Blog Post #5 (Due 20 April 2011)
In your school district, Internet access is available in all classrooms, the media center, and the computer lab. Most teachers at your school use the Internet for their research but due to security issues, your students are not allowed to search for information. Many Web sites, some software programs, and many basic Windows functions are blocked. Even Flash drives are blocked because of security concerns, which makes saving files and projects very difficult. Your school district offers many workshops on ways to integrate technologies, but once you get back to your school you find it difficult to implement what you have learned. How can you integrate technology when the school administration and technology coordinators will not allow you? Are there ways to use and integrate technology without using the Internet? Can you think of ways to integrate other technologies? How do you find other ways for you students to conduct research via the Web when many popular sites are blocked?
I understand the security issues, although have been in circumstances where something you want to use is blocked, and that can definitely be annoying! Knowing that students don't have the same access as you do, students can still have access to some sites (think about the web quests we put together). I think part of that, after putting all the work into it, you'll want to make sure it would work for their access, which would require maybe going into one of the labs (and always trying to have back up). I don't see this problem as an end all to integrating technology. In the middle school classroom I am in now, I use my computer to project websites/videos/games I find all the time. It can be made a whole class activity, sometimes I end up printing out the notes from a "Bio for Kids" (we don't have a text book so my CT and I find information in other places). Those are some options to consider.
ReplyDeleteUsing other technologies like cameras doesn't require the internet (you can use pictures on internet). While Smart Board works well connected to internet sites, I don't believe it has to be connected to work with a game on there (but I could be wrong, so feel free to let me know if I'm confused about that). Sometimes computer programs (like Inspiration) don't require the internet (maybe when wanting to get more pictures, it could be a problem). I think the big this is to look to the other teachers used to what websites work and don't work. If you have access to the internet, you can still project/print out to share with the students.
When it comes to conducting research, I know that Harrisonburg city I have my 5th graders use the Library web page that has the places they can use. I imagine that will become more popular and other schools have it.
This post poses a very interesting question. I feel like this happens a lot in the education department. Everyone has great ideas about what teachers do, but they do not really offer the support teachers need to implement those ideas. This situation is a perfect example. Every school is different on how they control the internet. I remember in elementary school many websites were blocked. I always felt like I was going to get in trouble if I accidentally clicked on a website that was blocked by the school. At my practicum school it is quite the opposite case. I watch my teacher Google things use in her lesson plans and I have not seen her run into a blocked website yet. I am unsure if websites are not blocked just for teachers or if the school has a more lack policy on the internet. I would feel frustrated if the administration wanted me to integrate technology and then did not allow me to use those resources to the fullest extent. I feel like teachers can still implement technology even if they run into this problem. One solution is to use offline web browsing. The article pointed out many advantages to using this option and it seemed very reasonable to use in the classroom. Another option is to use WebQuest.
ReplyDeleteWebQuests allow teachers to guide students through their research. If a teacher creates a WebQuest ahead of time, the teacher already knows those websites will open and the students will not run into the problem of their internet sites being blocked. Also in class we just discussed Web 2.0 tools and there were many search engines that made researching kid friendly. Hopefully, most of those websites would not be blocked. I feel like teachers can integrate technology into the classroom even if they do not have the internet. Teachers have to be more creative and resourceful, but I feel like it can be done. One example of not using the internet to incorporate technology into the classroom is a concept map. The internet enhanced our concept maps, but thoughtful, well put together concept maps can be made without using the internet.
This is a sticky situation that I am worried about getting into. School districts (and this class) keep preaching the importance of technology and its benefits, yet they restrict their use. That would be like showing a carpenter a tool that will revolutionize his trade, but only give him half of the tool. It's cruel. However, I understand that for economical and safety reasons that schools might need to regulate internet usage. Of course, you can always use other types of technology like Powerpoint, videos, photography (take you and your students take). Teachers can also visit websites on their home computer and pull the best bits for students to use. You can also use online tools outside of the classroom. You just have to be incredibly careful not to discriminate against those who don't have easy internet access. They link in the original post also suggested offline searching. I liked this option because the teacher has total control over the information. Thus, unsavory images or websites cannot be accessed by students, which will prevent legal troubles and exposing students to things that are not acceptable. On the other hand, I would like to see the school become more technologically equal to the normal internet experience. It might be worth it to lobby for such change in the district or in the home school.
