tag:blogger.com,1999:blog-84141020553116560562024-02-20T17:45:39.619-08:00Edu422 GernhardtAnonymoushttp://www.blogger.com/profile/15119286718869210432noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-8414102055311656056.post-18475207299614213762012-03-31T22:10:00.001-07:002012-03-31T22:16:50.737-07:00Take the Grade out of Learning<br />
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Hi Group,<br />
<br />
Wow. Mr. Kohn isn’t beating around the bush! He stands
behind his conviction by claiming, “You can tell a lot about a teacher’s values
and personality just by asking how he or she feels about giving
grades….Frankly, we ought to be worried for these teachers’ students.” Kohn
targets both parents and teachers with this article. He doesn’t mince words. It’s
clear his going to dispel a huge myth—the myth most of us grew up with—the myth
of the importance of grades, and grades being the ultimate measure of
achievement and learning. </div>
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Frankly, his beginning made me worry. As a student,
future teacher, and parent, I’m challenged by my own subconscious beliefs because
I was raised in a grading-heavy environment. And, my son is in fourth grade. What
does this mean for him and his teachers? His school, and previous schools,
didn’t use the A-F grading system. They use numbers, 0 to 5, with 5 being
beyond grade level. Even though the elementary grading system is not A-F, it’s
still a grading system. If we got rid of grades, what would the implications be
for transcripts, measuring teachers, choosing which students go to which
college, gain scholarships, etc. </div>
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I’m intrigued because grading isn’t necessarily fair.
Assignments don’t always take different learning styles, interests, or
preferences into account. Do we need to know how students are doing in relation
to other students or the teacher’s, national, or state expectations? </div>
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<br /></div>
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The article hit home for me when I read this passage,
“Thus, students who cut corners may not be lazy so much as rational; they are
adapting to an environment where good grades, not intellectual exploration, are
what count. They might well say to us,
“Hey, you told me the point here is to bring up my GPA, to get on the honor
roll. Well, I’m not stupid: the easier the assignment, the more likely
that I can give you what you want. So
don’t blame me when I try to find the easiest thing to do and end up not
learning anything.” Wow. </div>
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<br /></div>
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I remember being ranked in high school. It did feel like
I was one of the herd in a cattle beauty contest. Like Kohn says, “The same
effect is witnessed at a school wide level when kids are not just rated but
ranked, sending the message that the point isn’t to learn, or even to perform
well, but to defeat others.” Alfie Kohn is blowing my mind. I love the fresh,
grade-shattering point of view this article brings. However, what would happen
if I walked into my new school district as a new teacher, under BITSA and said,
“I don’t believe in grades.” Would a school let a teacher get away with that?
How do I find a school district or school that supports this kind of thinking? </div>
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I’m
even more impressed because Kohn has answers and ideas to help me and other teachers
and parents de-grade: “Finally, there is the question of what classroom
teachers can do while grades continue to be required. The short answer is that they should do
everything within their power to make grades as invisible as possible for as
long as possible.” Then, Kohn goes on to list dozens of suggestions for
practical application. I’ve taken this article to heart and hope to find a way
to de-grade my classrooms while uplifting my students’ creativity, motivation,
and interest. </div>
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This
article meets NETS for students 4. Critical Thinking, Problem Solving, and
Decision Making. Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make informed decisions using
appropriate digital
tools and resources. a. Identify and define authentic problems and significant
questions for investigation; b. Plan and manage activities to develop a
solution or complete a project; c. Collect and analyze data to identify
solutions and/or make informed decisions; d. Use multiple processes and diverse
perspectives to explore alternative solutions. </div>
