Nets.3.A discusses the points about how to use technology in an appropriate manner as a school administrator. These standards also discuss how to assess where the school building is at with technology, where it needs to improve and how it is going to achieve those improvements. These five articles all describe different aspects of these standards.
The idea behind choosing the cyber-bullying article describes how technology is viewed to some constituents in society. It discusses how negatively society views certain technologies that could benefit our students; such as, YouTube, MySpace and IM Chatting.
The next two articles paint the picture of teachers not using the computer because they are effective without it and their concerned about having the authority in teaching. The author compares this to learning without reading, which does not make very much sense. The author states that we need to start pushing teachers out who do not want to take part in technology integration.
The fourth article talks about the advantages of students using social networks and how much they actually use it for education. How cool would this be if as school administrators we could encourage teachers to collaborate and discuss curriculum topics by using online tools at their convenience, rather than making arbitrary dates and times to meet.
The last article also discusses how to redefine education by using online professional development communities. This allows teachers across the country to share best practices and participate in online courses to help them improve on their technology proficiency.
These four articles in essence relate the Nets.A.3 standards by discussing how we currently view technology as something scary that needs to be constantly monitored; where we could go by getting rid of traditional department/staff meetings and turning them into an online professional learning community; and how we are going to achieve this by using online professional development opportunities.
Wednesday, November 28, 2007
Professional Developement, no really, its fun!!
Online Communities Transform Teacher Development:
Web-based professional learning sites provide ongoing, ‘just-in-time’ training and support
Laura Devaney
Retrieved 28 November 2007
Redefining the way we view PD
Look Here for a different way of teaching students outside of class.
Professional development is central to the effective use of technology, but it often conjures up images of inconvenient and time-consuming meetings and workshops. Now, a new crop of online, "anytime, anywhere" resources is changing the way schools approach staff development--and changing how educators view the concept, too.
These new online professional "learning communities" allow teachers to network, ask questions, and share ideas with colleagues on their own time--something teachers have precious little opportunity to do while at school. They also give educators on-demand access to videos, tutorials, and other how-to advice as needed, resulting in the kind of ongoing, "just-in-time" training that research shows to be most effective.
One such resource is Discovery Education's Discovery Educator Network (DEN), an initiative that seeks to establish a global community where innovative teachers can trade best practices and work together to improve the quality of learning in their classrooms, wherever those might be.
The DEN consists of educators who share a passion for teaching with digital media, sharing resources, collaborating, and growing together. Membership allows teachers to collaborate and share resources with thousands of other DEN members who work together to inspire each other.
Tom Turner, a technology specialist at Lake Marion Creek Elementary School in Kissimmee, Fla., a DEN member for a year and a half, became involved with the initiative after his school's media specialist brought Discovery's online resources to his attention. He calls the DEN "a network of teachers collaborating, sharing ideas, sharing things that work, sharing professional development opportunities, and just sharing themselves."
DEN professional development opportunities take the form of summer programs, week-long seminars or meetings, activities at ed-tech conferences throughout the country, and numerous documents and other resources on the DEN web site.
For example, the site offers staff development resources on topics such as how to manage an interactive whiteboard, steps to technology integration, and a sample presentation for back-to-school night.
Teachers will find support for classroom activities and lesson plans on the DEN web site, too. Turner said DEN members will find advice on how to implement projects in their curriculum, and if they find an idea that will enhance a particular project or lesson, they'll share it with their colleagues in the online community.
"Who is going to benefit? The students," Turner said. "If I create something that I know works, why not [let] someone else do it?" He added: "Between the DEN web site and the unitedstreaming site [Discovery Education's video-on-demand service], you have what you need at your fingertips at any time, at any point of the day. You don't have to sit down in a 45-minute planning period--in a perfect world, that would happen, but you're grading papers, calling parents, attending administrator meetings, and you don't have time. You know that when you go home, you can dedicate your time to it."
Easy and flexible access to valuable professional development resources is one of the main reasons educators are turning to online professional learning communities. PBS TeacherLine, like the DEN, offers online courses and other resources for busy educators.
Greg Mingo, principal at Lester Elementary School in Florence, S.C., encouraged his teachers to enroll in courses from PBS TeacherLine, and he decided to show his support for his teachers by taking the same courses.
