using metaphor to show the relationship between a school and a train.
∙The video showed a lot of effort.
They managed to do things with the video creator that were very creative and difficult. I really enjoyed the digital outlining of people scooting along the floor.⇐
“It was important for me to watch it more than once because the first time the audio grated on my nerves and I was inclined to grade low. But after watching with peers I no longer mined the electronic music.”
Something I think about when mulling technology use over in my head is how much time the students spend on troubleshooting the technology versus understanding the lesson. Technology can be a great asset but as anyone who has used it can tell you sometimes it seems like we have not gone forward at all but simply found new ways to complicate our lives.
It was an excellent example of:
∙Using technology in a creative way to show comprehension of a lesson.
∙Creative and thoughtful ways of using metaphor to show the relationship between a school and a train.
∙The video showed a lot of effort.
They managed to do things with the video creator that were very creative and difficult. I really enjoyed the digital outlining of people scooting along the floor.⇐
“It was important for me to watch it more than once because the first time the audio grated on my nerves and I was inclined to grade low. But after watching with peers I no longer mined the electronic music.”
Something I think about when mulling technology use over in my head is how much time the students spend on troubleshooting the technology versus understanding the lesson. Technology can be a great asset but as anyone who has used it can tell you sometimes it seems like we have not gone forward at all but simply found new ways to complicate our lives.
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