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Please post your reading discussion questions in the appropriate section below.  Remember to sign your first name after your questions!



Feb. 4 - Introduction to and perspectives on ET/IT, How is teaching and learning different with technology/media?


1. Some children may not have some of the same computer programs as the computers they have at school, or they may not even have access to a computer outside of school. Will these students be at a disadvantage compared to the kids who do have these programs. If so, how can they recieve help?

2. Children, even at a young age, rely on computers a lot. Tools like spell-check and the thesaurus are 2 of the many things that children rely on. Do their use of these tools slow their learning down?-Lauren W.


1. Will the fast pace of changing technology effect the learning capability of students?

2. What will the schools that cannot get funding for such technologies do?

Jessica B


1. How will teachers be able to implement new technologies in their lesson plans, yet ensure that students of all ages will be able to adapt to these new technologies.


2. What, if any, will be the consequences for those who are not able to adapt as efficiently to new technologies asl others. Will they simply be swept aside, or is a more hands on, less tech approach required?

-Tim Wellein


I agree with the concept of UDL as long as educational approaches support differentiated instruction and multiple teaching methods.  With that being said, I have come across a growing number of teachers who are only relying on the technological aspect of teaching.


1)  Do you think this is a growing problem and if so, how should this problem be solved?


2)  I am horrible at spelling without using spell-check and horrible at math without a calculator.  Soon I will have to take the Praxis and can’t use a calculator, this might be a problem!  Technology has created this problem, how do you think it can be solved?    -  John Wagner



1. Do students with special needs recieve the adequate amount of learning using computer technology to recieve their education?

2. With students with different learning methods be provided what they need with educational technology?

3. Are students better off being taught by computers or teachers? How will they assess a student's progress in learning?

4. If computer technology does become the basis of a student's learning, should there be a limited amount of time of computer use? Leaving teachers an amount of time to make sure what the computer is teaching is correct.



1)Are students missing out on real life experiences by relying to much on computers?


2)I think technology in the classroom works best when it is used as an aid to support "typical" classroom instruction.


3)Is it fair for students ho don't have the same technologies at home? For example, some kids may not have acess to computers outside of school, will these students be at a disadvantage to students who have computers at their homes?

(Kathlyn K.)


The reading discusses the impact of No Child Left Behind Act (2001) adn technology in the classroom, in regards to tracking students' progress, but how do you think technology in schools will either benefit or suffer because of NCLBA? (Paige B.)


The reading states that males and caucasions are the most proficient with technology. How can we as educators, decress the inequality between genders and ethnic groups when it comes to technology? (Paige B.)




Do you believe it is beneficial to start computer assignments with kids as young as second grade? Amanda


"...overuse of distance learning can create more problems that it solves(educational technology in context)."

-This reminded me of the problems I faced in an online class at Towson.

How should students face the problems their having with educational technology? Amanda 


So we want to better our students education through technology, however, if you have a computer fixing you spelling errors and telling you the answers for math problems. Then  are we putting less responsibiltiy on students when it comes  to their thinking processes and mental abilites?-Ashley 


For school systems that are not fully funded how will they go about paying for such technologies? or How will states fund educational technologies throughout all of their schools in state, equally?-Ashley


1) The concept of UDL stresses the importance of using a computer in the classroom to help meet the students' individula needs. However, the second reading states computers should be used during "relaxtion periods" and not as "surrogate teachers." Do you think the use of computers/educational programs act as "babysitters" during class time? -- Laura Miranda


2) The second reading goes over the downfalls of using computers in school. What are some situations where the use of a computer or any other technological device may not be useful or the best way for a student to learn the material? Have you ever experienced this?-- Laura Miranda


1. Why can't they find a technology that works and lasts for years? ~Jennifer G.

2. Is there a connection between the increase in technology use and the increase in health problems? ~Jennifer G.


1. In the Gelernter article, the author claims that using computers is like watching movies in class. He seems to think doing assignments on the computer prevents a teacher from teaching and students from learning.  Just because the students are using computers, why would they not be able to learn? --Lauren L.