ReplyDeleteAshley brings up a good point. From a personal perspective this limitation has affected me as a student. Often in my schooling, I found this technology restriction to be true. We never really used technology to it's full potential. We went to the computer labs seldomly, and when we did, we only went to type up papers. In a way that was better than nothing, and it was an equalizer for those students who did not have a computer at home. However, we rarely did interactive things on the computer at school. In the classroom, we rarely even saw a PowerPoint. I think I can count on my hands how many times we went to the computer lab to do research or interactive games. I think a lot of this derived from a lack of technology and availability in the school. However, I think some of it came from a reluctance to incorporate technology in lesson plans. However, today you have to go to labs less and less and can stay in your classroom. This includes laptop carts, smartboards, projectors, and internet access in the classroom.
ReplyDeleteHaving to teach in a school that promotes technology use and yet restricts its availability would be a frustrating thing. As a future social studies teacher, I believe it is necessary to instruct students on correct methods of researching and allow them to practice this skill. Researching is a quite indispensable ability because it stimulates critical thinking and hands-on learning. In today's society, while research can still be completed in libraries, students need to know how to research on the internet because of the ever expanding prominence of technology. Even if school systems do not allow students to use the internet to research teachers can still teach them how through instructive worksheets and can show them how by projecting websites using the Smart Board. These strategies to teach researching could possibly be desired even if the internet is available to each individual student because if a teacher tries to teach researching while the students are engaged in the internet, the students' attention may wonder. I really liked the idea of offline web searching presented in the article. If a teacher wanted to use an article on a website or information from a few web pages, it would be fairly simple to print the information for each student and then read it that way in class. This could be preferable to teachers who have web access, but not access to enough computers for an entire class. Potentially, teachers could print out a great number of resources and allow the students to practice researching using them. A method that teachers could employ if they are facing technological limitations could be to contact specialists from websites, museums, organizations, etc. and have them video chat with the class. As a teacher you could ask the specialist to first talk about the topic you would have used the internet for and then the students could ask questions. Because it is more personal, students may take more away from the activity and may even learn more because the specialist can answer their questions.
ReplyDeleteAshley- I completely agree that WebQuests are an appropriate way to get around technology limitations. They would allow students to still use the internet and participate in hands-on, challenging assignments without having the problem of being stopped by blocked websites. WebQuests could be created in a way that could teach students researching skills by providing acceptable websites to do the research at.
ReplyDeleteJillian- I like that you mentioned using Inspiration and concept mapping as an alternative to using the internet. I feel like when people think of computers theses days they automatically think about the internet, but that is not the only tool that you can use on computers. If the internet is blocked for students, teachers can use non-internet based software in their classes to provide hands-on, critical thinking activities.
ReplyDeleteJillian,
ReplyDeleteYou mentioned a concept map via Inspiration. I think this is a good alternative. However, I really enjoyed making my concept map, but I think a huge draw to the concept map is the Internet. Without links and videos, how good is an Inspiration concept map? What really distinguishes it from just a plan graphic organizer. I think that links add so much more to the project. They provide additional info, the ability to explore, and provide a multimedia learning experience. I guess that the concept map is far better than just a worksheet, and being on the computer can be more interactive.
Hannah,
ReplyDeleteI really loved the idea of web chatting. My only concern would be if the school district would let you. For example, could you access such programs such as Skype? If the school would let you do that, I think that would be fabulous. In a way, that is far more interactive than most websites. Seeing a real profession in his/ her field makes your subject more relatable and gives purpose to your subject. For example, when kids ask, "When would I ever use this?" By presenting them with people in the field, especially things that are not common place. Like in English, I might find a writer to talk to my class, but I could also find jobs that are seemingly not involved with English (like a lawyer) and students can see that your content applies everywhere.
Jillian-
ReplyDeleteI really enjoyed reading your post because you brought up a lot of good points. There are many pieces of technology that either do not need the internet or can run without the internet. It is important to still use this technology even if the internet is blocked. I also really liked your point about printing out the information to give to the students. That is a great idea! Sometimes websites are blocked when there is actually some great material on them. This way we can make sure what the students are using is still appropriate, but it allows us to give our students that information they would have otherwise not been able to see.
Megan-
ReplyDeleteYou brought up an interesting point. We do need to be careful not to discriminate against those students who do not have internet access. We keep talking about all the wonderful resources that involve the internet, but what do we do for our students who do not have access to the internet? I personally love the idea of online office hours for homework help. What do we do for the students who cannot access those because they do not have access to the internet? Is it fair that they do not get the extra help because they do not have internet?