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Reference: <br />
Kohn, A. (1999). From Degrading to De-Grading, <i style="mso-bidi-font-style: normal;">High School Magazine</i>. Retrieved from <a href="http://www.alfiekohn.org/teaching/fdtd-g.htm">http://www.alfiekohn.org/teaching/fdtd-g.htm</a>.</div>Anonymoushttp://www.blogger.com/profile/15119286718869210432noreply@blogger.com0tag:blogger.com,1999:blog-8414102055311656056.post-88193324478972416952012-03-23T16:07:00.001-07:002012-03-23T16:07:26.711-07:00Flip and BlendHi Edu 422 group, <o:p> </o:p><br />
<br />
Pape, Sheehan, and Worrell understand teachers, now more than ever, need to
find ways to “save time and money in the classroom while increasing student
engagement and digital age competencies.” How to Do More with Less: Lessons
from Online Learning lists sample projects and the story of a newbie teacher
who is experimenting with flipping her classroom to a blended model of instruction
and technology. <o:p> </o:p><br />
<br />
This persuasive and informative article aims at new and veteran teachers. The
authors make their point with examples and links to resources. The topic of
technology in the classroom is current and relevant to all teachers. Additionally,
all teachers are looking for ways to “do more with less.” I know teachers who
have been teaching for 10 or more years. When we talk about what I’m learning
in my Education 422 Teaching and Technology class from articles like this, they
are interested but don’t know how to go about flipping or blending their
classrooms. They want to know how. How to Do More with Less points readers to
dozens of free, web-based tools and resources available and in use in
classrooms, for example: Moodle, VoiceThread, LiveBinder, Photovisi, and My
Fake Wall. The authors reach their audience with tools and details for practical
use. <o:p> </o:p><br />
<br />
I wish this article, and more of the technology in the classroom articles
and topics, would address some of teachers’ biggest concerns: student cheating/plagiarism,
privacy, district buy-in, and student technology requirements at home and in
the classroom. The technology articles trend leans towards “how to” access
programs, tools and resources without taking a step back and giving teachers a “how
to” gain buy-in from their principals, parents, and students. Also, how to
provide technology access to all students is a huge barrier. When articles don’t
address this part of the flipped and blended equation the credibility and possibility
of a veteran or new teacher standing up and try something new is decreased. <o:p></o:p><br />
<br />
I want to read articles about how new and veteran teachers can flip and
blend not just their classrooms, but their schools. How do I find schools that support
technology in the classroom? Regardless, I’m interested in trying out all of
the tools and visiting the sites I haven’t heard of like Edmoto, ToonDoo, and
more, which sound great and useful for teachers and students to collaborate. <o:p> </o:p><br />
<br />
I’m excited by the teaching potential for “using digital content, resources,
and tools to enhance, extend, and transform the learning process” so that
students “use their time at home to become familiar with content instead of
doing homework, and use their classroom time to actively engage with other
students and their teachers to think critically and apply knowledge to real-world
problems, group projects, lab work, or classroom discussions.”<br />
<br />
In conclusion, flipping “the traditional homework model on its head” to free
class time for teachers to “develop digital age literacies” due to “the sheer
number and easy accessibility of these tools and resources” is inspiring. How
to Do More with Less is part of the equation for solving real-world issues for
teachers.<br />
<br />
How to Do More with Less meets NETS for students standard 3. Research and
Information Fluency. How to Do More with Less provides tools for students to apply
digital tools to gather, evaluate, and use information. With the numerous tools
and project samples to draw from, students may locate, organize, analyze,
evaluate, and synthesize information from a variety of sources and media, based
on the appropriateness to specific tasks. Blogs, wikis, social networking and bookmarking
tools, and virtual learning environments support NETS standard 3. <b><o:p> </o:p></b><br />
<br />
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<b>APA Reference<o:p></o:p></b></div>
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Pape L., Sheehan T., and Worrell C. (March/April
2012). How to Do More with Less: Lessons from Online Learning. <i style="mso-bidi-font-style: normal;">Learning & Leading with Technology</i>.
