Wing, J.M. (2006, March). Computational thinking. Communications of the ACM 49(3), 33-35. ISTE: Eugene, OR.
The article Computational Thinking, written by Jeannette Wing, contends that computational thinking is an emerging and essential skill for everyone to posses in order to help build their technological profiency. Computer Science is the fundamental framework from which computational thinking is derived. Thus, computational thinking requires one to think about and apply aspects of Computer Science. Wing associates mental processes, such as problem solving and system designing that apply and require computational thinking. According to Wing, computational thinking creates technological literacy that is much necessary in today’s digital society (2006: 33). Thus, Wing makes evident the need to develop such computational thinking, which will contribute to the work of computer science and increase the capacity of human thought, which she states are relational.
The tools gained from computational thinking are in abundance. In applying computational thinking to solve problems, one is forced to identify and assess the issue by deconstructing its significant elements, reorganizing, or implementing additional components in order to resolve it. Skills are developed such that data is interpreted and collected, code is interpreted as data and vice-versa, terminology to describe the behavior of systems is used, and effectively measurements are taken to determine the efficiency of systems (Wing, 2006: 33). The article also covers innovative ways in which the framework of computational thinking has advanced several fields, such as statistics and biology. Thus, Wing sheds light on the valuable contributions of computer science as an interdisciplinary thought and application process by means of computational thinking. The versatility of computer science allows Wing to boldly state that computational thinking can become a major for anyone thinking about going into any field such as law, medicine, even politics (2006: 35). Wing shares that computational thinking is “tomorrow’s reality” (2006: 34), when she imagines that in the near future computational thinking will be integrated into our daily lives and have a “commonplace” in them (2006: 35).
NETS for Teachers
I believe that for teachers to promote computational thinking and computer science in their classroom they must first and foremost become versed in that form of thought. Teachers need to become familiar with theories, terms, and conceptual models of applying computer science strategies so that they can feel more at ease in applying them in their classroom. The name behind the label “computer science” might be intimidating for many teachers, who may already feel discouraged from applying, what is now, to many of us, “common” technologies in the classroom, such as the use of basic programs. I believe that undergrad and credential programs designed to equip future teachers with the necessary tools to provide their students with a quality education, should continue to develop courses and workshops that will expose them to technological resources and familiarize them with the interdisciplinary approaches of education, science, and technology. I believe Education 422 to be a prime example of such a course. However, like Wing states, computer science is relevant to the lives and careers of all students of all majors and should be treated as such (2006: 35).
I also believe that schools have a responsibility to provide funds to host professional development workshops for teachers and that technological innovations such as aspects of computer science or cloud computing, should be core focuses since technology is such an integral part of modern communication and learning. Given the abundance of free web 2.0 tools and many others, schools can minimize their training costs and make workshops more accessible and consistent. Also, some tech savvy teachers might be willing to put on the workshop or help out in many ways, and possibly set up online seminars that make tutorials and support widely accessible. Thus, I am convinced that by hosting workshops that introduce new concepts, reinforce learned knowledge, and provide technical and group support for teachers using technology, schools in collaboration with its faculty can adhere to the NETS Standards for Teachers 5.
5. Teachers Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. Evaluate and reflect on current research an professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Monday, February 28, 2011
Sunday, February 20, 2011
Post for: "Creating Valuable Class Websites"
Baker, E.A. (2008, May). Creating valuable class web sites. Learning and Leading with Technology, 18-21. ISTE: Eugene, OR.
In the article Creating Valuable Class Websites author Elizabeth Baker identifies three methods for teacher created web sites, while considering the differing comfort levels of using technology and other factors. Baker argues that if teachers can effectively create web sites then students will directly benefit from the associated tools, such as online discussions, that will help build their literacy skills, which are essential in the workplace (2008: 20). Baker states: “Research indicates employers soon will expect workers to be able to create, maintain, and use Web sites” (2008: 20), where technology and its use has now become a critical component in the teaching/learning of future teachers. For all three methods, or approaches, Baker provides 3 tables with several resources that meet each desired approach.
