The Digital Divide

The digital divide refers to the amount of access you have to the Internet. It includes the barriers or factors that influence you access as well. These include gender, age, race, income, education, infrastructure and location. These factors either give you more or less access to the Internet and can determine how well you perform in educational settings. It also refers to your knowledge an interaction with the technology.

The digital divide is split up into levels because there is a level of access and a level of knowledge of use. Initially the digital divide was only referring to access to the Internet. The second level refers to your knowledge of the Internet and how you use the technology. This is people who use the information passively versus those who create content and really interact with the technologies. It is split into levels to determine what contributes to those who have more or less Internet access.

I believe the location bridge is most promising to overcoming the digital divide because ultimately, the more available the Internet, the more people will interact with it. If you are surrounded by the Internet, you will be forced to learn how to use it comfortably. We have already started to cross this bridge with Internet access being available to us almost everywhere we go.

I feel like my lesson plans do challenge the digital divide. The majority of my lesson plans use technology as a complement to lesson, not the entire lesson. I have students moving around doing hands-on activities then taking what they learned and using the technology on the computer. I allow plenty of time for the assignment and have students work in groups so those who are not up to speed can learn from those who are.

I would add the importance of having a positive attitude about technology to this list. If you are afraid of the technology yourself, you won’t be able to teach the entire class. It is important to point out the positive influences technology 

Week 11: Online Classes

I would let my son or daughter take a class on FLVS. The way I look at it is it isn't much different from taking online classes in college. If taught correctly, you can get as much out of a virtual class as you can out of a nonvirtual class. I have taken a class on FLVS in high school. The class allowed me to complete a requirement and enabled me to take an extra class I was more interested in during school. Taking an online course gives students the opportunity to focus on classes they are most interested in while in the classroom. In addition, technology is expanding and providing more ways to interact with students online. The online classroom is a suitable envirionment for a students' needs.

However, I would not let child go to high school full-time online, unless he or she is pursuing something academically, such as traveling, that would not allow him or her to be in a high school setting. There is value in classroom teaching. It is important for students to interact with other students to develop social skills. Going to school online full time does not provide the same interactions. Not only to you learn to interact with peers, but you also learn how to properly interact with adults. High school is an experience that I believe is important for children to have. During these years you grow up, and there is value in being surrounded by people constantly during the day. In addition, you have the opportunity to receive attention in a classroom setting that you may not get online.

Today, copyright is a big issue in schools. Unfortunately, technology only makes it easier. I would use serious analogies to get the point across to students. I think is in important to teach a lesson on copyright. I believe part of the problem is students just don't know the rules. At the beginning of the year I would dedicate a lesson to teaching copyright. Analogies make the issue real. For example, ask the class who owns a car. Then explain what would happen if someone took that car. Describe the legal process, ask students how they would feel and what they feel the proper punishment would be. Then, explain how copyright isn't much different. Yes, some students will still cheat, but there are some who would walk away from this lesson with a better understanding of their responsibilities when it comes to copyright. It will be clear that those who do not abide by the rules will have to face the consequences.

Week 9-Case Study Response

This is a case where the Internet led to innappropriate behavior. The University of Education should treat the suspect like it would any other case of vandalism or thef. The person responsible needs to be held accountable for her actions. She should be prosecuted and receive the same punishment as anyone else who commited these crimes. The punishment should be no more or less severe than it would be for anyone else.

Juicy Campus should not be held responsible for what happened to Natalie's belongings. Yes, it is true they may have provoked the act, but Juicy Campus didn't key or steal Natalie's clothes. Someone else did. Juicy Campus did not tell this person to what she did. The person responsible is the person who commited the act.

Social networking can become cyber-bullying. In this case, I think it did, unless these allegations are true. It becomes cyber-bullying when it affects someone in a negative way. Natalie was hurt and embarrassed when she found out what people were saying about her. It's bullying without knowing the bully. Had her accuser told Natalie what she said on Juicy Campus, it would be bullying as well. In my opinion, the restrictions for cyber-bullying are the same as they are in person. You have to ask yourself this: "If I said this to a person's face, would I be bullying?" When you answer "yes" to that question, you are cyber-bullying.

I definitely believe Natalie's situation could have been prevented. She is also responsible for her actions. Had she not posted that picture of herself in the cat costume, no one would have known about it, and no one would have made assumtions. Natalie is in control of what she puts out online for the world to see. You have to ask yourself: "Does this photo or post protray me the way I want to be portrayed?" If the answer is "yes" then you are probably safe to post it, but if the answer is "no" you should keep it off the Internet. You can't control what other people write, but you do control your online image.

Week 7-Article Reaction

My initial reaction to this article was that I was torn on the issue. On one hand, I was shocked at how much spending they were using on technology compared with how many teaching positions were being cut. I was questioning whether now is really the time to have such an increase in spending when so many people are losing their jobs. I thought there has to be a way to cut cost on technology and save jobs.

On the other hand, I did understand the need for the use of technology in this classroom. The world is becoming more and more technologically advanced every day. It is imperative that students know how to use this technology to be successful post school-age years. We don't what children to leave school and be unprepared for the real world.

