How to incorporate digital learning into the classroom

Using model 3 of the National Educational Technology Standards for Teachers (NETS-T), area d which says model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. This standard uses technology in the classroom to help students open up the vast knowledge of research and learning.
   
There are many sites out there that are already incorporated into vast databases such as jstor or ebscohost. These tools are great for search academic journals and research tools. I have used these databases many times in my own education career. As a historian I often use these sites and others to do my own research for various papers and projects.
However it can be very difficult to incorporate these items in an already established classroom. In a book found at ITSE web site at http://www.iste.org/images/excerpts/REINVT-excerpt.pdf explains how to incorporate technology into the classroom. The book main points are starting the journey; teachers are learners too, getting ready, and investment.  Starting the journey states that the students are more than ready to start new technologies in the classroom. The up and coming students are pretty much born with the technology and know how to navigate it. The article says that the time put into the technology project is worth the effort. That any thing put into the classroom the students will get ten fold. It also says that learning in a technology based classroom will enhance the students learning.

The aspect that teachers are learners too according to the book relates that in order for the teachers to utilize the technology to its fullest they must learn to use it properly. Teachers are life long learners. And must continually update their notion of technology.

When getting ready according to the authors an educator must do a few things in order to get ready for the switch to technology in the classroom. Such as the way the engage with students, classroom management, help students maintain technology. The teacher must also be willing to rearrange desks
and rearrange your plans to what is out of date and what should be kept.

All of this is an investment to the student’s use of technology in the classroom. As an educator you would invest time, money, skill. The more an educator invests the more a student will get out of the course. (Boss & Krauss, 2007)

This excerpt covers model three of the NETS-T, that of which digital age and learning
the second source I have found to include technology for students is http://www.iste.org/images/excerpts/JRTBK1-excerpt.pdf
this source covers challenges for educational technology research and measuring teachers technology uses.

The challenges for the educational technology are Unrealistic expectations for technology-based reform. Lack of consensus on research questions and methodologies. By educators. Diminished role of research in school reform. These all can pose a problem with technology in the classroom.

The article shows how to measure teacher’s use of technology by samples and methodology, literary reviews. It also measure simple things like teacher preparedness or the amount of emails regarding class are sent. Many numbers and graphs throughout the entire basis of technology in school are calculated and recorded to make sure that the technology is being used to its maximum potential. (Schrum, 2010)

Boss, K., & Krauss, J. (2007). Reinventing project based learning. Retrieved from             http://www.iste.org/images/excerpts/REINVT-excerpt.pdf

Schrum, L. (2010). Consideration on technology and teachers. Journal of Research on       Technology in Education, Retrieved from http://www.iste.org/images/excerpts/JRTBK1-`       excerpt.pdf

What So What Now What from toy to tool

Kolb, L. (2006). From toy to too: Audioblogging with cell phones. Learning and Leading with     Technology, Retrieved from http://www.iste.org/store/my-virtual-products

What: In the article From Toy to Tool by Liz Kolb she describes how cell phones can be used as a tool in the classroom. She states that students can use cell phones for audio blogging and doing interviews .she describes how she used to be skeptical about allowing cell phones in the classroom. But over time she has begun to allow students the use of cell phones because that’s how today’s students communicate with the world. She says that the phones can be used to blog, conduct interviews, take pictures, and record videos. However she does state problems with the allowing of cell phones with in the class. She brings up content control issues. She says that students could blog inappropriate materials but she counters it by saying that teachers can control the blog and allow what they think is appropriate content to be submitted. She also says there could be a problem arises with copy right issues. She says that students could potentially violate copyright and privacy issues. But she does counter that by saying that she would have the students sign a copyright and privacy contract. She also states there may be a problem with the cost. But again she counters with that most students do have cell phones and those that do not can use hers or she can allocate budget to buy phones and plans for use as a technology tool. (Kolb, 2006)

So What: The significance behind this article is to show that cell phones are no longer a toy in the classroom but can be used as a very innovative tool. I learned that cell phones can be used to create an audio blog that will download right to the blog. This makes the assignments very easy, but the students have to stay on task, and not play or text when they should not be. This has impacted my learning by allowing me to open my self to the option of allowing cell phones in my future classroom.