Hannah-
ReplyDeleteYou post we very well written. I appreciated the fact that you gave practical solutions we could use in the classroom if we encounter this issues. Researching is a skill that students need to develop to be successful in school and in life. It is important to help develop this skill for the students even if we do not have access to the internet. We need to teach our students how to research in multiple ways using multiple resources. It is also important to show students how to chose credible sources, especially when using the internet. There is so much information out there, we need to help our students sort through it in order to be successful.
Internet is not required for many types of technologies. For example, you can do video projects with your students. They can use flip cameras to create videos, edit them on the computer and share them with others. Students can also use digital cameras to capture ideas or events with still images. They can then edit them on the computers and use them in conjunction with written or oral language to present what they have learned. There are many software programs that do not require the internet such as word processing, spreadsheet, and powerpoint programs as well as many educational programs. There is a wide variety of activities and projects that teachers can do with students using these products in many different content areas.
ReplyDeleteOffline browsing and databases are good ways for teachers to provide students with the opportunity to conduct research via the Web without internet access. Some school systems provide access to databases. Also, teachers can download web pages they want their students to be able to access and then students can browse those web pages offline.
Teachers have always had to figure out how to make the most of what they have. Today, teachers can still find ways to make use of the resources they do have.
Both Jillian and Ashley mentioned using WebQuests which I agree is a great way for students to do research on the web within a controlled set of websites. However, I was wondering, how it would work to do WebQuests offline. Do you have to download all the pages? Do the links work? Would you need to set up the WebQuest differently?
ReplyDeleteMegan, I like your example of the carpenter's tool. A carpenter's tool has the potential to be harmful, but it is not useful if you remove those things. However, carpenters to put safety measures in place to protect themselves.
Ashley-
ReplyDeleteWe had the same idea about concept maps- it's offline integration!
I agree that not having internet doesn't necessarily end all means to incorporating technology, you mentioned off line browsing. But we see how convenient it is, you mentioned one of your cooperating teachers goggling lessons. My cooperating teacher and I now both do that all the time, even when a student asks a question that we don't know (5th grade science, a lot of random questions come up), it really helps expand on students' thinking and allows them to explore. It clearly would be best to have it.
Hannah-
I loved your idea about connecting students with specialists to answer questions! I agree that there are ways around not having web access (I think a lot of us have mentioned that) but yes, very frustrating! Think about all the neat things, I agree that at least the Smart Board should allow for internet access!
Lydia- When I was thinking of using web quests, I meant if the school only blocks some websites, you would want to use only links that students could access. I don't think it's possible without. It seems silly nowadays to have no access at all (but to have computers), but clearly some websites are blocked to help filter what students see, web quests are a way we do that already (guiding their research and giving access to those places for research).
Hannah,
ReplyDeleteI like your idea of presenting online research skills to the class through worksheets and projecting webpage screens. I agree that it would work well for both classes with internet access as well as those who don't. Although it is definitely better to provide a student the opportunity to practice the skills we teach wherever possible.
I find that when students are blocked from many sites you as the teacher need to go and find sites that students can access. This is easily done by going into the school labs where students have the most access to the internet and finding websites they can go to. You can set up a porta portal and have the students access the sites the computers allow them to access through the porta portal. This prevents students from having to go and type in a long URL and from accidentally ending up in a place they shouldn’t be. You do not have to use the internet to integrate technology into the classroom also. There are flip cameras where students can compile the information they have obtained through text books and lectures. Then the students can share their video with the classroom. Another alternative is Photoshop this also does not require internet and the students are working with technology and the photos the students have taken. When creating our WebQuests we have to make sure the URLs used can be accessed by the students from any computer so this makes it safe for students to continue to use technology and the internet in a safe way.
ReplyDeleteJillian:
ReplyDeleteI agree completely with the use of webquests in our classrooms because we have to make sure that the sites used are safe ones.
Lydia: I also after reading the topic thought of many technologies that did not need the use of internet and that students can have technology still in their classrooms.
Hannah: I agree that it would work to print off the information needed from a website for the students to use if that is an option. My only drawback to that is what if your students are all researching different things? You as a teacher cannot go and look up information for all of your students.