Retrieved from <a href="http://www.learningandleading-digital.com/learning_leading/20120304#pg20"><span style="color: blue;">http://www.learningandleading-digital.com/learning_leading/20120304#pg20</span></a>
<b><o:p></o:p></b></div>Anonymoushttp://www.blogger.com/profile/15119286718869210432noreply@blogger.com0tag:blogger.com,1999:blog-8414102055311656056.post-31810076944161958232012-03-12T21:03:00.002-07:002012-03-31T20:24:27.731-07:00High School Common Core Standards<div style="font-family: Arial,Helvetica,sans-serif;">
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<span style="font-size: small;">Hello Class, </span></div>
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<br /></div>
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<span style="font-size: small;">It’s important for
students, teachers, and families to understand the changes in education because
the new common core standards impact every public school classroom in the United States. I
viewed the high school video. </span></div>
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<br /></div>
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<span style="font-size: small;">One benefit mentioned in
the video is that students’ energy will be more focused upon gathering evidence
and presenting evidence clearly. Learning for high school students will soon more
clearly translate to knowledge needed and applied in college, the workplace,
and life. One benefit to the new standards mentioned in the FAQ, “The CCSS
Initiative provided the opportunity to reexamine California’s standards against international
benchmarks and the standards of other states. The new CCSS are rigorous, internationally
benchmarked.” </span></div>
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<br /></div>
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<span style="font-size: small;">A roadblock to the standards as mentioned in the FAQ is the timeline. “<span style="line-height: 115%;">Superintendent of Public Instruction, Jack O’Connell, stated that it
would take two to four years to implement the standards.” </span>In two to four
years, the standards may not fit with the rate of change in technology,
college, and the workplace. The frameworks are expected to be adopted, but the
materials won’t be available to support the frameworks until two years later. </span></div>
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<br /></div>
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<span style="font-size: small;">The standards and mindset of the standards writers might be
more internationally and competitively focused on an academic level; however, the
shadow of ignorance keeps following the possibilities for technology in public education
materials delivery and assessment. </span></div>
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<br /></div>
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<span style="font-size: small;">Overall, the standards seem like an improvement for the
students; but, the video and the FAQs didn’t provide a very balanced viewpoint.
They listed all the “benefits” and downplayed the “roadblocks.” I wonder if
teachers think, “oh great, one more new approach that’s supposed to be the end
all be all.” With the standards, it would be great if these provide what they promise.
I look forward to helping my students learn more applicable life skills in the classroom. </span></div>
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<span style="font-size: small;">All the best, </span></div>
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<span style="font-size: small;">Dawn </span></div>
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<br /></div>
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<span style="font-size: small;"><b>APA Reference</b></span></div>
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<span style="font-size: small;">Common Core FAQ (August 2010). Sacramento County
Office of Education. Retrieved from <a href="http://www.scoe.net/castandards/multimedia/common_core_faq.pdf">http://www.scoe.net/castandards/multimedia/common_core_faq.pdf</a>.</span></div>
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<span style="font-size: small;"><b><span style="color: #38761d; line-height: 115%;"></span></b></span></div>
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<span style="font-size: small;">Education Update, Common
Core State
Standards: High School. Teaching Channel (Tch). Retrieved from <a href="http://youtube/Ym-VHwbpAQM"><span style="line-height: 115%;">http://youtube/Ym-VHwbpAQM</span></a>.<span style="color: black; line-height: 115%;"></span></span></div>Anonymoushttp://www.blogger.com/profile/15119286718869210432noreply@blogger.com0tag:blogger.com,1999:blog-8414102055311656056.post-25683918252736591212012-03-02T00:16:00.003-08:002012-03-03T12:51:25.322-08:00How Does it Figure? Computer Science Education<br />
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<b> </b>Hi Edu 422 group, </div>
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<br /></div>
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Barr and Stephenson wrote the article Bringing CT to K-12: What Is Involved and
What Is the Role of the Computer Science Education Community? to “articulate a
set of key concepts within computation that can be applied across disciplines”
and demonstrate computational thinking in the classroom. They also make it
clear in the title, as well as in several places in the document that “Collaboration
with the computer science education community is vital to this effort.”</div>
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The authors make their point with emotional language and
concrete examples by stressing how “profound leaps of innovation and
imagination as it facilitates our efforts to solve pressing problems (for
example, the prevention or cure of diseases, the elimination of world hunger).”