PBS TeacherLine gives educators access to online professional development though facilitated online courses, collaborative learning communities, and internet-based resources.
Mingo said PBS TeacherLine was a contributing factor to the subsequent rise in reading achievement in the elementary school, which is a Title I school.
The first course Mingo and his staff completed was "Teaching Reading Across the Content Areas." Mingo said he already believed in the benefits of online learning but was impressed with the strong instructional content and format of the TeacherLine courses.
"The courses are well-designed ... and introduce a wide array of online resources to incorporate into instruction, as well as provide interaction with educators all across the country," Mingo said.
Because he had the school's teachers take courses together, they were able to meet in small groups to discuss what they had learned and enjoy the collaboration among colleagues. "It brought the staff closer together," Mingo added.
In the 2005-06 school year, 15 teachers from Lester Elementary, which has 405 students in kindergarten through grade six, enrolled in PBS TeacherLine courses.
"The strategies have helped my students become stronger readers and decipher words more easily. They've become more confident in reading as well," said Jessica Crowson, a first-grade teacher at Lester Elementary.
"In my grade level, I have seen a huge growth, and I can look back on that and say I made a difference in that child's life. And that's the biggest reward ever."
Betsy Long, library media specialist for Doby's Mill Elementary School in Lugoff, S.C., has taken 10 PBS TeacherLine courses. Long said she believes the content and strategies she's learned from the courses have helped her incorporate new ideas in her position as a library media specialist. She said she has encouraged her colleagues to take TeacherLine courses as well, and she added that she thinks TeacherLine is one of the main reasons for the positive changes in students' reading skills.
"I love the flexibility, and the content is wonderful," said Long. "It's a great venue for sharing ideas and collaborating with other educators online, particularly since technology is constantly evolving."
Web-based professional learning sites provide ongoing, ‘just-in-time’ training and support
Laura Devaney
Retrieved 28 November 2007
Redefining the way we view PD
Look Here for a different way of teaching students outside of class.
Professional development is central to the effective use of technology, but it often conjures up images of inconvenient and time-consuming meetings and workshops. Now, a new crop of online, "anytime, anywhere" resources is changing the way schools approach staff development--and changing how educators view the concept, too.
These new online professional "learning communities" allow teachers to network, ask questions, and share ideas with colleagues on their own time--something teachers have precious little opportunity to do while at school. They also give educators on-demand access to videos, tutorials, and other how-to advice as needed, resulting in the kind of ongoing, "just-in-time" training that research shows to be most effective.
One such resource is Discovery Education's Discovery Educator Network (DEN), an initiative that seeks to establish a global community where innovative teachers can trade best practices and work together to improve the quality of learning in their classrooms, wherever those might be.
The DEN consists of educators who share a passion for teaching with digital media, sharing resources, collaborating, and growing together. Membership allows teachers to collaborate and share resources with thousands of other DEN members who work together to inspire each other.
Tom Turner, a technology specialist at Lake Marion Creek Elementary School in Kissimmee, Fla., a DEN member for a year and a half, became involved with the initiative after his school's media specialist brought Discovery's online resources to his attention. He calls the DEN "a network of teachers collaborating, sharing ideas, sharing things that work, sharing professional development opportunities, and just sharing themselves."
DEN professional development opportunities take the form of summer programs, week-long seminars or meetings, activities at ed-tech conferences throughout the country, and numerous documents and other resources on the DEN web site.
For example, the site offers staff development resources on topics such as how to manage an interactive whiteboard, steps to technology integration, and a sample presentation for back-to-school night.
Teachers will find support for classroom activities and lesson plans on the DEN web site, too. Turner said DEN members will find advice on how to implement projects in their curriculum, and if they find an idea that will enhance a particular project or lesson, they'll share it with their colleagues in the online community.
"Who is going to benefit? The students," Turner said. "If I create something that I know works, why not [let] someone else do it?" He added: "Between the DEN web site and the unitedstreaming site [Discovery Education's video-on-demand service], you have what you need at your fingertips at any time, at any point of the day. You don't have to sit down in a 45-minute planning period--in a perfect world, that would happen, but you're grading papers, calling parents, attending administrator meetings, and you don't have time. You know that when you go home, you can dedicate your time to it."
