In comparing the Aeolian Harp's information in the 2002 World Book Encyclopedia (last modified, 2002) with Wikipedia (last updated September 7, 2010 at 23:40), I found them to be very similar with a few differences. First, both mention that it was named for the Greek god of the winds, Aeolus. The encyclopedia gives this information at the end, whereas Wikipedia provides it at the beginning of the entry. Wikipedia explains that it is "'played' by the wind." The encyclopedia notes that, "The instrument produces soft, exotic sounds when the wind blows on the strings, causing them to vibrate." In Wikipedia's entry, it gives further information in terms of the instrument's musicality: "The sound is random, depending on the strength of the wind passing over the strings, and can range from a barely audible hum to a loud scream. If the strings are tuned to different notes, sometimes only one tone is heard and sometimes chords."
Both desribe the instrument as having a board / box with strings running over it, although the encyclopedia says that there are 8-15 strings, depending on the instrument itself. The encyclopedia does not, however, reference the characteristics of the strings. Wikipedia's entry does: "The strings can be made of different materials (or thicknesses) and all be tuned to the same pitch, or identical strings can be tuned to different pitches."
The major difference between the two is that Wikipedia provides access to other bits of information. For example, after the actual entry, there are other related entries. One explains how the harp was featured in different pieces of literature and another notes how it is scientifically operated (it shows a diagram of the von Karman vortex street effect: "The motion of the wind across a string causes perioding vortex downstream, and this alternating vortex causes the string to vibrate"). Further, there are words that are hyperlinked to other Wikipedia sites to give further information about those specific words (sounding board, chords, etc.). This provides added information which the regular encyclopedia does not. The diagram is useful for visual learners as well. No pictures/diagrams appear in the World Book.
In this analysis of the two resources, the two provide much of the same information, but the Wikipedia entry gives access to more information and information that was more current. This could be very beneficial to students thirsting for more information. The problem is the trust level: the 2002 World Book has more of a trust factor than the other as it cannot be changed (and thus have erroneous information). In the end, perhaps having students scour both resources will help them understand the positive qualities and drawbacks of both and also find out how knowledge has changed regarding the topic. This will help in their critical analyses of information that they will be doing for the rest of their lives. And, they will learn more than if they had just used one source.
Works Cited
"Aelian Harp." (2010, September 8). Wikipedia. Retrieved from http://http://en.wikipedia.org/wiki/Aeolian_harp.
Loft, Abram. (2002). Aeolian Harp. In The World Book Encyclopedia (Vol. 1 A-1, p. 84). Chicago: World Book, Inc.
Wednesday, September 8, 2010
Saturday, August 28, 2010
An Introduction to Action Research
Chapter One: “An Introduction to Action Research” revealed the importance of research in the educational field. If the education establishment is to improve student performance, action research must be performed by administrators and teachers. Teachers and administrators alike routinely have to make hundreds of decisions. The author, Jeffrey Glanz, said that these decisions must be informed, smart decisions. The only way to make smart and informed decisions is to make them based on research.
Glanz correctly points out that research – to many – is a very intimidating word. However, the chapter provides steps and examples about how action research can be done within the school setting. The benefits of action research, as outlined in the chapter, point to why there is such a strong need for action research in all schools. Action research, among other things, does the following: creates an avenue from which school improvement can take place; impacts what goes on in the classroom and in the administration’s office; commits school personnel to school improvement; creates a climate within the school that is conducive for learning and collaboration; empowers teachers and administrators; and creates within the school a need and desire for self-reflection and self-assessment.
This is one of the key points that the author continues to write about near the end of the chapter. The author argues that it is absolutely essential that self-refection and self-assessment is needed within the educational field. Administrators must take time each day to reflect on decisions, policies, and programs. Teachers, likewise, need to reflect on lessons, curriculum, assignments, and so on.
Without a doubt, this chapter instilled within me a desire to learn more about action research and try to implement it into my own daily life as a teacher. As a member of the School Improvement Committee, we have done quite a bit of research, and this validates what we have done as we are trying to improve our student achievement through analyzing data and programs. Further, the chapter underscores the fact that I must always reflect on what I do as a teacher. I cannot just leave my classroom and shut the door and walk away. I must think about the decisions that I made and assess how they worked. I must also push myself to do my own action research so that the decisions I make in the future are the best decisions for my students’ education.
Glanz, Jeffrey. (2003). Action Research: An Educational Leader's Guide to School Improvement. Norwood, MA: Christopher-Gordon.