They also link computational thinking to “today’s students [who] will go on to
live a life heavily influenced by computing, and many will work in fields that
involve or are influenced by computing. They must begin to work with
algorithmic problem solving and computational methods and tools in K-12.” The
link between the students and their future is computational thinking.</div>
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I believe that learning should tap into computational
thinking for the students today because “students engaged in using tools to
solve problems, [who are] comfortable with trial and error, and working in an atmosphere of
figuring things out together” is beneficial to their whole development as
global citizens and as the next generation workforce. Teaching in today’s
classrooms needs to meet tomorrow’s skills and needs. </div>
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I will collaborate with teachers across disciplines, such as
social science, computer science, math, and language arts. With reading and
composition, students are capable of using computational thinking about “sequences,
inputs, outputs, saved value, how complex the solution is, [how] problems can
be solved in multiple ways, tolerance for ambiguity and flexibility, and reasonable expectations about
the prospect of producing a working solution” while comprehending and creating
structure, style, voice, point of view, grammar, reading, and writing in a variety
of materials and documents. Computation thinking is possible with time,
creativity, open-mindedness, and school and district support. </div>
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In conclusion, computational thinking moves towards
student-centered education. It would take planning, buy-in, collaboration, and
a change of mindset; but, the work would pay off in the long run for teaching
as a cutting-edge profession and students who can compete in a global,
technologically advanced economy and world. The “areas of values, motivations,
feelings, stereotypes and attitudes” applicable to computational thinking are
important and relevant to all learners. Every student needs the ability to,
“deal with complexity, persist in working with difficult problems, handle
ambiguity, deal with open-ended problems, set aside differences to work with
others to achieve a common goal or solution, and know one's strengths and
weaknesses when working with others.”</div>
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Computational thinking meets the NETS for students standard
1. Creativity and Innovation. NETS 1a. through 1d. are met by computational
thinking in the following ways: students “demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology”
through, “innovation, exploration, and creativity across disciplines.” They
“create original works as a means of personal or group expression” through
“group problem solving and reflecting on practice and communicating.” Students,
“model, run simulations, do systems analysis” to “explore complex systems and
issues.” Finally, students “identify trends and forecast possibilities” by
“design[ing] solutions to problems (using abstraction, automation, creating
algorithms, data collection and analysis).”</div>
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<b>APA Reference</b></div>
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Barr V. and Stephenson C. (2011, March). Bringing CT to
K-12: What Is Involved and What Is the Role of the Computer Science Education
Community? <i>ACM Inroads</i>, 2 (1). Retrieved
from <a href="http://www.iste.org/Libraries/NETS_Refresh_Toolkit/Bringing_CT_to_K-12.sflb.ashx">http://www.iste.org/Libraries/NETS_Refresh_Toolkit/Bringing_CT_to_K-12.sflb.ashx</a></div>Anonymoushttp://www.blogger.com/profile/15119286718869210432noreply@blogger.com0tag:blogger.com,1999:blog-8414102055311656056.post-30637901869658960552012-02-22T22:42:00.000-08:002012-02-24T22:04:51.548-08:00Handicap Accessible Websites<br />
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Hi 422 class, </div>
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<br /></div>
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Amundson wrote the article 5 Steps to an Accessible
Classroom Website to bring awareness of the diverse
group of people who need to access the information from teachers websites. Diverse
groups include English-language learners, those with slow Internet connections,
and those who use voice output, Braille, keyboards (not mice), and screen
magnifier devices. Teachers as Web developers need to consider all users and adaptive
tools so that websites “provide information to the intended audience” and are
accessible to all learners. </div>
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The author persuades me, as a teacher Web developer, through
an emotional appeal by asking me to consider my website as if I were a blind or
deaf user trying to access the information—thereby, giving me a problem. Not to
worry, her persuasive technique then gives me a “how to” solution. The article
doesn’t just discuss the possibilities, but makes creating accessible websites
accessible to me by breaking down the Web creation and review process into five
steps (1. structure, 2. navigation, 3. text format for non-text elements, 4.
logical word choices, and 5. validation tools).</div>
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I will apply the information from the article to my future
website by making sure I use headers to structure my Web pages, set up Tab key
navigation (no drop down menus), allow for gray-scale viewing with appropriate
background color schemes, provide title and alt tags, descriptive text,
descriptions of images, and a link to contact me. </div>
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In conclusion, the article suggests that after applying the
suggested five steps to create a website, the final test is to try to navigate
on my site or ask someone with a disability to see what is possible if there
was no sound, no mouse, no images, and/or no color. The last step is to put the
website to the test. </div>
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The
article aligns with NET for student learning 6b. Technology Operations and
Concepts, allowing for students to demonstrate a sound understanding of
technology concepts, systems, and operations by selecting and using
applications effectively and productively.</div>
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<b>APA Reference</b></div>
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Amundson, L. (2009, November). 5 Steps to an Accessible
Classroom Website. <i>Learning & Leading with Technology,</i> 37 (4).