Easy and flexible access to valuable professional development resources is one of the main reasons educators are turning to online professional learning communities. PBS TeacherLine, like the DEN, offers online courses and other resources for busy educators.
Greg Mingo, principal at Lester Elementary School in Florence, S.C., encouraged his teachers to enroll in courses from PBS TeacherLine, and he decided to show his support for his teachers by taking the same courses.
PBS TeacherLine gives educators access to online professional development though facilitated online courses, collaborative learning communities, and internet-based resources.
Mingo said PBS TeacherLine was a contributing factor to the subsequent rise in reading achievement in the elementary school, which is a Title I school.
The first course Mingo and his staff completed was "Teaching Reading Across the Content Areas." Mingo said he already believed in the benefits of online learning but was impressed with the strong instructional content and format of the TeacherLine courses.
"The courses are well-designed ... and introduce a wide array of online resources to incorporate into instruction, as well as provide interaction with educators all across the country," Mingo said.
Because he had the school's teachers take courses together, they were able to meet in small groups to discuss what they had learned and enjoy the collaboration among colleagues. "It brought the staff closer together," Mingo added.
In the 2005-06 school year, 15 teachers from Lester Elementary, which has 405 students in kindergarten through grade six, enrolled in PBS TeacherLine courses.
"The strategies have helped my students become stronger readers and decipher words more easily. They've become more confident in reading as well," said Jessica Crowson, a first-grade teacher at Lester Elementary.
"In my grade level, I have seen a huge growth, and I can look back on that and say I made a difference in that child's life. And that's the biggest reward ever."
Betsy Long, library media specialist for Doby's Mill Elementary School in Lugoff, S.C., has taken 10 PBS TeacherLine courses. Long said she believes the content and strategies she's learned from the courses have helped her incorporate new ideas in her position as a library media specialist. She said she has encouraged her colleagues to take TeacherLine courses as well, and she added that she thinks TeacherLine is one of the main reasons for the positive changes in students' reading skills.
"I love the flexibility, and the content is wonderful," said Long. "It's a great venue for sharing ideas and collaborating with other educators online, particularly since technology is constantly evolving."
Cyber Bullying
Cyber Bullying: A Problem Affecting Youth Today
YouTube
Retrieved 28 November 2007
This Really Hits Home
YouTube
Retrieved 28 November 2007
This Really Hits Home
The Question of Authority…
The Question of Authority...
David Warlick
Retrieved 28 November 2007
Shifting the responsibilty of education away from the teacher and to the student.
The other day, I was working at the North Carolina School Library Media Association conference in Winston-Salem. There are basically two school library conferences in this state. In the Fall, it’s the NCSLMA conference, and in the Spring we have the NCAECT. The NCSLMA is usually more book-based, and the NCAECT is oriented toward technology. I present more often at the technology conference and am challenged more often by attendees of the book conference — and last week’s event was no exception.
I was demonstrating Vicki Davis’ wiki site, where her students contribute and organize the content that they will use to study for their tests — how she use to say, “You write me a report about word processing, and you write me a report about quantum computing.” And now she says, “You write the chapter on word processing, and you write the chapter on quantum computing.” It’s one of those suggestions that usually gets heads nodding and pencils wiggling at tech conferences.
But on that day, a woman on the second row, with graphite gray hair and gritted teeth, raised her hand and asked, “But what about authority?” I think I answered the question well. I said something like, “The point of Vicki’s practice is to make the students learners, who are learning from the network of the classroom. We’re trying to move from a learning environment where we teach children how to be taught, and instead, help them learn to teach themselves.”
Then I threw in, “We live in a time of rapid change, where the answers to the tests will be changing during the lifetimes of our children. It has become more important how we learn, and less important what we learn.” This seemed to ring true with most of the inhabitants of that room, but the questioner’s jaws never appeared to relax.
I know now, that although I still believe what I said, I also trivialized the question. That nothing has really happened to authority. The basis for belief has not vanished. It remains important to be able to justify what we write, say, and do — to be able to provide evidence of its accuracy, reliability, validity, and its appropriateness in terms of the goals we’re trying to achieve.