Glanz correctly points out that research – to many – is a very intimidating word. However, the chapter provides steps and examples about how action research can be done within the school setting. The benefits of action research, as outlined in the chapter, point to why there is such a strong need for action research in all schools. Action research, among other things, does the following: creates an avenue from which school improvement can take place; impacts what goes on in the classroom and in the administration’s office; commits school personnel to school improvement; creates a climate within the school that is conducive for learning and collaboration; empowers teachers and administrators; and creates within the school a need and desire for self-reflection and self-assessment.
This is one of the key points that the author continues to write about near the end of the chapter. The author argues that it is absolutely essential that self-refection and self-assessment is needed within the educational field. Administrators must take time each day to reflect on decisions, policies, and programs. Teachers, likewise, need to reflect on lessons, curriculum, assignments, and so on.
Without a doubt, this chapter instilled within me a desire to learn more about action research and try to implement it into my own daily life as a teacher. As a member of the School Improvement Committee, we have done quite a bit of research, and this validates what we have done as we are trying to improve our student achievement through analyzing data and programs. Further, the chapter underscores the fact that I must always reflect on what I do as a teacher. I cannot just leave my classroom and shut the door and walk away. I must think about the decisions that I made and assess how they worked. I must also push myself to do my own action research so that the decisions I make in the future are the best decisions for my students’ education.
Works Cited
Glanz, Jeffrey. (2003). Action Research: An Educational Leader's Guide to School Improvement. Norwood, MA: Christopher-Gordon.
Friday, August 27, 2010
Comparison of the 7th Standard to EDU 590
Education 590’s Course Objectives certainly align with the Technology Standard within the Professional Standards for Michigan Teachers. The Action Research Project will provide the opportunity for us to see how implementing certain technologies in the classroom can improve student learning. It correlates well with letters E and F.
Several of the objectives and assignments that we have had match up with letter A. The importance of understanding the ethical, psychological, and other issues is paramount in education, and this course provides us with the opportunity to grapple with and ultimately understand these complex issues.
The YouTube presentation and blogs provide us with new tools that we can bring into the classroom. The challenging assignments that we have are forcing us to demonstrate our continued growth in technological us as well. This really correlates with C and D.
All of the technological ways of communicating (blogging, discussion boards, etc.) that we are using in the course (and as found in the course’s objectives) are giving us a way to use technology for the rest of my professional developmental career (B and G).
Overall, the course’s objectives have allowed me to be more in line with the State of Michigan’s Standards. Not only this, but the course’s objectives have given me more tools and insight into knowing how to better educate my students.
Michigan State Board of Education. (2008). Professional Standards for Michigan Teachers. Retrieved from http://www.michigan.gov/documents/mde/SBE_approved_PSMT_May_13_2008+coverpg_258601_7.doc.
Several of the objectives and assignments that we have had match up with letter A. The importance of understanding the ethical, psychological, and other issues is paramount in education, and this course provides us with the opportunity to grapple with and ultimately understand these complex issues.
The YouTube presentation and blogs provide us with new tools that we can bring into the classroom. The challenging assignments that we have are forcing us to demonstrate our continued growth in technological us as well. This really correlates with C and D.
All of the technological ways of communicating (blogging, discussion boards, etc.) that we are using in the course (and as found in the course’s objectives) are giving us a way to use technology for the rest of my professional developmental career (B and G).
Overall, the course’s objectives have allowed me to be more in line with the State of Michigan’s Standards. Not only this, but the course’s objectives have given me more tools and insight into knowing how to better educate my students.
Works Cited
Michigan State Board of Education. (2008). Professional Standards for Michigan Teachers. Retrieved from http://www.michigan.gov/documents/mde/SBE_approved_PSMT_May_13_2008+coverpg_258601_7.doc.
The 2010 Michigan Educational Technology Plan
Knowing that improving the performance of schools through implementing technology into the classroom is a very exhaustive task, the Michigan Department of Education’s 2010 Educational Technology Plan reveals that the MDE is going to take the lead to coordinate its plans.
The importance of data (also found in the NETP) is found within this document as well. The MDE is going to work with all levels of the educational system to improve the way that we, as educators, collect data. This is something that must be implemented in order for teachers to know how to effectively evaluate data in order to help improve students’ scores. The data collection process needs to be simple yet powerful to help students and teachers alike.
Knowing that there will be more and more videos, podcasts, and programs on the Internet, the MDE is calling for the advancement of high speed Internet connections for all schools and school districts by 2015. This is critical if the students and teachers will interact more with the web through online learning communities, as specified by the NETP and the MDE’s own plan.