2. Are students able to just listen to a digitized book without physically reading? If so, wouldn't this prevent students from learning reading, writing, and spelling skills that are usually learned through reading? --Lauren L.


1) I agree with what Ashley stated. By integrating technology what are students learning if a computer is always there to clean up their mistakes? Are they not going to know the difference between "to" "too" and "two" because word will fix the errors for them?

2) Are students becoming too dependent on technology both inside and outside the classroom? Should technolgy only be used in certain cases or all the time?



1. How can teachers make use of technology to be able to effectively teach their students? (Meghan D.)

2. Do you think that tools like spell check and calculators hinder a young student's development? Do you think schools over use computers in the classroom? (Meghan D.)


1. Do young families with young children always have enough money to keep up with the technology at school?

2. How do older teachers adapt to all of this new technology? 

Kevin C


1.  Of the four issues addressed by Roblyer (societal, educational, cultural/equity, legal/ethical), which do you believe will most impact your classroom and educational technology in general?  -Jessie W.

2.  After reading Gelernter's article, would you be more cautious with implementing computer use in your classroom?  Is the age of students a factor to be considered?   -Jessie W.



Feb. 11 - Learning theories


1) I strongly believe that technology can enhance a student’s ability to learn.  However, not having access to technology at home can prevent a student from learning.  As we talked about the digital divide in class last week, how do you think this problem can be solved?


2) I think this sentence from How Do People Learn sums up my take on the different learning theories; “No single theory can encompass every aspect of learning; just like no one instructional model fits every teaching situation.”  Then why do so many teachers stick to just one learning theory and only one instructional model for every teaching situation? 


3) I have already had some teachers in college who just stood in front of the class and rambled on in a monotone voice for the entire semester and I can’t remember a single thing I learned in their classes.  Have they not learned about the different learning theories and have they not learned that people have different ways of learning?  If not, then could you please have a talk with them!    -  John Wagner





1. Which theory would you prefer to use, and why? What are the pros and cons of some of these theories?


2. Do you think that some theories are better for certain kinds of learners, such as auditory and visual?

Jessica B.



1.  How can teachers use the Information-Processing Model to increase the retention of facts by students? - Jessie W.

2.  To what extent do you believe students are a "blank slate" when they enter the classroom?  To what extent do you believe past experiences and cultural factors impact a learner? - Jessie W.


After completeling this week's readings, I came to the conclusion that there is not one theory that can be used. Instead, teachers must use a mixture of each of them, depending on their class. The readings gave suggestions about integrating technology into these classrooms. However, I plan to work with students that will have different disabilities. In high school I worked with special needs students. Many of them were unable to use computers; simple tasks like logging onto the computer, were an everyday struggle. With this recent push for technology in a classroom, what will happen to these students? As a special education teacher, would I be expected to devote an entire class logging on a computer, even though I know that some will not be able to do it the next day?

Laura Miranda


After examining the two theories of behaviorism and constructivism, I  agree with the constructivsts view that knowledge is gained through experience, and that students/people develop their own knowledges through those experiences. I also believe it is important for students of all age to actively participate in learning. But, I also agree with the behaviorists' belief that some actions can be result of a response to stimuli, especially in the case of young children in school. They do not always understand the information they are being taught, either because it is brand new (they have no schemas), or because the idea does not coincide with their former schema. They also do not have the proper problem solving skills that older children do. I feel that a more direct teaching approach is more suitable for children this young. As the article "How do people learn?" stated, schematas change over time. As they learn more in high grades, it would be better for them to have more inquiry based lessons. Do you think that teachers should teach more with the behaviorist/directed teaching approach with younger students?

Laura Miranda 


Which theory do you think is best for teachers to use while in their classroom, or are all theories needed?

Does it matter which theory you use to teach your students?



When considering the information processing theory, how would you as a teacher help a student learn if they do not have an existing schemata of what is being taught?

What types of reinforcement and punishment do you think would be most effective when teaching your students?

Lauren L.