Internet security is definitely an important issue to consider in public schools. I completely agree that the World Wide Web needs to have some censoring in schools because otherwise, students may accidently or purposely use school computers to access inappropriate material. However, I remember being in high school and feeling very limited by our school security system. For example, I remember googling something about breast cancer for a school assignment and when I clicked on a link the screen went black with big red letters that read “WARNING”. It was really embarrassing because I thought other people would see my screen and think that I was trying to access something inappropriate. Also, in my practicum school last semester, I wanted to use a video clip from youtube, but my CT told me that the school had blocked youtube. I feel that the security systems in schools need to be modified so that inappropriate material will be blocked, but that educational material may be permitted. I’m sure this is a difficult thing to do, but I’m sure someone could figure it out! :)
ReplyDeleteI feel technology can certainly be incorporated in the classroom without the use of the Internet. One example is digital cameras. In one of my ESL classes, the professor showed us examples of Photostories that her students had created. They took pictures of a plant as it grew and then wrote a script that explained the life process. The students then put the pictures together as a slide show and recorded their script so that it played during the show. Students could also be permitted to use video cameras to create movies. We just learned about the advantages to having students be information creators, instead of just information receivers. I feel that there are many opportunities for students to engage with content through various technologies. I think that the World Wide Web can and should supplement that, in a way that is safe and reasonable.
Hannah-
ReplyDeleteI really liked your idea about video chatting with an expert. This would certainly enhance student interest about any topic! In addition to learning content, this video chat could serve as an opportunity for students to practice asking questions, interviewing, and writing down important material while listening. If a teacher was technologically limited, and video chatting wasn’t an option, a good second option would be to bring that expert into the classroom. The students could reap the same benefits from having that expert in the classroom, as they could through video chatting.
Lydia-
I agree with you that teachers are a very resourceful group of people! I especially liked your idea about using a database for research. It would be great to be in a school that had a database, because then the students would have a safe and scholarly environment to practice the skill of researching. It is definitely important for students to become adept at this skill because they will use it throughout their academic future and beyond.
Stephanie-
I liked your idea of using a porta portal for students to access websites that we know are safe. It is definitely good to avoid typing long URLs because it is easy to make mistakes when doing that. I could envision a teacher feeling frustrated, however, if she had to spend her free time at a school lab searching for websites that were permitted. I feel that school security systems shouldn’t be too restrictive, while still being safe and reasonable.
This post poses a challenging issue. The use of technology is highly encouraged in teaching students content and exploring other ways to make learning more interactive and engaging. It is a hindrance when school administration and technology coordinators will not allow teachers to do so. I remember in middle and high school, many sites were blocked, so it was difficult to conduct research for projects when using school computers. One way to integrate technology is offline web browsing. This would enable teachers to use an array of Internet content in the classroom. One advantage is content control. Teachers have full control over the content viewed by students. Another advantage and way for students to conduct research via the Web when many popular sites are blocked is that offline web browsing would enable students to locate and copy websites onto computers for students to use offline. With the issue of limited class time, this would decrease the amount of time students spend finding reliable and useful Internet information.
ReplyDeleteOther ways to integrate other technologies would be WebQuests and blogs. As a future Spanish and ESL teacher, I can envision the potential use of these two types of technologies. Students can learn more about a certain topic through this online inquiry. They are able to use the Web as a resource to gather information about a topic through steps that gives students the opportunity to work in groups, independently, and creatively. The sites on the WebQuest are available for students to start research, so it would be another way to integrate technology via Web with sites that are not blocked. Many important information students need to understand and learn about would be readily available for students. I can use blogs with my English Language Learners and Spanish students by posting a question or topic for students to read and to comment. It would be a way to integrate technology in my teaching and allow my students to use technology in a low anxiety atmosphere. Especially for my ELLs, I would definitely provide a lot more scaffold such as sentence frames to comment on blogs. It would give them the opportunity to express themselves in writing without worrying about making mistakes. It would aid in writing proficiency for both ELLs and Spanish students.
The SMART Board and the use of digital cameras are two ways to integrate technology in the classroom without the use of Internet. I’ve seen the SMART Board used in ELL classrooms as an interactive, fun way to present content. In a science classroom I volunteer, the SMART Board was used to categorize pictures into solids, liquids, and gases. Students eagerly participated to move the objects around. It is more interactive and fun for students to learn content than sorting and matching on a worksheet. I have not seen the SMART Board used in my practicum classroom or in any foreign language classroom I’ve observed, so I hope to learn the uses of this interactive board to teach Spanish. It is a very useful and handy learning tool!
In chapter 9 in our text, using multimedia technology, digital cameras are very powerful tools to use in the classroom. Students are actively learning and can use these devices to document students’ experiences and document learning. They are able to use higher-order thinking skills and make relevance and meaning to learning.