The fist method she explores is for the less than technology savvy teachers whose comfort level in the use of technology is very minimal. For such teachers, Baker suggests the use of Web Site Providers. Inquiring the help of web site providers to create a web page, has its pros and cons. Their service can be free of charge or sometimes come with a fee, however it is a minimal fee. The thing with free providers is that sometimes they contain advertisements on the created page, which are not always appropriate for student exposure. Often times the creativity level is limited, but nevertheless a web page will be soon ready to access as many free providers have the sites up and running in a couple of hours (2008:19). Freewebs and Geocities by Yahoo are examples of method one.
Blogs, groups, and wikis form the second method or option for teachers who are interested in creating a web site. This method encourages the use of interactive tools where students can upload their work and virtually interact with each other. This method is also seen as more flexible as it has a variation of both the first and third method. Web sites created under this method can be set up to maintain the privacy of its users and be exclusive to members asked to join, like the student and parent(s) (2008:20). The resources listed under this method, like Blogger and Goggle Groups, are all free of charge and still maintain a professional appearance.
The third option is for teachers who are willing to pay more to create a web site, are willing to learn how to use the new software, or have server space to store their new site (often times permitted by the school, if they have one available). As Baker puts it, method 3 “provides a variety of software options for the more sophisticated type of Web site development” (2008: 21). Although free software is available for option 3, it usually results with a simplistic look, unlike software that is paid for is intended to result in a better quality of appearance. Sometimes, software is pre-included in Microsoft products or in Macs, however time is still required to learn to navigate the products’ functions. Nevertheless, teachers have an abundant of options available to them to facilitate their creation of a web site and it is their obligation to maintain it, develop it and enhance it with time.
I can see relevance and convenience in creating a teacher’s web site from one of the free software programs. Since, I will be working with elementary children I think option one would best suit my classroom; however, to a certain degree I can take elements of method two and implement them when designing or upgrading my page. Having a basic web page as a beginning teacher is fundamental, not only is it a great way to keep students’ and parents informed but it is also a great way to make communication with the teacher easier. I believe that every future teacher should be equipped with the proper technological knowledge and tools to effectively communicate with their students outside the classroom via internet. Knowing how to create a web page and learning how to maintain it with usage, is a clear indicator of transition and flexibility of communication in a digital age. By creating and using a teacher web page and developing it with additional tools, the teacher will adhere to ISTE’s NETS for Teachers Standard 3: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Two key focus in creating a webpage is that teachers “demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations” and “communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats” (NETS for Teachers: 2008). In addition, teachers who have such knowledge of web pages can offer assistance to other teachers and possibly hold workshops to engage professional development in technological capacities. As such, this potential can adhere to Standard 5: Teachers Engage in Professional Growth and Leadership as they “continuously improve their professional practice, model life-long learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources” (NETS for Teachers: 2008).
In the article Creating Valuable Class Websites author Elizabeth Baker identifies three methods for teacher created web sites, while considering the differing comfort levels of using technology and other factors. Baker argues that if teachers can effectively create web sites then students will directly benefit from the associated tools, such as online discussions, that will help build their literacy skills, which are essential in the workplace (2008: 20). Baker states: “Research indicates employers soon will expect workers to be able to create, maintain, and use Web sites” (2008: 20), where technology and its use has now become a critical component in the teaching/learning of future teachers. For all three methods, or approaches, Baker provides 3 tables with several resources that meet each desired approach.
The fist method she explores is for the less than technology savvy teachers whose comfort level in the use of technology is very minimal. For such teachers, Baker suggests the use of Web Site Providers. Inquiring the help of web site providers to create a web page, has its pros and cons. Their service can be free of charge or sometimes come with a fee, however it is a minimal fee. The thing with free providers is that sometimes they contain advertisements on the created page, which are not always appropriate for student exposure. Often times the creativity level is limited, but nevertheless a web page will be soon ready to access as many free providers have the sites up and running in a couple of hours (2008:19). Freewebs and Geocities by Yahoo are examples of method one.