The Plan, similar to what was found in the NETP, also calls for Universal Design for Learning so that every child is given the opportunity to become educated. Recognizing that not all children learn the same way, the MDE is focusing a significant part of its Plan to UDL including the professional development of teachers in UDL. The Plan also realizes that every teacher preparatory college must teach future educators about UDL.
The Plan continues to address the training of future teachers by exploring the possibility of requiring future teachers to gain online learning course experience. This would prove beneficial for future teachers who will be expected to teach using online communities.
Overall, much of the MDE’s Educational Technology Plan goes along with the NETP. There are several commonalities between the two plans. The MDE has a formidable task in helping the various educational institutions improve their instructional technique. The Plan shows that Michigan has a firm grasp of what it needs to do. Finally, I plan on using the MDE’s website more extensively to improve my own teaching.
Michigan Department of Education. (2010). State of Michigan Educational Technology Plan. Teaching for Learning in a Digital Age. Retrieved from http://techplan.org/STP%202010%20Final.pdf.
The importance of data (also found in the NETP) is found within this document as well. The MDE is going to work with all levels of the educational system to improve the way that we, as educators, collect data. This is something that must be implemented in order for teachers to know how to effectively evaluate data in order to help improve students’ scores. The data collection process needs to be simple yet powerful to help students and teachers alike.
Knowing that there will be more and more videos, podcasts, and programs on the Internet, the MDE is calling for the advancement of high speed Internet connections for all schools and school districts by 2015. This is critical if the students and teachers will interact more with the web through online learning communities, as specified by the NETP and the MDE’s own plan.
The Plan, similar to what was found in the NETP, also calls for Universal Design for Learning so that every child is given the opportunity to become educated. Recognizing that not all children learn the same way, the MDE is focusing a significant part of its Plan to UDL including the professional development of teachers in UDL. The Plan also realizes that every teacher preparatory college must teach future educators about UDL.
The Plan continues to address the training of future teachers by exploring the possibility of requiring future teachers to gain online learning course experience. This would prove beneficial for future teachers who will be expected to teach using online communities.
Overall, much of the MDE’s Educational Technology Plan goes along with the NETP. There are several commonalities between the two plans. The MDE has a formidable task in helping the various educational institutions improve their instructional technique. The Plan shows that Michigan has a firm grasp of what it needs to do. Finally, I plan on using the MDE’s website more extensively to improve my own teaching.
Works Cited
Michigan Department of Education. (2010). State of Michigan Educational Technology Plan. Teaching for Learning in a Digital Age. Retrieved from http://techplan.org/STP%202010%20Final.pdf.
Review of the National Educational Technology Plan
The 114-page National Educational Technology Plan (http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf) is designed to radically change the structure of America’s educational system. There are hundreds of ideas / issues within the plan that can be reviewed and written about exhaustively. I would like to focus on one theme that seemed to weave throughout the entire document: connectivity.
The plan is all about making connections. First and foremost, one of the most important principles addressed in the Plan is to connect students with the outside world. The Plan calls for learning to extend beyond the confines of the typical classroom. It cites that students need to be connected to professionals, outside resources, museums, and the community to fully understand the context of their learning. One of the Plan’s best features is that it provides several examples of what schools / school districts are currently doing to connect students with online resources, professionals, etc. These examples give readers concrete examples of how to improve their own teaching / educational performance. The Plan also mandates that teachers realize that learning has to be “On Demand.” In other words, online learning communities need to be established for students to maximize their learning.
Connecting colleges and the private sector with school districts is another element found within the Plan. The Plan notes the importance of research and calls for school districts to collaborate with colleges, universities, and the private sector to improve performance. Research done in those sectors can help instruction advance, ultimately helping American students perform better. The Plan also shows how involving the private sector in education can help students find professions that interest them. This interest can lead to added motivation for students and ultimately better their educational experience.
The Plan also details the importance of connecting teachers with students. In other words, teachers have to find ways to educate students on a personal level. Each student is different, and the Plan articulates that teachers have to find the technology that will help students progress at their particular levels.
One of the Plan’s most important features is that it addresses the need for data in education. It clearly points out that teachers and administrators need to focus on data to determine how to improve each child’s understanding of the world. It stresses that technology is in existence to help amass the data and use it to improve student performance.