In addition, the uses of an iPad/iTouch are ways technology is used in foreign language classrooms. A Spanish teacher in Spotswood high school uses the iTouch with her students to practice listening comprehension. It’s a way to integrate technology into the classroom setting with a modern device than to practice with a cassette tape. I found an article (http://www.statepress.com/2011/02/03/spanish-department-integrates-ipads-into-downtown-courses/) that talks about how ASU is using iPads to teach Spanish to lower-level classes. It’s intriguing to see how technology without the use of the Web is expanding. It is a multimedia approach to learning.
Lydia-
ReplyDeleteI completely agree with you that there are a plethora of ways to integrate technology without the use of Internet. I also thought the use of video projects by using digital cameras would be an awesome way for students to use the technology. This allows students to document their learning and make learning relevant and meaningful to them. I was also thinking, do you believe it would be a challenge to give access to flip cams to your students if you were assigning this project to your students? Would you give student’s time to work on the project during class time? I really like your idea of how databases are ways for educators to provide students with the opportunity to conduct research via Web. I remember being highly encouraged and taught since middle school to use the databases for credible and reliable information to use in my research. It’s important to teach our students how to use them to gather such information!
Megan-
I really like your comparison to showing a carpenter a tool but only giving him half of the tool because I completely agree! We are encouraged to use technology, but then it's restricted. I too believe using PowerPoint and photography can be a way to integrate technology into the classroom. I think it’ll be important to use PowerPoint as a way to get the attention of students in presenting new information. It can be used to focus students’ minds on the topic under discussion. Maybe using PowerPoint and the SMART Board would be a neat way to integrate technology with the use of Internet! I’ve seen the SMART Board used a lot in some classrooms I’ve observed and students seemed to love it! They are actively learning and it’s amazing to see how willing they are to participate and come up to the board. I also agree that we need to be sensitive and aware that some students do not have easy Internet access. Therefore, I think it’s important to give students class time to work on projects with the technology.
Karen-
I also recall in high school where I had very limited access to some sites while conducting research because the sites were blocked. This does pose an important and difficult issue because we want to integrate technology in our classes and give students the opportunity too, but when sites are blocked it’s hard to do so. Also, I agree with you that there needs to be some censoring using the Web for security purposes. Reading about your practicum experiences reminds me of mine. I was trying to use the JMU email to access a PowerPoint to use in my lesson, however it was blocked. Thank goodness I had it saved to my zip drive, but it definitely can be frustrating. It’s not like it was an inappropriate site! I also hope they find a way to figure this out. I really like the idea of Photostories! I’ve never seen that in the ESL classrooms I’ve observed, but I think that is a great way to integrate technology! Students are able to use digital photography to promote literacy learning. I really like how you pointed out that the students are given the chance to be creators. I think that’s important because they are taking ownership of their learning, making connections and meaning to them.
This is a really hard issue that teachers and students face every day. Like many others have said, there are some technologies that can still be used without the need for the Internet (or needs Internet access, but not access to websites). These are great and should definitely be used, such as digital/video cameras, SMARTBoards, Inspiration, iMovie, Garage Band, etc. But there are going to be times when it’s not these that you need, it’s certain websites that are blocked. Depending on the situation, if you just need access to a page on the site, you can get on at home and save the website page and then open it up when you get to school.
ReplyDeleteI think this issue could go away for the most part if more teachers were truly integrating technology properly into the classroom. I remember in high school, students were always finding ways around block websites, so the truth is, even in you block it, students are going to find their way there! If teachers could keep students fully engaged throughout the whole school day/period/block, then we wouldn’t have issues with students accessing “bad websites” so there would be no need to block as many websites as we do. I feel that if teachers could prove they were capable of keeping students off bad websites and use other websites productively, then the administration might consider removing some of the blocks. This, of course, would require all teachers to work hard, and even though I’m sure all of us would be willing to do this, we know not every teacher out there is.
Hannah,
ReplyDeleteI really liked your idea about videochatting with experts in certain fields. This definitely opens up a great research tool for students when websites are most likely not going to be accessible. I also think that this is moving more towards the future of the internet anyways. Students aren't going to want to just read about a topic, they want to see it, hear someone speak about it and have someone demonstrate/show it.