Blogs, groups, and wikis form the second method or option for teachers who are interested in creating a web site. This method encourages the use of interactive tools where students can upload their work and virtually interact with each other. This method is also seen as more flexible as it has a variation of both the first and third method. Web sites created under this method can be set up to maintain the privacy of its users and be exclusive to members asked to join, like the student and parent(s) (2008:20). The resources listed under this method, like Blogger and Goggle Groups, are all free of charge and still maintain a professional appearance.
The third option is for teachers who are willing to pay more to create a web site, are willing to learn how to use the new software, or have server space to store their new site (often times permitted by the school, if they have one available). As Baker puts it, method 3 “provides a variety of software options for the more sophisticated type of Web site development” (2008: 21). Although free software is available for option 3, it usually results with a simplistic look, unlike software that is paid for is intended to result in a better quality of appearance. Sometimes, software is pre-included in Microsoft products or in Macs, however time is still required to learn to navigate the products’ functions. Nevertheless, teachers have an abundant of options available to them to facilitate their creation of a web site and it is their obligation to maintain it, develop it and enhance it with time.
I can see relevance and convenience in creating a teacher’s web site from one of the free software programs. Since, I will be working with elementary children I think option one would best suit my classroom; however, to a certain degree I can take elements of method two and implement them when designing or upgrading my page. Having a basic web page as a beginning teacher is fundamental, not only is it a great way to keep students’ and parents informed but it is also a great way to make communication with the teacher easier. I believe that every future teacher should be equipped with the proper technological knowledge and tools to effectively communicate with their students outside the classroom via internet. Knowing how to create a web page and learning how to maintain it with usage, is a clear indicator of transition and flexibility of communication in a digital age. By creating and using a teacher web page and developing it with additional tools, the teacher will adhere to ISTE’s NETS for Teachers Standard 3: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Two key focus in creating a webpage is that teachers “demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations” and “communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats” (NETS for Teachers: 2008). In addition, teachers who have such knowledge of web pages can offer assistance to other teachers and possibly hold workshops to engage professional development in technological capacities. As such, this potential can adhere to Standard 5: Teachers Engage in Professional Growth and Leadership as they “continuously improve their professional practice, model life-long learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources” (NETS for Teachers: 2008).
Monday, February 14, 2011
"Computing in the Clouds" Response
In the article, “Computing in the Clouds,” author Doug Johnson contends that cloud computing, an open source web based tool, can offer schools resourceful benefits and could potentially reduce their cost and redistribute their savings. In his review of the cloud computing benefits, Johnson states: “…saving money and improving efficiencies are two areas where schools can use all the help they can get” (2009: 16). Johnson is a persuasive writer who demonstrates the quality and competence that cloud computing has to offer, and identifies these features as “silver linings,” (2009: 16). Silver lining tools he covers are, Netbook computers, emails, websearching and bookmarking, word processing, presentations, spreadsheets, photo storing and editing, and webpage editing and mastering. These are all effective tools and applications that cloud computing supports and are free of charge.
Johnson provides examples of the daily tools he uses that are based out of the cloud. He suggest that schools use netbooks, light weight, low-cost, fast, portable computers, to diminish their spending cost on network and reallocate the savings in areas of need. The way that schools reduce their spending is that the school can self-manage their computing system with the cloud and more effectively use the bandwith, hence they can use public servers for general use and private servers to store data, also known as hybrid cloud (2009: 18). Johnson implies that this possibility in the future will help increase school savings, as he states:
Johnson has some provisional questions for schools to consider before transitioning to the cloud. As they were all important questions the one that I find of most significance is: “Will its teachers have the training, resources, and strategies to use netbooks to improve student learning?” (2009:19). As a future teacher if the school that I am working for is going to transition to cloud computing, then I would like to be adequately versed in its functionality and programs. Thus, I would not mind independently exploring the cloud and its functions to gain comfort in its use, if the school would just inform its teachers in a respectable timeframe. I do, however, believe that independent research and exploration of the cloud functions should be reinforced with adequate training and shared knowledge that will ease navigation of the cloud. If teachers are encouraged to independently use the cloud and collaborate amongst each other for added learning, technical difficulties, or other aspects of navigation, all due in a timely manner before the transition, then such technological shift can be less stressful and more receptive. This also brings to mind another direction in which the money saved under the use of cloud computing can go. Why not use some to fund such teacher trainings? Or use it towards equipping classrooms and computer facilities with adequate technological supplies. The possibilities are countless, and all possible due to an efficient web tool—the cloud.