The Plan also points to teachers connecting with teachers. It says in many different areas that teachers need to work with each other teachers to best improve the students' educational experiences. This means that teachers have to work with teachers in other disciplines. But it cannot just stop there. The Plan proposes that teachers work with other teachers across the country (and globe, for that matter) to assess lesson / unit plans, to create online learning / professional communities, and so on. The Plan also, smartly, talks about connecting teachers with technology through effective professional development. The rate of technology change is exponential and teachers do not have the time to keep up with it. Professional development designed to teach teachers how to use the newest, best, most innovative technology is needed.
On page 1, the plan shows why changes are needed: 24% of students drop out of school nationwide. This statistic is a tragedy. Many of the Plan’s strategies will help lower the drop-out rate. Unfortunately, there will still be drop-outs. The Plan recognizes this by setting up a system to reconnect failures with the educational system. It gives evidence from school districts across the nation (including Michigan’s Walled Lake School District) that have taken strides to reconnect failures with the educational system so that they can become more productive citizens.
Moreover, the Plan realizes that in order for America to be stronger, all of America has to be connected. This is why it is calling for areas with little or no access to the Internet be connected to the world wide web through broadband. The Plan’s intent is to leave no community behind by connecting all communities.
Overall, numerous changes have to be made in our educational system. These changes are going to require great effort by all stakeholders: teachers, administrators, community colleges, universities, businesses, museums, governments, parents, and students themselves. If the changes are made, America’s educational system will be vastly improved, drop-out rates will decline, and America will be strengthened in countless ways.
United States Department of Education. (2010). National Education Technology Plan. Transforming American Education: Learning Powered By Technology. Retrieved from http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf.
The plan is all about making connections. First and foremost, one of the most important principles addressed in the Plan is to connect students with the outside world. The Plan calls for learning to extend beyond the confines of the typical classroom. It cites that students need to be connected to professionals, outside resources, museums, and the community to fully understand the context of their learning. One of the Plan’s best features is that it provides several examples of what schools / school districts are currently doing to connect students with online resources, professionals, etc. These examples give readers concrete examples of how to improve their own teaching / educational performance. The Plan also mandates that teachers realize that learning has to be “On Demand.” In other words, online learning communities need to be established for students to maximize their learning.
Connecting colleges and the private sector with school districts is another element found within the Plan. The Plan notes the importance of research and calls for school districts to collaborate with colleges, universities, and the private sector to improve performance. Research done in those sectors can help instruction advance, ultimately helping American students perform better. The Plan also shows how involving the private sector in education can help students find professions that interest them. This interest can lead to added motivation for students and ultimately better their educational experience.
The Plan also details the importance of connecting teachers with students. In other words, teachers have to find ways to educate students on a personal level. Each student is different, and the Plan articulates that teachers have to find the technology that will help students progress at their particular levels.
One of the Plan’s most important features is that it addresses the need for data in education. It clearly points out that teachers and administrators need to focus on data to determine how to improve each child’s understanding of the world. It stresses that technology is in existence to help amass the data and use it to improve student performance.
The Plan also points to teachers connecting with teachers. It says in many different areas that teachers need to work with each other teachers to best improve the students' educational experiences. This means that teachers have to work with teachers in other disciplines. But it cannot just stop there. The Plan proposes that teachers work with other teachers across the country (and globe, for that matter) to assess lesson / unit plans, to create online learning / professional communities, and so on. The Plan also, smartly, talks about connecting teachers with technology through effective professional development. The rate of technology change is exponential and teachers do not have the time to keep up with it. Professional development designed to teach teachers how to use the newest, best, most innovative technology is needed.
On page 1, the plan shows why changes are needed: 24% of students drop out of school nationwide. This statistic is a tragedy. Many of the Plan’s strategies will help lower the drop-out rate. Unfortunately, there will still be drop-outs. The Plan recognizes this by setting up a system to reconnect failures with the educational system. It gives evidence from school districts across the nation (including Michigan’s Walled Lake School District) that have taken strides to reconnect failures with the educational system so that they can become more productive citizens.
Moreover, the Plan realizes that in order for America to be stronger, all of America has to be connected. This is why it is calling for areas with little or no access to the Internet be connected to the world wide web through broadband. The Plan’s intent is to leave no community behind by connecting all communities.
Overall, numerous changes have to be made in our educational system. These changes are going to require great effort by all stakeholders: teachers, administrators, community colleges, universities, businesses, museums, governments, parents, and students themselves. If the changes are made, America’s educational system will be vastly improved, drop-out rates will decline, and America will be strengthened in countless ways.
 |
| According to the NETS, the traditional concept of the classroom has to be restructured if America is going to improve its educational system. |
Works Cited
United States Department of Education. (2010). National Education Technology Plan. Transforming American Education: Learning Powered By Technology. Retrieved from http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf.