Ashley-
ReplyDeleteI agree that webquests or even portaportals are probably the best way to go right now because teachers can already see if the website is going to be able to be accessed in the school setting. This means that teachers really need to plan ahead and have websites ready for the students to access while researching. There are going to be times though, especially if you are a good teacher, when you or the students want to check something real quick and unfortunately, webquests take a while to make and portaportals might not have what you need in the heat of the moment. I don't really know what the best way to handle these certain situations are.
Stephanie,
ReplyDeleteI also have seen in my practicum, that the computers in the labs seem to have less security/blockages on them. What I have also seen are my students playing gory or mature games that they should not be playing. To me, most of this falls on my teacher for not watching the students computers while in the lab and for not using the lab time constructively. If the teacher spent more time planning for lab time, the students would not be accessing these website and instead would use the access to the Internet for good educational use, not just game time.
This seems like it would be very difficult situation for a teacher. With all the advances in technology, it would definitely be frustrating to be in a school that limits that technology use so much. I understand the security issues that come along with letting school aged children use the internet, and also the virus’ that may be transmitted through flash drives, but it would feel very limiting to not be able to really do much with the internet and researching.
ReplyDeleteAlthough this does make it difficult to integrate technology it does not make it impossible. Now a day’s people just automatically tie technology and the internet together, but there are other uses of technology that do not use the internet. For example, PowerPoints you can make a really great PowerPoint with images, or make a jeopardy game out of the PowerPoint. Another thing would be using digital cameras. You could have them make their own videos or even photo collages.
As a teacher in this school, I would spend a lot of time on the school’s computer network trying to find sites that would be beneficial to the students that are not blocked. This way the students can still get to use the Web to conduct research. I would provide them with a list of websites that they can use that are not blocked.
Jessica- I’m glad you brought up the issue of students finding their way around blocked websites. I know when I was in high school plenty of students figured out how to get around them. I think you are right about how if we are integrating technology properly then the students won’t be trying to find their way to the blocked sites.
ReplyDeleteKaren- I like the idea of the photostories that you talked about. It seems like a really great idea to turn them into a slideshow and have them add a script. That sounds like a really great project that you wouldn’t need the internet for.
Stephanie- I also thought it was important for us as students to go and find the websites that they can access. I forgot about portaportals while I was writing, but that would definitely be a beneficial thing to use in situations like this one.
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ReplyDeleteThis comment has been removed by the author.
ReplyDeleteTechnology without the Internet is becoming a thing of the past; so imagining a classroom where the life-force behind cutting edge technologies is absent presents a challenge to the very idea of using technology in the classroom. Even if only some Internet content is blocked, it’s easy to imagine that all the glamorous, exciting sites that catch students’ attention are the ones to which your class would have no access. So, ultimately, most of the important aspects of the internet- the glamour, etc.- aren’t available. And ultimately, the Internet offers us what traditional research does not: appeal! Without that, even the best, most scholarly web-based source will pale in comparison to what students are used to. Yes, of course there are ways to incorporate other, flashier, technologies: video, smart boards (to an extent), cameras, games, and other software-based resources, as many people have mentioned in their posts, but in a matter of months or years even the fanciest of digital video recording and editing, or anything else we may use, will, without some wifi component (with FULL access to the web) seem as outdated as Atari or VHS. The activist in me wants to raise the question of how to change the minds of the administration rather than focus on what can be done in the classroom with limited resources, but alas, that’s for another post.
ReplyDeleteWhile the idea of offline web browsing does present an interesting option in the classroom, it seems cumbersome in a fast-paced environment in which anything could go wrong, be interrupted, or find ways to dismantle at any moment (as most classrooms are wont to do). When I start to think about the work involved in setting up 25 laptops with the same offline web browsing features, I wonder how teachers are supposed to find time to sleep while navigating 1000s of websites for content and then download and manage them from many computers without direct or effective broadband access. It doesn’t seem like a particularly practical option in the face of every other instructional factor.
Instead of offline browsing, I’d vote for rule breaking. Why not have students bring in their phones or tablets for a lesson once in a while? Obviously, guidelines would have to be set, and permission from the administration may or may not have to be obtained for the lesson at hand, but it presents a more interesting and more attractive solution to setting up clunky technology that may or may not work. While not all students would have a smart phone (and certainly, elementary students may not have access to such a tool), I’d be willing to bet that one in every 4 or 5 students would be able to bring theirs to class. Why not move toward group work where students take turns using the iPhone or blackberry to locate sites and extract information? They could text or email quotations, sites, photos, or videos to the instructor who could upload them directly to a computer and put them on the board for all to see. It’s not a perfect solution, but it does offer a more relevant use of instructional time than merely using video or photos, or any other technology that errs on the side of boring when compared to what students are already using at home.