1. In How Do People Learn, the author describes two learning thoeries, Behavorism and Constuctivism. Do you believe that one theory is better than the other or do they need to be incorporated together for students to be able to effectively learn? (Meghan D.)

2. Do you believe that a student's backround effects how they will learn? How can teachers use this knowledge of their student to help them effectively learn? (Meghan D.)



As a teacher, how do you balance the use of learning theories with the needs and capabilities of your students?

How do you know what theories of learning your students are responding to, and does it matter to know why they are responding to one type of instruction over another?  - Dave Dawson



Do you believe that the people for Objectivism don't wanna see change in the school systems?


I noticed a very similar connection between the controversies in Psychology and learning theories in education. Would a backround of Psychology help teachers?

-Amanda H 



1. What are some examples in our own school experiences have we had with integration models? Which model, directed or constructivist, have we had more positive experiences with? 

2. Is there one technology that can adapt to the needs of all students with different multiple intelligences? 

-Paige B.



Feb. 18 - Technology integration


1. The TIP model seems relatively complex. How can teachers effectively utilize the model in a simple manner saving both time and energy, yet getting the all the benefits the model offers? -Tim W.

2. All students will not have the same uniform experiences with modern technology. What can instructors do to ensure that all students of any technology backround will not be stuck learning the new technology instead of learning what the class actually has to offer?  - Tim W.    


1) I think the TIP model is great but do you think it’s necessary to write out one as detailed as the example. - John Wagner

2) I see how technology can be very beneficial but do you think it can be over used?  Do you think the overuse of technology can lead to poor social skills (daily face to face interactions?) - John Wagner


1.  As a teacher, how can you integrate technology in group work to account for multiple intelligences?  - Jessie W.

2.  Which of the three aspects of technology integration assessment (achievement data, attitude data & students comments) would you give the most weight in assessing your integrated lesson?  - Jessie W.


1. The first part of the readings discusses how to integrate technology in the classroom using both of the models and comparing the methods separately. As a special education teacher, I found that the directed instruction methods of integrating technology would be more helpful in my classroom. Are there any good softwares or ways to use technology in a classroom with special needs students? - Laura Miranda

2. The first part of the TIP model is for the teacher to determine the relative advantage to using technology to teach a specific lesson or topic, as opposed to using more traditional methods. What are some examples of situations or lessons that not using technology would be the more efficient way to teach the class? Or times when technology could actually hurt the students' learning of the materials? - Laura Miranda


1. Do elementary school teachers really have time to go through TIP for every lesson?- Jennifer G.

2. Do school systems offer programs to keep teachers up to date on the latest technology?- Jennifer G.


1. Do you think that using technology when trying to teach group cooperation can cause focus to shift away from the group and more towards the technology? --Lauren L. 

2. In my opinion, the TIP model seems like it would be very useful yet time consuming.  Do you think that amount of time this model requires will cause the teacher to neglect other aspects of teaching besides technology? --Lauren L.


1. Do teachers really have time to incorporate the TIP model into their lesson?

2. Funding is always an issue with some schools. Do you think it will be difficult for schools to keep up with technologies?

Lauren W


1. How can teachers integrate technology effectively when students work in groups? (Meghan D.)

2. Is the TIP a good process for teachers to follow when it comes to integrating technology in the classroom? Do you think it will take up too much time to always use this process when the teacher is dealing with technology? (Meghan D.)


1. The TIP seems like a good planning tool for teachers, but to me it also seems time consuming do you think that it would still be helpful to you when you are a teacher?

2. Technology is always advancing do you think it will be difficult for schools to find funding for these new technologies, and what will they do when the new technology that is purchased is no longer new, will it be difficult for schools to keep up with technology?

Jessica B


1) The TIP model seems very intriguing, but also very time consuming (especially for the teacher). Could there be drawbacks to using this in a classroom?

2) Will the people involved be able to keep up with the latest and greatest? (including teachers and students)

~Stacey R.