Retrieved from<b> </b><a href="http://www.iste.org/learn/publications/learning-and-leading/digital-edition-november-2009.aspx">http://www.iste.org/learn/publications/learning-and-leading/digital-edition-november-2009.aspx</a>
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<br /></div>Anonymoushttp://www.blogger.com/profile/15119286718869210432noreply@blogger.com1tag:blogger.com,1999:blog-8414102055311656056.post-29238063079677862222012-02-17T08:41:00.000-08:002012-03-31T22:14:02.977-07:00Head in the CloudHi Group,<br /><br />Reading Doug Johnson’s 2009 article for ISTE, “Computing in the Clouds,” made me want to ditch my eight-pound laptop for a lightweight, two to four pound netbook! To think of all the time and money that teachers can save. And, when you consider the possibilities for students, and the positive impact on the school district, the pros definitely outweigh the cons, for me.<br /><br />I appreciate Johnson’s balanced discussion regarding concerns about file security and privacy issues. Johnson also mentions that, “school districts need to be sure they have a reliable, adequate, and secure wireless infrastructure to support dozens, if not hundreds, of student-owned netbooks?” Cloud computing is possible, but not necessarily right for all users, teachers, students, and districts.<br /><br />It’s obvious Johnson is a cloud fan. But, what I love about the article, instead of just writing about the cloud, in the section, “Living in the Cloud,” Johnson moved all of his computing tasks to the cloud and summarized how all of the solutions worked for him. He gives concrete examples of using cloud-based word processing, presentations, and spreadsheets. He gives dozens of Web 2.0 tool examples so that anyone could make the transition to cloud computing.<br /><br />His tone is that he’s a “geezer,” so that veteran teachers will relate to their fear of moving from what they might feel is safe to the unknown. He also relates to any computer user because we’ve all suffered through “worrying about transporting files on flash drives, keeping track of the latest version of a document, or having the right software to open a file.” And, most of us need to “share and collaboratively edit files.”<br /><br />There is so much practical information in his article. Johnson does a great job balancing the pros and cons. And, I would love to move to the cloud as a teacher. This article helps me know tools as well as issues to consider before I make the leap. <br /><br />This article meets NETS for students 6. Technology Operations and Concepts. Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems; b. Select and use applications effectively and productively; c. Troubleshoot systems and applications; d. Transfer current knowledge to learning; of new technologies.<br /><br />Thank you,<br />Dawn<br /><br />Reference:<br /><br />Johnson D. (December/January 2009-2010). Computing in the Clouds. ISTE, 4 (37). Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Computing_in_the_Clouds.aspx<br /><br />Anonymoushttp://www.blogger.com/profile/15119286718869210432noreply@blogger.com2tag:blogger.com,1999:blog-8414102055311656056.post-60219535770236606432012-02-08T21:50:00.000-08:002012-03-31T22:17:52.254-07:00Yes! Blogging in the Classroom is Worth The Risk<br />
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<span class="style43">Hi Class, </span><br />
<br />
<span class="style43">Yes, blogging in the classroom is worth the
risk. After reading the ISTE posted article, "Point CounterPoint: Is Blogging Worth
the Risk?” I agree with the idea of responsibility and instant feedback, “</span>we
end up having to take responsibility for our comments, all the better! What
better way to illustrate to our students that effective communication requires
us to consider the effects our words.”<br />
<br />
With blogs, students are on the court. They
aren’t just reading about blogs, they’re blogging. Blogging is hands-on. A blog
is a digital portfolio for students that applies to their world and their
future. And, we can teach them what to do and what not to do, and how to handle
it instead of avoiding the risk ourselves. It seems that we’d be irresponsible
educators if we didn’t engage in, discuss, and model electronic communication
as part of our society. </div>
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Yes, it’s worth the risk, even though Ms. Nielsen found that
a blog, “places you under examination makes an already difficult job even more
difficult and potentially jeopardizes job security.” I feel that Maxlow’s comment
works as an effective counterpoint, “It would be better to retain dignity and
integrity by finding employment elsewhere than it would be to work in such
conditions.” I agree. It’s worth it, regardless of the risk.<br />
<br />
This article meets NETS for students 6. Technology Operations and Concepts. Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems; b. Select and use applications effectively and productively; c. Troubleshoot systems and applications; d. Transfer current knowledge to learning; of new technologies.<br />
<br />
Thank you,<br />
Dawn<br />
<br />
Reference: <br />
Maxlow J. and Nielson L. (May 2009). Point/Counterpoint Is Blogging Worth the Risk? <i>ISTE</i>, 7 (36). Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Point_Counterpoint_Is_Blogging_Worth_the_Risk.aspx </div>Anonymoushttp://www.blogger.com/profile/15119286718869210432noreply@blogger.com3