Now What: In the future I will give the possibility of cell phones as use of a tool in my classroom. Before reading this article I was strict about not having cell phones in my classroom. But now I know that they can be used for direct interviews and blog posting I may allow them.

What, So What, Now what on Computational Thinking

 

Barr, D., Harrison, J., & Conery, L. (2011). Computational thinking: A digital age. International Society for Technology in Education, 20-23. Retrieved from file:///Users/somer006/Downloads/2011-38-6-20-1.pdf

What: In the article Computational thinking: A Digital Age by: David Barr, John Harrison, and Leslie Conery the main components are; what is computational thinking (CT), how can educators make CT available and accessible, how is CT different from other thinking skills, and why is it important. According to the authors CT is basic problem solving skills including designing systems and human behavior as it relates to computer science. It is the same skills that are used in an every day situation just in correlation to computers and computer technologies. We can make CT accessible by arriving at a shared vocabulary for this new way of thinking. First there must be a universal definition, and as the skill progresses it will evolve into age-appropriate examples to take back to the classroom. CT is different according to the authors because it becomes more tool oriented with the computers, and automated systems. It does carry many of the thinking skills that we already use and put them into a computer and technology basis. However Ct is important according to the authors because it can be applied to any field of study. The other part is that students as well as faculty can communicate with others about technology reinforced solutions. (Barr, Harrison & Conery, 2011)

So What: the significance of this article is to show that CT skills are an emerging scholarly attitude. With these skills we can acquire a lot of knowledge from just our computer. It is to remain cordial while working with computers and technology. I learned that as the emerging skills take transformation into the schools there are professionals that disagree with the vocab and meaning of the skills. It has yet to reach unity as many other things in the education world end to do. The article did not really impact my learning I know that there are certain skills that are required while working with technology and certain etiquette to follow. The parts I would further explain are what the 11 percent disagree on and what they think it should be called and evaluated as. So that as an educator I can choose my side for argument when the matter of concern arises.

Now What: in the future I can use this article to bring CT back to my classroom. As a history teacher I can apply all of the CT skills to maintain a worldwide communication for current events. I can also use the skills to let my students use historical patterns to determine where current events are headed or what may be the out come. This is important to a history teacher because in order to know where we are going we must know where we have come from. I still think that students should be cautious when using technology and CT skills not to become over reliable on technology. If technology fails or the systems crash then the students are left with out the know how to maintain scholarly attitudes about history. Although it is important to learn these skills and be able to apply them to technology, I believe it is also important to keep an air of old fashioned thinking skills at hand just in case.

my introdruction

  Hello all
My Name is Charles Somers

       I am a senior at California State University San Marcos (CSUSM). I am currently working on my degree in history. I am also getting ready to apply to the College of Education at CSUSM. I have other degrees all of which are in the social sciences.  If you would like to know what they are please feel free to ask.


     The technology I have used in the past as well as the present are minimal. I am a history major and I do like the fact that most of the important historical documents are available on line. However I do not really like technology, I believe that history students should learn with first hand experiences and examinations of primary sources, rather than to rely on technology.


    By using the primary sources and first hand experiences I hope to teach history at a college level. No offense to the K-12 students but I prefer to teach students that can contribute to the assignments and the experiences. There is nothing more invigorating than a good historical debate between students who want to be there.


   I have been an educator before, and I can bring a lot to the classroom. Unfortunately I am not strong in the technology aspect of the world. But I like to teach my students through first hand knowledge. I can do this because I am a reenactor of many historical areas and times. The American Civil War is my specialty. I find it absolutely weird to take a technology class in order to teach history. I know there are many uses for new technology, it just moves to fast for me sometimes.


  Other things you should know about me is I like education but I dislike technology. I am a father, a brother, a son, a grandson, a nephew. I love my family and would do any thing for them. One of my biggest passions is working on muscle cars, yes that is right; you know you want to ask about it. I also am a fan of 1800s dancing. You know you want to ask about that too.

Your humble colleague Charles Somers