  1. When I was using technology (CPU) to complete group work years ago, I found that I generally found myself pulled away from the group and working with my computer.  Do you believe that computer work and other forms of technology hinder students from working in groups together?
  2. Another problem I see is with schools with limited funding.  My elementary school didn’t receive its first computer until I was in 5th grade.  If technology plays an important role in a child’s development then wouldn’t a child without proper computer knowledge be hindered when around students who have this information? – Milous M. 

1. The text talks about the importance of both teachers and administrators must view technology as a "core value". There are bound to be some teachers who do not share these values. Would you employ the model developed by Kimball and Sibley, or can you think of a more effective way of communicating the importance of technology in the classroom? 

2. The text also discusses the importance of keeping technology in schools as current as possible. This is not plausible for a lot of schools. How can schools in this position give their students the best start possible with their limited resources? 

--Paige B.

1. I agree with the TIP model however, I was wondering do teachers go to technology prep programs or something, for the harder software programs, that may be hard to understand? Because I know as a special ed teacher I would need to know the technology fully and be comfortable before teaching it. Ashley C.

2. Also could this TIP model be used in all grade levels because it seems convivent for both teacher and student? Also how many days does this TIP model take to complete?-Ashley C.




1. The TIP model seems that it could be very useful, but is it realistic?

2. Can the TIP model only be used in schools that keep up with the latest technology? Also, how long will it take to teach this model, because we all know how limited a teachers time is in the classroom- Kathlyn K.

Feb. 25 - Technology standards





March 4 - Instructional software



In ‘Pedagogical Innovation and Meeting Academic Standards’ Brill writes that one way to integrate technology into the classroom with the constructivist idea is to use the game SimCity. She says this game “helps students develop a better understanding of various factors that influence the life of a city, rather than reading about them”. Do you think this is a good way to teach students this lesson? Or do you feel that this software is to much like a video game?

I like how Roblyer broke down how to select instructional technology into 4 fairly easy steps. Instructional technology seems like a very helpful tool, however, I would like to know how expensive these software’s can be? What about the schools that can’t afford them? Also, the readings never mentioned if these software’s can be used by disabled students?

-Kathlyn K.  


1). The Types of Instructional Software slides suggest Instructional Games as a potential software for teachers to use in the classroom.  Do you think that putting your students in competition with each other is appropriate in the classroom?  Though there are may be different levels for different abilities, do you think that instructional games as instructional software may cause students to feel insecure about their skill-level or to become overly competitive?

2). The Roblyer & Edwards text suggests that teachers screen potential software for racial, gender, and social issues.  Depending on the location of your school (rural, suburban, city), do you think there will be particular items of concern?  Do you think that some software may be a better fit in a rural school as opposed to a city school?

- Jessie W.


1) After reading over the 8 types of technology in the slideshows assigned for the week, I realized there were a lot more types   of computer software available to students. These programs allow the students to work independantly, from the teacher and sometimes from the other students. This would work well in a "normal" classroom. I saw that the "drill and practice" types of software would be helpful, but may not help students with special needs stay focused enough. Media like "Photo Story" would be fun to look at, but could be difficult for these types of students to use. Which, out of the 8 listen, type of software would allow special needs students to work alone? -Laura Miranda

2) Both of this weeks readings (from the e-reserves) were very helpful and left very few questions. In the reading by Brills' all of the classes ideas of using technology were supported (using "multiple modes of representation"- different types of software for one lesson). The reading by Roblyer and Edwards made sense in giving steps for teachers to use when "reviewing" the technoloy- whether it's computer software or videos- to be used. I had several situations in high school where movies were outdated or software was useless. The reading made me question- who are these "commitees" that review the software before it is sent into a school? Do they only screen a technology once and not care to send versions of the technology that are more up to date? They change books, why not change the technology too?- Laura Miranda




1.Do some of the software’s that were presented in the power point, such as instructional games, tutorials, and drill and practice, seem like this could turn into a "Game" for students or may not be taken as serious; particularly at the high school level? Not saying it wouldn’t be of benefit to students, but some who may be more of advance may take it as a game. -Ashley C