Hannah,
I loved your idea about getting specialists to video chat with students. Why not go directly to the source of inspiration or information? It would be such a cool initiative to get professors, writers, scientists, etc. to partner with classes as a kind of academic mentor. That would certainly put more “flash” in the collection of information for research or general learning.
I saw this issue first hand when I visited my mom at the school where she teaches. She had planned for her class to use the Internet to do research for a project. The students needed to visit certain sites to get the information, but some of the sites were blocked. To bypass the security measures, the media specialist showed my mom how to copy and recreate the web pages. She wound up making a master jump page and linked the recreated site pages to it. The pages were then stored on the schools network drive so they could be accessed as an Internet simulation. This plan worked very well for her class and she’ll definitely use it again. The only thing is making sure you cite all the sources used to avoid copyright issues.
ReplyDeleteAs far as integrating other technologies, students and teachers can use digital camera, interactive videos and powerpoints, etc. in class or for assignments. Digital writing portfolios are also a beneficial way to incorporate technology. These types of technologies are useful since they don’t require access to the Internet.
Jillian,
ReplyDeleteI completely agree that the issue of Internet security in schools is not an end all to technology integration. Yes, it provides more challenges for teachers, but it’s nothing that can’t be worked around. I’ve used Smart Boards a lot in my practicum class and have never needed connection to the Internet. There are a lot of great interactive demos that you can incorporate in the Smart Board lessons that don’t require the Internet.
Ashley,
I agree with your statement about how teachers have certain expectations of how they should incorporate technology, but have little guidance in how to do so. I ran into this problem with some of my practicum lessons. I had completely forgotten that certain sites are blocked in schools and this really hindered one of my lessons. Had I not spoken with my cooperating teacher afterwards, I never would have known how to solve my problem. There are some classes for teachers that teach how to use technology in the classroom, but they rarely cover the security issues you can run into and how to get around them.
Megan,
I really like how you explained the situation of technology use in schools. I also understand that there are certain safety measures schools need to take to keep the students from going to websites they shouldn’t. These rules are set in place so students aren’t accessing inappropriate material or getting sidetracked when they’re supposed to be working. It would be a great idea to amend the rules and have educators give some input as to what should and shouldn’t be accessed in school.
This is a very interesting topic, because many teachers will have to deal with this issue when they enter the classroom. I do agree that there has to be some type of security on the computers that are located in the school, but it often hinders or gets in the way of meaningful learning. However, this cannot stop a teacher from still using technology despite the fact that internet availability is very limited because of the security issue. Although online research is often very effective in the classroom, teachers can still find other technologies to use in the classroom instead of only relying on the internet. One way to solve the problem of not being able to open YouTube on the computers in the school would be to download the video ahead of time and save it to the desktop like we learned how to do earlier this semester. Also, many of the other technologies that we have learned about in this class do not always need an internet connection. For example, using video projects and video editing software and the use Inspiration do not necessarily need the internet. It may be useful to have an internet browser handy in case you want to find pictures or audio from an outside source but you can use these technologies without the internet. Another example would be using the Smartboard in the classroom, because that is something you can design outside of class and have it ready to use in the classroom. When it comes to wanting your students to view websites that the school block, you could always save that website and then have the students just view it offline, although this is not optimal it would suffice. This is a hard barrier to work around and can often be frustrating, especially when we have learned so much about how to effectively implement technology in our future classrooms. But for now this is an issue that we as teachers will have to deal with, but I do not think this should make teachers afraid to use any type of technology, just because there are limited internet options.
ReplyDeleteStephanie-
ReplyDeleteI really liked your idea of setting up a porta portal, because I think it would make research on the internet a much easier process because students would be assured that all of the websites listed on your porta portal can be accessed at school. I also agree with what you said about being able to effectively implement technology without necessarily using the internet, although when the internet is available to students and teachers, it can be combined with these other technologies to be even more efficient.
Ashley-
I totally agree with what you said about being frustrated with the school systems that want you to implement technology but then limiting the use of the internet in the classroom. I also like your idea of using WebQuest to guide the students in their research on the internet. By using the WebQuest option the teacher will be sure that the websites they include are appropriate and valuable to student learning.