What’s changed is that the responsibility for authority has shifted. The responsibility rests less with the teacher and more with the learner. “In your chapter about quantum computing, it is critical that you site the sources, include a bibliography, and also include information about why this scientist’s perspective on subatomic processors is important to know.”
The skills involved in being an information gatekeeper are no longer exclusively those of the librarian or the teacher. They are now personal skills — and they are basic literacy skills.
David Warlick
Retrieved 28 November 2007
Shifting the responsibilty of education away from the teacher and to the student.
The other day, I was working at the North Carolina School Library Media Association conference in Winston-Salem. There are basically two school library conferences in this state. In the Fall, it’s the NCSLMA conference, and in the Spring we have the NCAECT. The NCSLMA is usually more book-based, and the NCAECT is oriented toward technology. I present more often at the technology conference and am challenged more often by attendees of the book conference — and last week’s event was no exception.
I was demonstrating Vicki Davis’ wiki site, where her students contribute and organize the content that they will use to study for their tests — how she use to say, “You write me a report about word processing, and you write me a report about quantum computing.” And now she says, “You write the chapter on word processing, and you write the chapter on quantum computing.” It’s one of those suggestions that usually gets heads nodding and pencils wiggling at tech conferences.
But on that day, a woman on the second row, with graphite gray hair and gritted teeth, raised her hand and asked, “But what about authority?” I think I answered the question well. I said something like, “The point of Vicki’s practice is to make the students learners, who are learning from the network of the classroom. We’re trying to move from a learning environment where we teach children how to be taught, and instead, help them learn to teach themselves.”
Then I threw in, “We live in a time of rapid change, where the answers to the tests will be changing during the lifetimes of our children. It has become more important how we learn, and less important what we learn.” This seemed to ring true with most of the inhabitants of that room, but the questioner’s jaws never appeared to relax.
I know now, that although I still believe what I said, I also trivialized the question. That nothing has really happened to authority. The basis for belief has not vanished. It remains important to be able to justify what we write, say, and do — to be able to provide evidence of its accuracy, reliability, validity, and its appropriateness in terms of the goals we’re trying to achieve.
What’s changed is that the responsibility for authority has shifted. The responsibility rests less with the teacher and more with the learner. “In your chapter about quantum computing, it is critical that you site the sources, include a bibliography, and also include information about why this scientist’s perspective on subatomic processors is important to know.”
The skills involved in being an information gatekeeper are no longer exclusively those of the librarian or the teacher. They are now personal skills — and they are basic literacy skills.
Teens and Social Networking
96 percent of teens use social-networking tools
eSchool News
Retrieved 28 November 2007
Read why MySpace should be OurSpace
August 14, 2007—A new survey reveals that creating content and connecting with their peers online is nearly ubiquitous for students ages 9 to 17 who have internet access: Only one in 20 teens and "tweens" surveyed said they have not used social-networking technologies such as chatting, text-messaging, blogging, or visiting online communities such as Facebook, MySpace, and Webkinz.
What's more, students report that one of the most common topics of conversation on the social-networking scene is education--suggesting that schools have a huge, but largely untapped, opportunity to harness these technologies in support of student learning.
Released Aug. 14 by the National School Boards Association (NSBA) and Grunwald Associates LLC, the survey shows that 96 percent of students with online access use social-networking technologies. Nearly 60 percent of these students report discussing education-related topics online, such as college or college planning, learning outside of school, and careers. And half of online students say they talk specifically about schoolwork.
"There is no doubt that these online teen hangouts are having a huge influence on how kids today are creatively thinking and behaving," said Anne L. Bryant, NSBA's executive director. "The challenge for school boards and educators is that they have to keep pace with how students are using these tools in positive ways and consider how they might incorporate this technology into the school setting."
Students report they are engaging in highly creative activities on social-networking web sites, including writing, art, and contributing to collaborative online projects--whether these activities are related to schoolwork, or not. Nearly half of students surveyed say they have uploaded pictures they have made or photos they have taken, and 22 percent say they have uploaded video they have created.
Students also say they are spending nearly as much time using social-networking services and web sites as they spend watching television. Among teens who use social-networking sites, that amounts to about nine hours a week online, compared with 10 hours a week watching TV.