Since much like teachers, who will have to develop their efficient use of the cloud and its functions, students will also learn new concepts and develop skills associated with using cloud computing. Thus, the process of students becoming familiar with cloud computing will adhere to NETS’ Standard 6 of Technology Operations and Concepts, where students will “demonstrate a sound understanding of technology concepts, systems, and operations” (iste, 2007). For example, “if a device needs repair or is left at home [students] can easily substitute another machine” as they understand that to gain access to their files their netbook only needs “a full fledged Web browser and antivurus and spyware programs” (2009: 17), which they will also learn to maintain. This example embodies NETS’ Standard 6 part a where students “understand and use technology systems” and part b where students “select and use applications effectively and productively” (iste, 2007). In addition, students will apply their established knowledge of word processing and other applications as they learn to use alternative ones like Google Docs. This transition also incorporates section d of Standard 6 as students “transfer current knowledge to learning of new technologies” (iste, 2007).
However, as pro-cloud as Johnson may be he still has his reservations about completely relying on the cloud as he points out that it is highly inclined to web use and the virtual experience is limited when servers are down, even though some applications have offline functions (2009: 19). Most noticeably cloud computing seems to offer flexibility in its programming and a quality connection. I think Johnson provided glorious evidence of how schools (and teachers) can shift towards a cloud computing paradigm and save money at the same time. Hence, I am compelled to further research cloud computing and try out its resourcefully virtual elements.
Johnson provides examples of the daily tools he uses that are based out of the cloud. He suggest that schools use netbooks, light weight, low-cost, fast, portable computers, to diminish their spending cost on network and reallocate the savings in areas of need. The way that schools reduce their spending is that the school can self-manage their computing system with the cloud and more effectively use the bandwith, hence they can use public servers for general use and private servers to store data, also known as hybrid cloud (2009: 18). Johnson implies that this possibility in the future will help increase school savings, as he states:
I predict that K–12 schools will at some point ask parents to provide basic computing devices for their children as a part of the school supply list. As a parent, I was asked to purchase a $100 graphing calculator when my son was in high school six years ago. How big a stretch is it to ask parents to provide a $250 netbook computer today? (2009: 17).I agree that it will be of much financial help to the schools to have parents provide the computer for their children. However, my concern with implementing technological innovations in classrooms is access to money. If parents are asked to provide their children with a netbook, even if it is as low as $250, will many be able to afford it? Although this may be a challenge for some schools to implement, especially for underfunded schools, I believe this is a great way for schools to incorporate digital learning at affordable rates. Since Johnson has made it clear that schools will save money by switching to the cloud, then perhaps some of the money can be invested in purchasing school owned netbooks that could be loaned to students whose parents cannot afford it. This way, students’ are not deprived of learning technology due to their economic circumstances.
Johnson has some provisional questions for schools to consider before transitioning to the cloud. As they were all important questions the one that I find of most significance is: “Will its teachers have the training, resources, and strategies to use netbooks to improve student learning?” (2009:19). As a future teacher if the school that I am working for is going to transition to cloud computing, then I would like to be adequately versed in its functionality and programs. Thus, I would not mind independently exploring the cloud and its functions to gain comfort in its use, if the school would just inform its teachers in a respectable timeframe. I do, however, believe that independent research and exploration of the cloud functions should be reinforced with adequate training and shared knowledge that will ease navigation of the cloud. If teachers are encouraged to independently use the cloud and collaborate amongst each other for added learning, technical difficulties, or other aspects of navigation, all due in a timely manner before the transition, then such technological shift can be less stressful and more receptive. This also brings to mind another direction in which the money saved under the use of cloud computing can go. Why not use some to fund such teacher trainings? Or use it towards equipping classrooms and computer facilities with adequate technological supplies. The possibilities are countless, and all possible due to an efficient web tool—the cloud.