Jessica-
I really liked what you had to say at the end of your post about working hard to keep students engaged in educational activities throughout the day in order to prevent them from visiting these inappropriate websites. I agree with you entirely that this would be an effective way to partially solve this issue of blocking so many websites. You make a very good point when you say that many of us would be committed to conquering this task, but many other teachers who may not value technology as much as we do would probably not be interested in this option. I think that a combination of all of your ideas would be the balanced approach that would help to solve this tricky problem.
This situation seems to be quite common among school districts today. While most educators are on board with the technology movement, there can certainly be obstacles that either slow down, or halt the full integration of technology. This being said, while the internet is undoubtedly a great resource for certain educational tools, it is in now way the only great resource for educational tools in general.
ReplyDeleteAlthough many websites are blocked, just yesterday my practicum teacher had her fifith graders conduct research on echolocation and the animals that use it to communicate. She directed them to her PortaPortal where she had previously created links to educational, and safe, web pages that were not blocked. The students ended up doing a lot of research while using the internet in a safe and educational way.
As a technology class, we made WebQuests that use the web and allow for students to conduct research. As a teacher, you would want to make sure that before you put all of the effort into a WebQuest that it could be accessed by your students. But this is a great way for students to use the internet and conduct solid research.
Stepping away from the internet, there are many ways to integrate other technologies into the classroom. My school is beginning to iPads with pre-added Apps that students can use to play educational games that do not require the internet. Using flip-cameras for students to create their own interpretation of various content materials is another way to allow them to use technology in a meaningful way without needing the internet. In situations like these where we may not be able to access what would be ideal, that’s when we need to get creative with technology!
Sarah- I enjoyed your discussion about using PowerPoint as a technology that can still be used in the classroom. While students may naturally know how to browse the internet by the time they get to your class because they have used it at home, there are many technologies that they may not have already employed and need instruction about. PowerPoint is one of these technologies. PowerPoint has not only become a great presentation tool, but it has also been manipulated to create games. In this way, teachers can create educational games (like you mentioned Jeopardy) without the need of internet access.
ReplyDeleteI am definitly late to the blogging party this week, but with my experience in the classroom, I had learned to use the internet without having to be constantly connected. I used the video download features so that I could place videos in powerpoints. I also created text files that could be given to the students during class. Also, I maintained a teacher website that I could link any of the resources I found or used online, out of school, so that the students could still access it from home.
ReplyDeleteOther offline technologies can still be used to integrate the class room. I purchased a flip cam so that I can use it regularly. Having a class set allows for many different learning opportunities. The use of Smart Boards seems like a way to integrate meaningful hands on technology. (I have never even seen it used at the moment though.)
There are more technologies that are not utilized as much also. Photography is the most known one. Creating photo albums of our everyday lives and relating it in a historical context is a great way to link to students lives. Another technology not really thought of using are GPS devices. There are many ways this can be used (science and geography come to mind) because they already come pre loaded with all the topographic maps and city maps built in. This is a easy way to have technology in th hands of the students.
Given the proper time and support from the technology staff at your schools. I can see using many different technologies in the classroom that are not traditionally used. Video games is another technology that is not used. Making a video game lab where students play and answer questions on historical games (yes, they do exist, even on xbox) and test their validity and content. The internet is the easiest technology to use, but not the only that can be found in the classroom.
WebQuests. By utilizing WebQuests teachers can see and arrange most of what the students will be looking at, ahead of time. This allows students to do some research, but in a well monitored and directed manner. At my placement, teachers have folders on the computers that they can put websites in. The students only have to open the folder with their teacher's name and go straight to the site. During the computer lab time at this same school, teachers walk around and monitor what the students are looking at.
ReplyDeleteAs students get older, they should be taught how to effectively and appropriately research. Then they can be given a bit more freedom over time, with clear guidelines and directions.
As for the administration and computer tech people at your school, hopefully trust can be built up over time and then they might allow changes if you can adequately support your request. Also, teachers can use the internet to get information, programs, images, etc. from a different computer and then bring it in. Some teachers plug their personal laptops into the interactive white board and that works well.
Lindsey- Downloading YouTube videos to be able to show them in class is a great idea!
ReplyDeleteVivian- I like the idea of the students viewing websites offline. I'll need to look into that more. I wonder if it takes much more time to prepare if you have to go and then copy all those different websites. It would save time class time since the students won't have to search through the internet.
Stephanie- It would be interesting to see students use flip cameras to create informational videos for their peers. I think it could be a great creative activity for students in the upper elementary grades as well as middle and high school.