Yet, most K-12 school systems have stringent rules against nearly all forms of online social networking during the school day, according to the survey--even though students and parents report few problem behaviors online.
More than eight in 10 districts have rules against online chatting and instant messaging in school, the survey suggests, and more than six in 10 have rules against participating in blogs. Sixty percent also prohibit students from sending and receiving eMail while in school, and 52 percent ban the use of social-networking sites on campus.
In light of the survey's findings, school leaders should consider reexamining their policies and explore ways they could use social networking for educational purposes, its authors say.
"Our study showed that 96 percent of school districts say that at least some of their teachers assign homework requiring internet use," said Peter Grunwald of Grunwald Associates. "What this means is that schools may be starting to use the internet and other technologies more effectively. In the future, schools that incorporate social-networking tools in education can help engage kids and move them toward the center of the learning process."
Although most schools have rules against social-networking activities during school hours, some officially sanctioned online social networking does occur in schools, the survey finds. Nearly 70 percent of districts report having student web site programs, and nearly half say their schools take part in online collaborative projects with other schools. More than a third say their schools or their students have blogs, either officially or in the context of instruction.
The report, titled "Creating & Connecting: Research and Guidelines on Online Social and Educational Networking," is based on three surveys: an online survey of nearly 1,300 9- to 17-year-olds, an online survey of more than 1,000 parents, and telephone interviews with 250 school district leaders who make decisions on internet policy. The study was carried out with support from Microsoft, News Corp. (which owns MySpace), and Verizon.
eSchool News
Retrieved 28 November 2007
Read why MySpace should be OurSpace
August 14, 2007—A new survey reveals that creating content and connecting with their peers online is nearly ubiquitous for students ages 9 to 17 who have internet access: Only one in 20 teens and "tweens" surveyed said they have not used social-networking technologies such as chatting, text-messaging, blogging, or visiting online communities such as Facebook, MySpace, and Webkinz.
What's more, students report that one of the most common topics of conversation on the social-networking scene is education--suggesting that schools have a huge, but largely untapped, opportunity to harness these technologies in support of student learning.
Released Aug. 14 by the National School Boards Association (NSBA) and Grunwald Associates LLC, the survey shows that 96 percent of students with online access use social-networking technologies. Nearly 60 percent of these students report discussing education-related topics online, such as college or college planning, learning outside of school, and careers. And half of online students say they talk specifically about schoolwork.
"There is no doubt that these online teen hangouts are having a huge influence on how kids today are creatively thinking and behaving," said Anne L. Bryant, NSBA's executive director. "The challenge for school boards and educators is that they have to keep pace with how students are using these tools in positive ways and consider how they might incorporate this technology into the school setting."
Students report they are engaging in highly creative activities on social-networking web sites, including writing, art, and contributing to collaborative online projects--whether these activities are related to schoolwork, or not. Nearly half of students surveyed say they have uploaded pictures they have made or photos they have taken, and 22 percent say they have uploaded video they have created.
Students also say they are spending nearly as much time using social-networking services and web sites as they spend watching television. Among teens who use social-networking sites, that amounts to about nine hours a week online, compared with 10 hours a week watching TV.
Yet, most K-12 school systems have stringent rules against nearly all forms of online social networking during the school day, according to the survey--even though students and parents report few problem behaviors online.
More than eight in 10 districts have rules against online chatting and instant messaging in school, the survey suggests, and more than six in 10 have rules against participating in blogs. Sixty percent also prohibit students from sending and receiving eMail while in school, and 52 percent ban the use of social-networking sites on campus.
In light of the survey's findings, school leaders should consider reexamining their policies and explore ways they could use social networking for educational purposes, its authors say.
"Our study showed that 96 percent of school districts say that at least some of their teachers assign homework requiring internet use," said Peter Grunwald of Grunwald Associates. "What this means is that schools may be starting to use the internet and other technologies more effectively. In the future, schools that incorporate social-networking tools in education can help engage kids and move them toward the center of the learning process."
Although most schools have rules against social-networking activities during school hours, some officially sanctioned online social networking does occur in schools, the survey finds. Nearly 70 percent of districts report having student web site programs, and nearly half say their schools take part in online collaborative projects with other schools. More than a third say their schools or their students have blogs, either officially or in the context of instruction.