Since much like teachers, who will have to develop their efficient use of the cloud and its functions, students will also learn new concepts and develop skills associated with using cloud computing. Thus, the process of students becoming familiar with cloud computing will adhere to NETS’ Standard 6 of Technology Operations and Concepts, where students will “demonstrate a sound understanding of technology concepts, systems, and operations” (iste, 2007). For example, “if a device needs repair or is left at home [students] can easily substitute another machine” as they understand that to gain access to their files their netbook only needs “a full fledged Web browser and antivurus and spyware programs” (2009: 17), which they will also learn to maintain. This example embodies NETS’ Standard 6 part a where students “understand and use technology systems” and part b where students “select and use applications effectively and productively” (iste, 2007). In addition, students will apply their established knowledge of word processing and other applications as they learn to use alternative ones like Google Docs. This transition also incorporates section d of Standard 6 as students “transfer current knowledge to learning of new technologies” (iste, 2007).
However, as pro-cloud as Johnson may be he still has his reservations about completely relying on the cloud as he points out that it is highly inclined to web use and the virtual experience is limited when servers are down, even though some applications have offline functions (2009: 19). Most noticeably cloud computing seems to offer flexibility in its programming and a quality connection. I think Johnson provided glorious evidence of how schools (and teachers) can shift towards a cloud computing paradigm and save money at the same time. Hence, I am compelled to further research cloud computing and try out its resourcefully virtual elements.
Monday, February 7, 2011
Personal Response to Speak Up
In the article “Creating Our Future: Students Speak Up about their Vision for 21st Century Learning,” written by Project Tomorrow, schools, students, teachers, parents, and administrators contributed insightful ideas, comments, questions, and concerns about implementing technological approaches in K-12 education. This article made several compelling arguments about the need for schools and educators to immerse their curriculum in a digital age, by allowing parents and students to assess their needs, concerns, and the potential of creating and having virtually engaging classes.
Living in a society that has become rapidly dependent and versed in digital culture, such as e-mail, texting, and blogging, I believe it is important to strengthen students’ predisposed technological skills by finding innovative ways in which they can apply them in a classroom setting. As such, Project Tomorrow contends that “[w]hile students are developing these skills outside of school, many schools are not taking advantage of either the tools or the students’ knowledge about how to use these tools within the classroom” (2010:6). Indeed, having knowledge of technological tools is essential for learners to effectively contribute to social, economic, political, and academic sectors. However, schools, educators, and administrators must take an active role in helping students develop their technological skills in an appropriate and safe manner. According to Project Tomorrow, seventy-five percent of the parents’ primary concern about their child’s use of the internet at school and at home is that they might meet someone online, followed by seventy-three percent of parents who were concerned with their child sharing too much information, and seventy-two percent were concerned with online predators (Figure 9, 2010: 14). All of these 3 top concerns are valid issues to be considered, and thus many schools have already taken initiatives to implement safety guidelines and regulations by monitoring students’ use of the internet. I believe students can learn to access the web accordingly without having to deny them access to many web tools that could reinforce their material learning and enrich their digital skills. Nevertheless, they should be respectful of the content material they engage on school premises, and hopefully replicate similar behavior with internet home usage, but that takes foundation and orientating students in technology at early levels of learning.
My concern as a future educator, who would like to work in low-income neighborhoods, is how do I integrate building students’ technological skills when funding and resources are limited? Especially, given that many impacted low-income schools do not have the proper equipment or facilities to invest in upgraded devices. The question: “If your child’s school allowed use of mobile devices for educational purposes, how likely are you to provide one for your child?” does not account for a parents’ desire to want their child to enhance their learning through technology, because many may be hesitant to answer “likely” when their financial circumstances are dire. According to the data collected, demonstrated in Figure 8, sixty-two percent said they are “likely” to buy their child a cell phone for educational purposes while a smaller percentage of sixteen percent is “not likely” (2010: 13). Again, the description next to figure 8 quotes: “Parents’ willingness to purchase mobile devices for their child to use at school” (emphasis added) (2010: 13), where perhaps more parents would be willing to purchase an educational device if their financial circumstances would allow them. Nonetheless, sixty-two percent of parents who would “likely” purchase an educational device for their child demonstrates a significant response to the need to incorporate digital elements in today’s K-12 classrooms.
