Journal # 9

Michael Agger's Google Spy article poses great questions regarding where we are going with what is posted on the Internet with regard to invasion of privacy and safety. While I admit I am mystified by technology such as Google Earth, Google Spy presents the more personal predicament about being filmed personally. While I am not one to care to tread on constitutional amendments, one really does have to question how much further legally the envelope can be pushed. Celebrities and the infamous are tailed by paparazzi--everywhere from the grocery store, to doctor's offices to sunbathing in their own backyards. While one could well argue that many invite this press and even thrive off it, I question what is to prevent anyone from filming anyone, anywhere at any given time--stalk-arazzi? Interesting technology, yes. Creepy and unsettling, yes.

Question # 1: Would I support legislation banning filming of private citizens in private and/or public situations? Yes, certainly on some levels. While I enjoy the liberties of technology, I feel we are rapidly approaching a zone that is so new, so previously undiscovered, we really have to consider safety and the big picture of having our every move broadcasted for the world to see....

Question # 2: Should students' use of the Internet and functions such as Google Spy be monitored and/or regulated? Again, I think so. Depending on the age of the student, acceptable use policies should be implemented and considered when students are using the Internet and technology.

Journal # 8

Technology in Ethiopian Schools by Judit Szente explores how students in Ethiopia are competing (and communicating) with students in America and around the world with technology. It is well-accepted fact that students need to be knowledgeable in technological applications in order to be competitive in a global market. Students abroad--even in rural parts of Africa are no exception. USAid has made available training, computers, printers, scanners, cameras and more to students and teachers in Ethiopia to enable students to compete in our global society. Students in Ethiopia have also worked to create Power Point Presentations to send to students in New York to communicate with students in an urban, inner city school and explore similarities and differences they may face.

Question 1: How can I strive for social justice and equal access to ensure students that might not have personal computers still participate in meaningful instruction using computers and the Web? Equal access (which, admittedly, will never truly be equal but we must strive for it) is of the utmost importance to me as an educator. Grant opportunities so that students can have access to laptops, helping students to use, know and be familiar with the public library and educating students about shareware and free online programs will be one of my goals.

Question 2: How can students in the United States work to help children around the world attain technology they might not otherwise have? I would have students work with resources such as UNICEF and other children's charities to help students help children elsewhere obtain computers. Students can research and choose who and where they would like to share technology and donations with.

Journal # 7

Wikipedia--Ban it or Boost it? by Doug Johnson explores the merits (and concerns) of this ever-popular site that one million visitors go to daily. Johnson quotes philosopher Arthur Schopenhauer stating: " All truth passes through three stages. First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident." Johnson supposes that Wikipedia has already gone through the three stages of truth. It is true, occasionally false works do appear on Wikipedia, but noted historians have found Wikipedia to be distinctly accurate--that the self-governing and reporting on Wikipedia do seem to work. Johnson also quotes New Yorker contributor Stacy Skiff's commentary on how Wikipedia allows us to do research that was never previously available in traditional encyclopedias. Wikipedia is also current, timely and continuously updated. Finally, the author suggests perusing the Kathy Schrock guide regarding how to determine reliability/accuracy on her website.

Question 1: Would I allow students to use Wikipedia for scholarly research? Absolutely. It can be one very useful resource (coupled with other in-depth research) for students. I would caution students against using/consutling any page that has been flagged, and again, require additional research, as well.

Question 2: Is it appropriate for sites like Wikipedia--that is, those that can be editied by anyone--to exist? Wikipedia is continuously monitored, and posts warnings, so I feel it is an acceptable site to consult for information. It does, indeed, though, pose questions as to the current age of technology and how we obtain information.

Journal # 6

For this journal, I read the L&L article on ISTE: "Coach, Nurture, Nudge: How Do You Learn Best?" by Kimberley Ketterer. The article explores educators that essentially fall into three categories: those that are comfortable using teachnology with appropriate coaching, those that will use it when nurtured and supported by colleagues and finally, those that need to be nudged--i.e. those that are happy being technology-free for the most part and don't see much of a need to incorporate technology into their curriculum. These teachers are often skeptical about technology, not well-versed and only when they see the value in including technology in their classroom will they consider including it. I can see where I could/would fall into any of the three categories depending on what types of technology we are talking about....anything I am not well trained in, I desire to learn. But with a lack of support or training, I can fully respect where anyone could be fearful of technology.

Question 1: Should teachers be required to incorporate technology in their classrooms? I believe the answer is yes, to a degree. To support students in becoming proficient and comfortable themselves in technology, I do believe educators need to support using available resources. That said, whenever technology is utilized, it should be valuable and meaningful, not just used for the sake of it.