The report, titled "Creating & Connecting: Research and Guidelines on Online Social and Educational Networking," is based on three surveys: an online survey of nearly 1,300 9- to 17-year-olds, an online survey of more than 1,000 parents, and telephone interviews with 250 school district leaders who make decisions on internet policy. The study was carried out with support from Microsoft, News Corp. (which owns MySpace), and Verizon.
Taking the Technology Journey at NCETC
Taking the Technology Journey at NCETC
David Warlick
Retrieved 28 November 2007
It's 2007, we should be using computers
Check out this interview with Charles Fadel of Cisco Systems talking about the importance of 21st Century Skills.
It’s the 20th NCETC, and they threw a wonderful reception last night with lots of food, a chamber orchestra, and lots of people — and the conference staff was obviously excited. I’ve attended every NCETC and I believe that I’ve presented at every one. The earliest state conferences I attended (more than 20 years ago) were run by a regional computer club called Micro 5. It was almost entirely about Apple IIes, and the rage was The Print Shop. There weren’t a lot of people using computers, and we didn’t seem to mind that we were a minority - a very special minority. After all, most schools didn’t have them, and the ones that did, usually had less than a half-dozen.
Today, there are still a lot of teachers who don’t use them and don’t want to. It’s the theme of this conference , so far as the conversations I’m having here. Three times already I’ve told people, I’ve had this conversation three, four, five times already today.
“We can’t even get teachers to fill out a simple web form for our information system. Teachers are telling us ‘We’ve taught well for 25 years without computers, we can do it another five.’ and ‘I do not have time to learn this stuff!’”
It’s true that a teacher can be a great teacher without using technology and it’s true that teachers have a tragic lack of professional time to develop and refine their skills and knowledge. ..And sadly, it is also true that a few teachers are not very good learners.
But I think it’s wrong to expect teachers to use technology. It’s like saying, “I expect you to use the chalk board!” But what if half of the teachers in your school said, “I can be a good teacher without using our textbooks or any other text-based resources. My students are going to learn without reading.” Now that would probably shock us, because deep down, regardless of the testing culture of U.S. schools, we understand that reading is a working skill, not just an academic skill. That students should be using this skill, not just learning it.
I think it’s the same with computers and networks. Using digital networked content is part of being literate, and it is a working skill. Teachers who aren’t using computers and the Internet in their classrooms with their students every day are depriving their children of the opportunity and the right to use basic literacies as working skills. You can be a good teacher an not use technology. But you’re not doing your job.
That said, we need to provide three things to teachers, if we are going to expect them to take the “technology journey.” We need to give them
A Road - digital networked content no more than an arm’s reach away,
A Destination - Something on the other side worth working for, and
No Choice
David Warlick
Retrieved 28 November 2007
It's 2007, we should be using computers
Check out this interview with Charles Fadel of Cisco Systems talking about the importance of 21st Century Skills.
It’s the 20th NCETC, and they threw a wonderful reception last night with lots of food, a chamber orchestra, and lots of people — and the conference staff was obviously excited. I’ve attended every NCETC and I believe that I’ve presented at every one. The earliest state conferences I attended (more than 20 years ago) were run by a regional computer club called Micro 5. It was almost entirely about Apple IIes, and the rage was The Print Shop. There weren’t a lot of people using computers, and we didn’t seem to mind that we were a minority - a very special minority. After all, most schools didn’t have them, and the ones that did, usually had less than a half-dozen.
Today, there are still a lot of teachers who don’t use them and don’t want to. It’s the theme of this conference , so far as the conversations I’m having here. Three times already I’ve told people, I’ve had this conversation three, four, five times already today.
“We can’t even get teachers to fill out a simple web form for our information system. Teachers are telling us ‘We’ve taught well for 25 years without computers, we can do it another five.’ and ‘I do not have time to learn this stuff!’”
It’s true that a teacher can be a great teacher without using technology and it’s true that teachers have a tragic lack of professional time to develop and refine their skills and knowledge. ..And sadly, it is also true that a few teachers are not very good learners.