2.From reading the “Evaluating Instructional Software” I saw where under Essential 2 it talked about software’s  not having “racial or gender stereotypes; not geared to one sex or certain races.” But no mention of software programs for students who speak a different language than the majority or people who have special needs or physical needs (no ability of using fingers or blind, learning disability) Do  software programs benefit students of all variety of learning styles, students with special needs or speak a different language  that are in the class? Because if not how do the teachers or administration plan on handling that? Not fair to have everyone else on the computer and the others sitting at the desk watching.-Ashley C 



By using more and more visual tools like "kidspiration, Inspiration and Geometer's Sketchpad" are we only helping visual learners and forcing the others to learn outside of their comfort zone? -Jennifer G.


If we use software in the classroom such as "Zoo Tycoon" will students actually learn? Since they have been taught to play this game for fun, not really to learn. -Jennifer G. 


1. Step 4, of the suggested software evaluation from the first article is "Assign and collect student reviews". Later on, the article suggests what the students should be evaluating, but not any possible ways to evaluate. What do you think the best methods would be? 

2. Can you think of better alternatives to simulations? They might be much too costly and time consuming for some classrooms to build up enough for the simulations to make any impact on students.     -Paige Baker


1.  One of the softwares I found particularly interesting were the tutorials.  Although I think this technology would seem very useful in a large classroom with different types of learners, I think that its use in traditional classroom would make the teacher seem lazy in certain circumstances.  Obviously this type of a program was created for a reason.  As a teacher, would you integrate this into your lesson plans? If so, how? -Lauren L.

2. When I was first reading through the list of things to think about when evaluating software, I thought it was very unnecessary and obvious. However, more than we would like, there are many times teachers just quickly decide to use a piece of technology without really evaluating it at all levels. What do you think is the best method to prevent teachers from using technology without considering the appropriateness of its content, use, and function? -Lauren L.


1. In the Types of Instructional Software slides, it talks about the different types of software that can be used in the classroom. There are so many technologies for teachers to use in the classroom. Which one do you think would be the most effective to use in class? Does the subject you are teaching effect what software you will use? (Meghan D.)

2. In Roblyer's Evaluating Instuctional Technology, I think that the Evaluating Procedure is a great asset for teachers. Not all technology is effective or relevent in the classroom, so it is important for teachers to be able to choose the right things to use in the classroom. Do you think that it will be hard for teachers to find effective and appropriate technology to use? How can techers make sure the technology works when they need it? (Meghan D.)


For step Four in evaluating the instructional software, how would you come across asking your student's their opinions? Would a class survey be the most appropriate?


In J. Brill's e-reserve, it states that Visualization tools help students see abstract concepts. Do you believe these tools also help auditory learners as well? Amanda

March 25 - Digital storytelling


In Digital Storytelling by Glen Bull he talks about using it mainly for Language Arts and "giving a voice  to struggling readers and writers" but could you use Digital Storytelling to introduce a history lesson or make a math lesson available online for students who need help? ~Jennifer G.


Would you recomend using Digital Storytelling for group projects even though one of the goals is to work on what the individual student thinks? ~Jennifer G.  


1) The first reading about the "Project Place," by Banaszeweski introduced the idea of using a movie maker- the iMovie, in a Language Arts classroom. It seemed like a good idea and a fun project. However, according to Banaszeweski it was very time consuming, taking 6 months for a classroom of 24 students. Also, the students were only aloowed 2-3 minutes for each movie made. How is it possible that a student was able to include everything they wanted to say in this short time span? Would it not be more effective to have them write an essay or show a poster to the classroom? It would be less time consuming, the students could have more time, and would not need to use so much classroom time learning to use the technology. -Laura Miranda

2) Both readings support the idea digital storytelling should be used for a language arts classroom. Usually, those classes are made up of papers and essays. The second reading by Bull and Kajder even state that the script of a digital story should be up to 1 page- double spaced. They also stated that "effective digital storytelling requires few words..." Both readings have led me to wonder- how is digital storytelling really helping those students that have difficulty with writing?Another part of a Language Arts class is reading and writing. Digital Story telling does not really seem to address this. It is not doing anything to improve their ability to write an essay or paper, which is essential to a student's expression of anything.- Laura Miranda