If I were the superintendent, I would find a half-way point. I feel like this budget isn't balanced. Inevitably, jobs will be cut because of the economy. But at this point in time I do not think it is completely necessary for every elementary schooler to have a computer at his or her desk. I would add more computers to the classroom, but I wouldn't provide one for every kid. This would save jobs, but increase technology in the classroom.

Week 5

To continue from last week's blog, Tufte has more criticisms of Powerpoint. Some are valid points, but there are always exceptions to the rule.

One of Tufte's criticisms is that the visual aspect of Powerpoint presentations are not strong. He argues that the graphs used do not paint as clear of a picture and are not as detailed as a paper handout could be and that meaningless clipart is used to fill space but doesn't have a purpose. I will admit that I am even guilty of using a picture to accompany a slide that isn't particularly necessary. However, I don't agree with his assertions about the graphs. Powerpoint allows you to create very detailed graphs. If done correctly, the graph can show everything you need. You can even import a graph created in Excel. I have used graphs in Powerpoint presentations to prove my point and have had positive feedback from the audience.

Tufte also criticizing Powerpoint presentations not so versatile style. He argues that there is a disconnect between the tone of a presentation and what the presenter is presenting because of the ready-made templates. Sometimes it can come off as mocking. He uses an example of Abraham Lincoln's Gettysberg Cemetery Dedication. This presentation is colorful and bright but the event was not. Tufte's argues that is comes off as a parody. In this instance, I do agree. I think Powerpoint is a great teaching tool, but not necessarily the best teaching tool for everything. I can see how an audience can feel a disconnect and misunderstanding of the somber realities of certain events if you choose to use a Powerpoint presentation to teach.

Week 4-Powerpoint

"The Cognitive Style of Powerpoint" gives many reasons why Powerpoint presentations are not the best option. I can see how some of the arguments in this article can be persuasive, but I think others are not as valid.

One argument the author makes is that Powerpoints are only presenter-oriented and not content or audience-oriented. He argues it's just something for the presenter to turn to, in order to get over presentation nerves. In a way it is a safety blanket. You easily organize ideas and don't have to think about what you are saying. However, I do not agree with this claim. Many of my teachers use Powerpoint presentations, and I find them very content and audience friendly. It gives me the key points I need to remember and provides visuals to accompany these key points. For example, in my design class, the teacher laid out different color schemes on Powerpoint that are very easy to refer to when I am working on a project.

The author also argues that bullet lists do not generate thought. The article argues that bullets are generic, leave relationships unspecified and create false assumptions. I do agree that sometimes bullet lists can be overused. The article argues a strong point. The example given is a presenter gives three reasons arguing his or her point. However, the presenter does not state how these three points tie together. I agree that this can be confusing. However, I also think if bullet points are used properly, then they can be very effective in getting a message across to an audience. The bullet points may not be enough for audience understanding but accompanying the bullet point with a chart or another visual can tie the bullet points together. I believe the bullets provide a quick glance and easy overview of main points to the presentation.

Finally, the author claims Powerpoints are in low resolution. "Impoverish space leads to over-generalizations, imprecise statements, slogans, lightweight evidence, abrupt and thinly argued claims." It takes many Powerpoint slides to get a message across, which can get very tedious for audience members. One slide does not fit a lot of information, so sometimes important statements are abbreviated. I do believe this is one downfall to Powerpoint. Many times I am in class and I see how long a presentation is, and  I can't help but dread it. Sometimes it does seem like too much information is put into one presentation. It would be more enjoyable if there were more than one method to teaching, like a game complementing a Powerpoint. I believe Powerpoint is a great way to teach, but it can't be the only way to teach.

Week 3-No Significant Difference

The authors make a few main points behind the myth of no significant difference. They believe the argument is not whether technology influences learning but how the technology is used as a teaching strategy. They argue five main points that influence learning: motivation, opportunities, an active process, interaction with others and the ability to transfer learning to a real-world situation.

Motivation: technology can be used as a motivator to learn. Technology, if used properly, can provide a greater source of interaction through video chat, which could motivate one to learn.

Opportunities: Technology can provide a more flexible schedule via online courses.

An active process: Some students learn by doing, and technology may provide better visuals

Interaction with others: You can learn anyone, and talk with anyone

Ability to transfer learning to a real-world situation: Can document and share ideas easily via blog or Web journal

From my perspective, meaningful learning is taking what you've learning and applying to something outside of the class. Whether you use what you learn to solve a problem with a friend or a skill you learn for a job, it has to apply to your life in some way, shape or form. My reporting class provides a perfect example of meaningful learning. In this class you learn by doing. There were days you attended class and your assignment was to find and write a story. It pushed me out of my comfort zone, but I had to get used to walking up to complete strangers to complete the assignment. That summer, I was asked to do the same thing at an internship. I applied exactly what I learned in the classroom to a real job, and learned by doing.

On the other hand, a non example of meaningful learning would be memorizing math formulas. I only used this information in the classroom to study for tests. I never applied the square root of pi, to solve real-life problems or help me on the job.

Technology definitely plays a role in my definition of meaningful learning. For example, online tutorials allow you to learn different software programs that you may need for your job. You don't need to be a specific place to watch these tutorials. You can learn at a time that is best for you. Technology provides a  visual, hands-on way of learning. My definition of meaningful learning requires you to apply what you learn to your life, and technology aides in that regard.