I feel that online communication tools will be a great addition to teaching problem solving skills in the math classroom. Students can work together with students from around the world to discuss how to solve a problem, where to gather data, and when more justification for reasoning is necessary. One example from the report is a Salem, OR school that does this in a math scene investigation format, which sounds like a great way to get kids interested in math.
Using mobiles in schools could be potentially problematic. If students are allowed to have and use their cell phone during class, we have to ensure that use is monitored and regulated to prevent cheating on tests and quizzes or other unapproved collaboration on assignments like searching online for the solution to a problem on your assignment. While this would prove the resourcefulness of the student, they may not actually know how to solve the problem. Similarly, what will schools do for students who do not have their own mobile device -- are they going to provide them to all students so features are the same? I see a lot of issues to manage with this technology, but if worked out, this could also help students learn in a new way.
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Ruth makes a good point about the mobile devices. I second her opinion about mobile communications being the most problematic to implement in the classroom, for not only do teachers have an increased difficulty of enforcing that students are on task while working on their mobiles, but there is also the likelihood of amplifying the awareness of discrepancies of wealth among students.
ReplyDeleteAs for the most useful technological development, I believe that the incorporation of cloud computing resources into collaborative environments such as Moodle would be extremely helpful for students. When I was in high school, my AP Government teacher used Moodle as a sort of "home base" for students both at home at during opportunities to use computers at school. He posted important links, mediated an online discussion board, and had links to Turnitin.com to collect homework and screen it through plagiarism filters. I hope that I can create a similar "home" website that contains the specific resources that my class needs. Of course, some of these resources can include connections to cloud computing technologies that operate off of a different system. I therefore hope to incorporate both of these upcoming technologies in the near future.
--Alex
P.S. Smart Objects sound awesome.
In defense of the Smart Objects, I think there is potential to do more than track students as Matthew was concerned about. The science CENSI project with the University of California sounds like a great tool to have middle-school students interacting with real-world data. Smart Objects could bring material to life with up-to-date statistics and a realistic outcome.
ReplyDeleteTo relate Smart Objects to the Language Arts, I see potential in the sound capabilities. The LeapFrog software works well for young-readers to facilitate an instant connection between sound and words. Smart Objects could support student reading. Are there "Tags" for older students? There could be a few Smart Objects in a classroom for students to try on their own time or in a reading resources room.
The Personal Web sounds like a great resource; however, how does this differ from Edline? The school blocks certain sites (youtube, gmail, etc) and limits what students and teachers can view at school. Edline provides a space for teachers to post information for students including grades and helpful websites. For example, students can complete quizzes on Portaportal through a teacher's Edline page. The Personal Web sounds like a great idea, but will schools logistically switch to a Personal Web when the current system works well?
Sorry my post is late.. I have the flu :(