1. Both readings commented on how the digital storytelling technology should be secondary to the actual story. In other words, like the article by Bull and Kajder stated, the writing should come first and the technical effects second.  However, when reading the article by the teacher who used this in her classroom, she made it sound like a lot of students took the time to create effects in between images and include other technical effects. In your opinion, do you think that the students are more focused on the technical effects of the program?  In other words, do you think they put more effort into developing the story than trying to make the presentation look interesting? -Lauren L


2. Digital storytelling usually incorporates the students recorded voices rather than a live, in-class presentation of the material.  This, of course, becomes different from giving an actual presentation in class because the students are not forced to be up in front of the class and speak about a topic.  Do you think that digital storytelling can hinder a student's familiarity of public speaking and prevent the student from having as much practice as necessary with giving oral presentations? -Lauren L.



1) In the reading, Digital Story Telling Finds its Place in the Classroom by Tom Banaszewski, he used digital story telling in his Language Arts classroom. I think they way he used it could have been better, for example, the students had to make their stories very short, and this project was very time consuming. However, it was a good way to intergrate technology into the classroom. Do you think digital story telling could be used in other classes (like a math or music class), or would this be a waste of time?


2) In the second reading, Digital Story Telling in the Language Arts Classroom by Glen Bull, I liked the "Seven Elements of Effective Digital Stories", I liked how he broke these seven elements down to let the readers know what each element of digital story telling should consist of. In the section labled 'Economy' it says that students should limit their story to 2-3 mintues, or 1 doubled spaced piece of paper. It seems to me that these students will be putting a lot of effort into this, but then get cut short on the time allowance. How do you think the students will feel about this? Or is there a way teachers could extend the time to allow students to fit more information in?- Kathlyn K.


1. In Digital Storytelling Finds its Place in the Classroom, the author talks a lot about creating the story in the beginning. The story seems to be the focus of the assignment but as the article went on I got the sense that technology plays a very large part. It is clear that the story is the main part and the rest comes second. Do you think that the amount of technology that is being used is taking over the main focus of the assignment? Do you think that it will take up too much classroom time to be worth using? -Meghan D.

2. Digital storytelling in the language arts classroom states "the goal of digital storytelling is to allow a writer to experience the power of person expression". It is a way for students to express themselves is a different way. They are able to add images and sound as well as use their own voice to dictate the story. Do you think this is a good assignment for students? How can this help those students who may have trouble expressing themselves verbally in the classroom? -Meghan D.


1. In the article Digital Storytelling Finds Its Place in the Classroom, the author discusses how he utilizes iMovie in a language arts classoom. I can very easily see how to integrate this piece of technology into that type of classroom, but I find it harder to imagine how to use it in other subjects. What are your ideas on how to integrate it into a math class for example? 

2. The second reading makes the point early on that "the story should be in the foreground, and technology in the background". I really admire that an article touting all of the great stuff about digital story telling makes this point, but I'm not sure that it's poissible. In middle and high school I think that students would probably be very susceptible to getting so caught up with the whole technology aspect that the point of the story might get pushed aside for them. Making their presentation as visably eye-catching as possible would probably shift into their main focus. How can this be avoided? -Paige Baker



1) Banaszewski begins his article with the anecdote about his students assessing themselves as "writers," and seems to suggest that the Place Project caused this change in self-evaluation.  I found this statement to be rather slanted.  Is it not possible that the age group of Banaszewski's students affected this decision?  Do fourth graders have enough experience with physically writing to consider themselves writers?  Does the progression of the fourth grade year help foster this self-concept?  Though the Place Project seems like a helpful support in fostering the idea of becoming a "writer," is it the sole cause?  - Jessie W.