Question 2: What is the best way to support colleagues that may not be (as) comfortable using technology? Holding training sessions, in services, informal one-on-one assistance, etc. are all ways of supporting colleagues. Co-teaching and perhaps "absorbing" some of the technology responsibilites in teaching are also helpful while co-workers adjust to the learning curve. Being supportive and willing to assist are the cornerstone of being an effective educator.

Journal # 4

Ethics using technology--with blogging being no exception--become especially important if we proport to use technology in the classroom. All sorts of considerations about appropriate use and content come into play and are to be weighed heavily by the educator and students. I would certainly consider utilizing a class blog with students in upper elementary through adult ed. Blogging, I am learning, is a useful communication tool and a very efficient way in which people can share information, opinions and ideas. In the classroom, I feel it is the teacher's role and responsibility to regulate and monitor student class blogs for appropriate content.

Question # 1: Would I erase content on a student blog I found to be objectionable? It depends entirely. If I would use blogging with my students--which I certainly would consider doing--I would want to create a prompt for my students to stick to and guidelines by which they must answer. If students in social science or history were writing their response to a question posed about the Vietnam War and I or others were likely to have an opposing viewpoint, I might let the post stand. If someone said something off topic and not suitable for class, I might very well be ethically obligated to delete that content.

Question # 2: What are some ways in which a blog can be useful? I'd like to see students blogging to keep up with current events & news stories, turn in some homework, communicate with one another--i.e. reply to 1 or 2 classmates' blog posts, etc.

Journal # 3

Social Justice, Choice or Necessity by Colleen Swain and David Edyburn is a great article in that it explores inequities in technologies available to students. Interestingly enough, the inequities often seemingly lie not in socio-economic standards, but simply in that teachers have total choice and control in regards to if they are going to implement technology (and if so, to what degree) in their classroom. I respect and agree with this finding, as I recently worked in a school with a "gray" staff that was largely uneducated about technology. This is a school that is actually in a higher-income suburban area that competes with very "techie" schools nearby. I couldn't help but recognize and have concern for the fact that these students were not being exposed to and working with various computer applications regularly.

As an Assistive Technology Practitioner, I really respect and am very pleased about how Assistive Technology can be a tremendous help and support to students (and all people) with disabilites. The authors gave the example of how literacy software can help to "erase" social inequitiy for a student with a reading disability. I agree completely (eventhough I don't fully love the "erase" phrase) as I have witnessed very intelligent children, who, despite significant intervention, cannot read participate in high-level, grade level curriculum by utilizing screen reading. As a teacher I will always strive for social justice, in any situation I may be working in. Technology is one more very important arena, in which educators need to strive to consider students' needs when we are teaching.

Question 1: How can I help colleagues "buy into" the fact that technology really must be incorporated into the curriculum? This article is a great place to start! By demonstrating statistics to fellow educators such as 80% percent of skilled workers will need to be technology-literate is of great significance, and certainly should be considered by all educators. Very often, I think people do not become more computer savvy because of fear--of the unknown, of feeling foolish, etc. It isn't really about our insecurities, though, as it is about doing the right thing by the students we are working with.

Question 2: What are "real world" applications of technologies that I would teach students to use? I would teach, and would want to help students become proficient in various Microsoft applications such as Word, Publisher, Power Point, Excel, Outlook; become comfortable using the Internet to search for information, goods and services; use varoius educational materials and software and more. Helping students have access to technology as early as possible, and keeping technology a regular, steady facet of their education is as important as applications they actually work with.

Journal # 2

Multi-User Virtual Environments (MUVE) are fascinating in that they provide unique educational and social opportunities that were previously unavailable (despite the article saying the concept of MUVEs dates back to the '70's). How we are using technology, personally and professionally, is truly changing and the classroom is no exception. I really like the examples listed in the article Real Life Migrants on the MUVE by Ross A. Perkins and Cathy Arreguin such as how to do more modern--even interactive--science and social science lessons with students. Students are reporting feeling like they have participated in more worthwhile assignments and projects, while teachers feel validated in having students learn in new and different ways.

Question 1: How can I use MUVEs with special needs students? MUVEs are useful for students with many different needs and abilities. For example: students that are too ill to attend school or may have school phobias can still participate in meaningful education outside of the classroom, socializing and networking with others. Students that are physically/orthopedically impaired can usually access technology very well with certain accomodations made to equipment. Finally, very often people with Autism are very succeessful using technology, since it is concrete and static.

Question 2: How can I assure equal access to technology and MUVEs regardless of where I teach? As an educator, I am aware that even schools in higher-income areas often lack modern/appropriate technology. I would research grant opportunities if technology and equipment are not readily available in my classroom(s) for students.