But I think it’s wrong to expect teachers to use technology. It’s like saying, “I expect you to use the chalk board!” But what if half of the teachers in your school said, “I can be a good teacher without using our textbooks or any other text-based resources. My students are going to learn without reading.” Now that would probably shock us, because deep down, regardless of the testing culture of U.S. schools, we understand that reading is a working skill, not just an academic skill. That students should be using this skill, not just learning it.
I think it’s the same with computers and networks. Using digital networked content is part of being literate, and it is a working skill. Teachers who aren’t using computers and the Internet in their classrooms with their students every day are depriving their children of the opportunity and the right to use basic literacies as working skills. You can be a good teacher an not use technology. But you’re not doing your job.
That said, we need to provide three things to teachers, if we are going to expect them to take the “technology journey.” We need to give them
A Road - digital networked content no more than an arm’s reach away,
A Destination - Something on the other side worth working for, and
No Choice
New Technology and Youth Violence
New Technology and Youth Violence
Centers For Disease Control and Prevention
Retrieved 28 November 2007
Not a Laughing Matter!!!
Teenagers are using new media technology, including cell phones, personal data assistants, and the Internet, to communicate with other people in the United States and throughout the world. New communication avenues, such as text messaging, chat rooms, and social networking websites (e.g., MySpace and Facebook), have allowed youth to easily develop relationships, some with people they have never met in person.
New technology has many potential benefits for youth. It allows teenagers to communicate with family and friends on a regular basis. New technology also provides opportunities to make rewarding social connections for those teenagers who have difficulty developing friendships in traditional social settings or because of limited contact with same-aged peers. In addition, regular Internet access allows teenagers to quickly increase their knowledge on a wide variety of topics.
However, the recent explosion in technology does not come without possible risks. Youth can use electronic media to embarrass, harass or threaten their peers. Increasing numbers of adolescents are becoming victims of this new form of violence. Although many different terms-such as cyberbullying, Internet harassment, and Internet bullying-have been used to describe this type of violence, electronic aggression is the term that most accurately captures all types of violence that occur electronically. Like traditional forms of youth violence, electronic aggression is associated with emotional distress and conduct problems at school.
In September 2006, the Centers for Disease Control and Prevention (CDC) convened a panel of experts to discuss issues related to the emerging public health problem of electronic aggression. The panel included representatives from research universities, public school systems, federal agencies, and nonprofit organizations. A special issue of the Journal of Adolescent Health summarizes the data and recommendations from this expert panel meeting.
The following resources provide additional information on electronic aggression, youth violence prevention, and safe schools.
Centers For Disease Control and Prevention
Retrieved 28 November 2007
Not a Laughing Matter!!!
Teenagers are using new media technology, including cell phones, personal data assistants, and the Internet, to communicate with other people in the United States and throughout the world. New communication avenues, such as text messaging, chat rooms, and social networking websites (e.g., MySpace and Facebook), have allowed youth to easily develop relationships, some with people they have never met in person.
New technology has many potential benefits for youth. It allows teenagers to communicate with family and friends on a regular basis. New technology also provides opportunities to make rewarding social connections for those teenagers who have difficulty developing friendships in traditional social settings or because of limited contact with same-aged peers. In addition, regular Internet access allows teenagers to quickly increase their knowledge on a wide variety of topics.
However, the recent explosion in technology does not come without possible risks. Youth can use electronic media to embarrass, harass or threaten their peers. Increasing numbers of adolescents are becoming victims of this new form of violence. Although many different terms-such as cyberbullying, Internet harassment, and Internet bullying-have been used to describe this type of violence, electronic aggression is the term that most accurately captures all types of violence that occur electronically. Like traditional forms of youth violence, electronic aggression is associated with emotional distress and conduct problems at school.
In September 2006, the Centers for Disease Control and Prevention (CDC) convened a panel of experts to discuss issues related to the emerging public health problem of electronic aggression. The panel included representatives from research universities, public school systems, federal agencies, and nonprofit organizations. A special issue of the Journal of Adolescent Health summarizes the data and recommendations from this expert panel meeting.
The following resources provide additional information on electronic aggression, youth violence prevention, and safe schools.
Thursday, October 25, 2007
Hi there.
My name is Sam DeGennaro and I would like to invite you to inform me in the integration of technology in our school. I will be posting here often of new implementations and you can feel free to comment on how you feel about those implementations. Thanks.
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