2) From Banaszewski's article, it seems that creating digital storytelling pieces is incredibly time consuming.  Perhaps part of this comes from the age of the students involved.  However, how can teachers in secondary settings utilize digital storytelling assignments and still cover the required material?  As we have discussed earlier, the Standards movement in education is requiring teachers to spend much more time preparing students for tests and leaves less time for activities like digital storytelling.  How could a teacher incorporate digital storytelling within a Standards-driven curriculum?   - Jessie W.


3) Because there is such a strong emphasis on the storytelling process, including the writing of a script, do you think it is possible to apply digital storytelling to subjects other than language arts?  Further, since the authors suggest that the script be only one typed, double-spaced page, can a student develop a meaningful story that has a logical narrative arc in such a short amount of space and time?   - Jessie W.


1.       Okay so I like the strategies that the Center for Digital Storytelling offered in the article “1.Write an initial script 2. Plan an accompanying storyboard 3. Discuss and revise the script 4. Sequence the images in the video editor 5. Add the narrative track 6. Add special effects and transitions 7. Add a soundtrack if time permits” However, from looking at this from a special educator perspective, I m wondering how would a special ed. teacher use digital storytelling in the classroom, not just for the teacher s use but the students use as well?  Is there an optional approach, that a student with special needs would be able to do the digital storytelling? - Ashley C.

 2.       So I think using digital story telling in the classroom is a good idea, however; how often do you think it would be necessary to use it in classroom and in what specific subjects? It seems like, after reading the article I felt this digital storytelling could be more appropriate in a technology classroom than English or language arts classroom. Because the core subject began to get lost in all of this digital storytelling. I understand its purpose in the classroom but do you think if not properly regulated, that it could get away from the schools curriculums on certain subjects (math, science etc)? – Ashley C.

April 8 - Web 2.0


How does blocking some of the large weblog hosting sites also "block the large majority of perfectly appropriate sites relevant to learning"? ~Jennifer G.

I have seen teachers who try and do a class webpage and that usually stays updated the first couple of weeks but after that it becomes pretty much useless. Do parents really follow these webpages or blogs? Is it really worth doing it for an early elementary class? ~Jennifer G.


1.  Richardson quotes Dan Gillmore as writing, "the people who'll understand this best are probably just being born."  Considering this statement, as educators of this newly-born, tech-savvy generation, how do you see integrating a "two-way Web" in your classroom?  How do you see your students interacting with the "two-way Web?"  Do you see any potential dangers in allowing students to collaborate on the internet?  If so, what safeguards could you put in place to protect your students?  - Jessie W.


2.  The author mentions Dan Rather's mistake concerning George W. Bush's military records during the 2004 election.  Just as false information an be used in the media, so too can it be used in the classroom.  In what ways do you believe the information explosion will create more difficulties for teaching and learning, or for teachers trying to instill the value of academic integrity in their students?   - Jessie W.



1) I could really relate to the reading, "Technology In the Classroom". My schools was definately one of those schools that would sit us at our computers with headphones on with very little instruction. Throughout this reading the authur talks about getting people excited about technology in the classroom. What would some suggestions be to get the teachers, not the students, excited about technology in the classroom?

2) In the reading, by W. Richardson, he states that "Todays students, of almost any age, are far ahead of their teachers in computer literacy". What would be a good way to close this gap between teachers and students?

-Kathlyn Kaiser

1) The first reading discusses the idea that children today are "digital natives" and the teachers are "digital immigrants." These "natives" think differently from their teachers and do not learn the same way their teachers were taught. It states that the students have "hypertext minds" that "leap around," and are not "Well-suited to a linear progression" style of learning. Do you think this is true- the new technologies have changed the way children learn and think? If so, then How would this change in their thought process affect teaching a subject like math, which should be taught sequentially since the concepts build upon eachother? How would you teach it? Laura Miranda

2) The first reading also mentions a type of technology that will change the way we teach and learn called "Rich Site Summary." It gives a brief description, but I do not understand what it is or the idea of the "feeds" that one can subscribe to. What exactly is a "RSS" and how would it help in a classroom? Laura Miranda