Academic Integrity in the Digital Age
Stanley Fish’s New York Times’ article “Plagiarism Is Not a Big Moral Deal” begins by discussing how one of his colleagues actually took pages of Fish’s writing and published them into the concluding chapter of his own book. At the end of his article, Fish writes, “They took something from me without asking and without acknowledgment, and they profited – if only in the currency of academic reputation – from work that I had done and signed.” This poignant line illustrates just one reason why academic integrity is especially necessary nowadays.
One point that needs to be addressed is that in academia, thousands upon thousands of hours are poured into making and drawing conclusions. The research that is done in academia (and private industry) has improved the lives of millions – if not billions – of people worldwide. This research is performed by devoted people who have sacrificed their time in order to discover new things. They have produced something original.
Now, with access to infinite knowledge that has already been discovered, people can “rip things off” of other people’s work and pass it on as being original. The problem is that new discoveries, new innovations, new knowledge, new originality that could have been found is lost because of the willingness to stoop down and snatch other people’s work from them. The consequences of this are devastatingly enormous – loss of economic growth, health discoveries not made, historical mysteries never solved.
Just settling for copying and pasting is very easy. It’s also easy to be caught if it’s simply copied and pasted (as demonstrated with the SafeAssign assignment). After hours of trying to craft my own “plagiarism paper” (tweaking words, including my own writing inside of others writing, manipulating sentence structure, etc.), it became obvious that students who try to beat the system will, unfortunately, succeed sometimes. Originality has been lost (although she/he could claim that she/he is an original manipulator) hurting not just the plagiarizer’s learning but also humanity as a whole.
When this happens, the chance for something new to be said is eliminated. The freeing liberty of researching and arriving at a new conclusion is gone, and the true joy of learning is denied. And – this to me is the tragedy – many students (whether in high school, college, or beyond) are held in easy-access prison by having so many opportunities to copy, paste, tweak, manipulate, and pass off as their own. They never get to taste the freeing joy that true learning provides.
As an educator, it is essential that I take a firm stand against plagiarism and explain to students the above reasons of why plagiarism is detrimental to the student and society. But I cannot just leave it at that. I must design complex writing assignments that are original where the answers cannot be found online. Having class days where we write by hand as opposed to using the computer (what an original thought!) will force students to reason on their own and will be a preventative measure against plagiarism.
Fish’s article is titled “Plagiarism Is Not a Big Moral Deal.” Many of today’s students may, disappointingly, agree with this statement. It’s not just about morality, however. It’s also about progress and society and this is something that we need to address. If students write something and then realize somebody else took it and passed it off as their own (such as what happened to Fish), that student will possibly lose the motivation to create something original or discover something new. And that is something that we – as collective humanity -- cannot afford to have happen.
Fish, Stanley. (2010, August 9). “Plagiarism Is Not a Big Moral Deal.” The New York Times. Retrieved from http://opinionator.blogs.nytimes.com/2010/08/09/plagiarism-is-not-a-big-moral-deal/?ref=opinion.
One point that needs to be addressed is that in academia, thousands upon thousands of hours are poured into making and drawing conclusions. The research that is done in academia (and private industry) has improved the lives of millions – if not billions – of people worldwide. This research is performed by devoted people who have sacrificed their time in order to discover new things. They have produced something original.
Now, with access to infinite knowledge that has already been discovered, people can “rip things off” of other people’s work and pass it on as being original. The problem is that new discoveries, new innovations, new knowledge, new originality that could have been found is lost because of the willingness to stoop down and snatch other people’s work from them. The consequences of this are devastatingly enormous – loss of economic growth, health discoveries not made, historical mysteries never solved.
Just settling for copying and pasting is very easy. It’s also easy to be caught if it’s simply copied and pasted (as demonstrated with the SafeAssign assignment). After hours of trying to craft my own “plagiarism paper” (tweaking words, including my own writing inside of others writing, manipulating sentence structure, etc.), it became obvious that students who try to beat the system will, unfortunately, succeed sometimes. Originality has been lost (although she/he could claim that she/he is an original manipulator) hurting not just the plagiarizer’s learning but also humanity as a whole.