The article provided me with much insight about the growing need to promote technology based curriculums in K-12 settings. It has addressed a challenging yet rewarding opportunity that many educators can take advantage of—that is the emerging digital culture—to increase student engagement at a more profound level and allow them to develop various skills based on a technological education paradigm. In all, Project Tomorrow leaves me, a future educator, and every other reader with a challenge to consider when practicing our pedagogies: “Technology is enabling, empowering and engaging these Free Agent Learners in ways that traditional learning paradigms are not, and thus it is, in fact, unintentionally exacerbating the relevancy crisis in American education. And that is a good thing” (2010: 26).
Living in a society that has become rapidly dependent and versed in digital culture, such as e-mail, texting, and blogging, I believe it is important to strengthen students’ predisposed technological skills by finding innovative ways in which they can apply them in a classroom setting. As such, Project Tomorrow contends that “[w]hile students are developing these skills outside of school, many schools are not taking advantage of either the tools or the students’ knowledge about how to use these tools within the classroom” (2010:6). Indeed, having knowledge of technological tools is essential for learners to effectively contribute to social, economic, political, and academic sectors. However, schools, educators, and administrators must take an active role in helping students develop their technological skills in an appropriate and safe manner. According to Project Tomorrow, seventy-five percent of the parents’ primary concern about their child’s use of the internet at school and at home is that they might meet someone online, followed by seventy-three percent of parents who were concerned with their child sharing too much information, and seventy-two percent were concerned with online predators (Figure 9, 2010: 14). All of these 3 top concerns are valid issues to be considered, and thus many schools have already taken initiatives to implement safety guidelines and regulations by monitoring students’ use of the internet. I believe students can learn to access the web accordingly without having to deny them access to many web tools that could reinforce their material learning and enrich their digital skills. Nevertheless, they should be respectful of the content material they engage on school premises, and hopefully replicate similar behavior with internet home usage, but that takes foundation and orientating students in technology at early levels of learning.
My concern as a future educator, who would like to work in low-income neighborhoods, is how do I integrate building students’ technological skills when funding and resources are limited? Especially, given that many impacted low-income schools do not have the proper equipment or facilities to invest in upgraded devices. The question: “If your child’s school allowed use of mobile devices for educational purposes, how likely are you to provide one for your child?” does not account for a parents’ desire to want their child to enhance their learning through technology, because many may be hesitant to answer “likely” when their financial circumstances are dire. According to the data collected, demonstrated in Figure 8, sixty-two percent said they are “likely” to buy their child a cell phone for educational purposes while a smaller percentage of sixteen percent is “not likely” (2010: 13). Again, the description next to figure 8 quotes: “Parents’ willingness to purchase mobile devices for their child to use at school” (emphasis added) (2010: 13), where perhaps more parents would be willing to purchase an educational device if their financial circumstances would allow them. Nonetheless, sixty-two percent of parents who would “likely” purchase an educational device for their child demonstrates a significant response to the need to incorporate digital elements in today’s K-12 classrooms.
The article provided me with much insight about the growing need to promote technology based curriculums in K-12 settings. It has addressed a challenging yet rewarding opportunity that many educators can take advantage of—that is the emerging digital culture—to increase student engagement at a more profound level and allow them to develop various skills based on a technological education paradigm. In all, Project Tomorrow leaves me, a future educator, and every other reader with a challenge to consider when practicing our pedagogies: “Technology is enabling, empowering and engaging these Free Agent Learners in ways that traditional learning paradigms are not, and thus it is, in fact, unintentionally exacerbating the relevancy crisis in American education. And that is a good thing” (2010: 26).
Subscribe to:
Comments (Atom)