 1. I agree with the "Sample Blogging Letter", that was mentioned in the 1st reading, but I think it would be appropiate for only middle school or high school, elementary school absolutely not. However, if it was an elementay school, is there any thought put in to how the parents would feel, having their children posting blogs  or even personal videos and pictures on the web? What's the back up plan for the teacher, if a parent doesn't feel comfortable or doesn't want their child on the internet posting things? Can "RSS be explain clearly? -Ashley Coleman

2. For the "Technlogy in the Classroom" article I like the ideas presented in by Matt, they weren't that complicated for a teacher and  located right on the internet. But when it comes to technology in the classroom, how much input should a teacher have, when it comes to the amount of technology they want to  use or feel comfortable with using, in their classroom? Because afterall the teachers degree is not in technology. -Ashley Coleman


1. In the first article, the author states "I think that we need to inject new life into a staid school system that has either systematically or accidentally denied educational opportunities to large numbers of children" and he thinks technology is a way to do so.  Do you think that technology can be the ultimate solution to the issues schools are currently facing with students who have not been successful in school? Or do you think that there are other problems that need to be addressed that technology could simply not solve -Lauren L.


2. In the article "Technology in the Classroom," the author mentions the use of blogs as a way to communicate with parents and students and a place for them to ask questions and voice concerns.  Do you think methods of communication like this example would be effective in all types of communities?  In other words,  do you think that the socio-economic status of the students will impact the effectiveness of the use of technology in this manner? -Lauren L.

1. The first article makes a really big deal about how teachers are so out of touch compared to their students. I've never experienced this however. In all of my classes, it has always seemed to me that my teachers were much more technology savy then I am. But I guess my question would be what would you do as a teacher if you found yourself in a situation where your students were more technologically literate than yourself? Do you think that if this suposed trend were to continue, it would undermine the entire foundation of the education system? 

2. The author of the second article cites that he would do all sorts of stuff to reach parents via technology. Besides the obvious reason of keeping them interactive in their child's education, how would this benefit your students and your overall classroom atmosphere? Also, are you loosing anything by making everything so digatilized? I always was scared of my teachers calling my parents if as a reprocussion of bad behavior. An email just doesn't seem as threatening to me.

-Paige B.

1. In Richardson's Blogs, wikis, podcast, and other powerful web tools for the classroom, he talks about Digital Natives. "Today's schools are faced with a difficult dilemma that pits a student body that has grown up immersed in technology against a teaching faculty that is less facile with the tools of the trade." Students are ahead of many teachers when it comes to technology. How can this be a problem? How can this problem be solved? -Meghan D.

2. In the article Technology in the Classroom, the author talks about the potential of technology in the classroom. Students do not just need access to the interent, but they need to be taught the  skills and knowledge neccessary to effectively use it. What else can schools be doing to make this possible? -Meghan D.


On page eight of the Richardson's blog, the term "killer app" sort of struck me. I hadn't heard this term yet in any computer/technology setting. My question is what would be a "killer app" right now? Would it be something along the lines as facebook?


I understand why parents of young children would be nervous about their child's increase of technology use. It is scary for a parent who probably never or rarely used a computer in the classroom. On the lines of the Sample Blogging Letter, do teachers have to recieve a signature from parents? Do you think permission slips will start to play out for young technology users?  -Amanda H.



1. In the article, Technology in the Classroom the author states that there are still many more new possibilites of technology in the class room. However, most schools are sticking to the technology they know and can trust. What would be an easy way to get word of these new technologies out to schools every where? And how can we ensure that this new technology is just as easy to use, just as afforadable and that it will get the same job done?

2. In the article, Technology in the Classroom, the author mentions that many worry that scarce education dollars are wasted on untested and unproven technology. However, as educators it is important to remember the potential and necessity for technology in the classroom. In what ways can school districts make it clear to the concerned parents that the money being used on technology is being used correctly and usefully, so there that there are no disagreements between the parents and educators?

Jessica Bridgeford


April 15 - Assistive technology & UDL






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