When this happens, the chance for something new to be said is eliminated. The freeing liberty of researching and arriving at a new conclusion is gone, and the true joy of learning is denied. And – this to me is the tragedy – many students (whether in high school, college, or beyond) are held in easy-access prison by having so many opportunities to copy, paste, tweak, manipulate, and pass off as their own. They never get to taste the freeing joy that true learning provides.
As an educator, it is essential that I take a firm stand against plagiarism and explain to students the above reasons of why plagiarism is detrimental to the student and society. But I cannot just leave it at that. I must design complex writing assignments that are original where the answers cannot be found online. Having class days where we write by hand as opposed to using the computer (what an original thought!) will force students to reason on their own and will be a preventative measure against plagiarism.
Fish’s article is titled “Plagiarism Is Not a Big Moral Deal.” Many of today’s students may, disappointingly, agree with this statement. It’s not just about morality, however. It’s also about progress and society and this is something that we need to address. If students write something and then realize somebody else took it and passed it off as their own (such as what happened to Fish), that student will possibly lose the motivation to create something original or discover something new. And that is something that we – as collective humanity -- cannot afford to have happen.
 |
| From the first day of class, it is imperative that teachers address the issue of plagiarism and academic misconduct. In my syllabus, specific expectations and consequences are given to students so they know what plagiarism is and why it is destructive to their academic growth. On major assignments, I do not give students a 0 if they plagiarize because I still want them to research, write, and learn. However, their grades will still suffer. |
Works Cited
Fish, Stanley. (2010, August 9). “Plagiarism Is Not a Big Moral Deal.” The New York Times. Retrieved from http://opinionator.blogs.nytimes.com/2010/08/09/plagiarism-is-not-a-big-moral-deal/?ref=opinion.
Thursday, August 26, 2010
2009 Michigan Educational Technology Standards Review
Michigan’s 2009 Educational Technology Standards for Students (http://techplan.edzone.net/METS/) is an outline for our school systems to use to train our students into becoming responsible, smart, strategic users of the technological tools surrounding their lives. Starting in Kindergarten and moving all the way through 12th grade, teachers will be providing students with access into learning how to use the tools that they encounter. The Standards appropriately begin with kindergarten by providing a basic framework for the students. They provide students – no matter what income level they come from – the opportunity to learn about the Internet, digital resources, terminology, and other digital environments. By beginning at such an early age, students will be equipped to build upon these skills inside and outside of the classroom.
As a high school teacher, it is good to know that these students have the foundational basis. The Standards for 9-12 are properly built right off of these standards and will provide students with the necessary skill set that they need to flourish in almost all careers.
A few Standards stick out as being most important to me if we are to develop not just kids who can use technology, but develop kids that can use the technology to synthesize information, draw conclusions, and think abstractly. Standards 9-12 RI 1-8 are absolutely critical. With infinite information (and misinformation), I, as a teacher, have the responsibility to teach students to think, analyze, and research. As I noted in the Wikiality blog, we , as a nation, cannot raise children in an environment where they think that the answer is just a click away. We must teach them, as the Standards state, how to sort fact from fiction. Students need to understand propaganda and bias. It is imperative that they learn how to research properly. If these particular Standards are neglected, students will be able to turn on the computer and open up the Internet. I’m going to wager to say that they’ll even be able to open up a podcast or streamline a video or know the difference between .jpgs and .mp3s. However, they will not know how to use the web for its most important use: learning.
Luckily, Michigan’s Standards expect me as a teacher to teach kids to think and not just surf.
As a high school teacher, it is good to know that these students have the foundational basis. The Standards for 9-12 are properly built right off of these standards and will provide students with the necessary skill set that they need to flourish in almost all careers.
A few Standards stick out as being most important to me if we are to develop not just kids who can use technology, but develop kids that can use the technology to synthesize information, draw conclusions, and think abstractly. Standards 9-12 RI 1-8 are absolutely critical. With infinite information (and misinformation), I, as a teacher, have the responsibility to teach students to think, analyze, and research. As I noted in the Wikiality blog, we , as a nation, cannot raise children in an environment where they think that the answer is just a click away. We must teach them, as the Standards state, how to sort fact from fiction. Students need to understand propaganda and bias. It is imperative that they learn how to research properly. If these particular Standards are neglected, students will be able to turn on the computer and open up the Internet. I’m going to wager to say that they’ll even be able to open up a podcast or streamline a video or know the difference between .jpgs and .mp3s. However, they will not know how to use the web for its most important use: learning.
Luckily, Michigan’s Standards expect me as a teacher to teach kids to think and not just surf.
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