The Importance of Technology in the Classroom

Technology is constantly changing and its advancement is an integral part of society.  In the 21st century, “Technology dominates the workplaces of most professionals and provides a “wider and more flexible set of learning resources” for individuals, educators, and organizations (U.S. Department of, 2010).  Although the Department of Education advocates the use of technology in secondary education classrooms, “There is a ‘digital disconnect’ between how students use technology for their everyday communication and how they use technology in the classroom” (Kolb, 2008).

Incorporating technology into the classroom diminishes this ‘disconnect.’  The use of advanced technology in the classroom promotes critical and innovating thinking and analytical skills, which are the backbone of any profession. Rather than being viewed as tools to efficiently transmit information and content to learners, technologies can be used by students as ‘intellectual partners’, and as tools to analyze and interpret their understanding” (Herrington, J., & Kervin, L., 2007).

When educators fail to realize the new ways students learn and retain information, the learning process and retention period may be hindered. Administrators and educators must therefore “take personal responsibility for understanding changes in tech implementation and integration in their buildings and classrooms (Larson, Miller, & Ribble, 2010).  Educating teachers to the benefits of advancing technology use with their students affects the learning outcome in the classroom.

Adapting technology and modern learning methods into one’s classroom can be achieved through small changes. Simple activities such as allowing the students to use cellphones or itouch (depending on school policy) for research instead of reference books will allow the students to apply information in the way their generation learns best.  Even the incorporation of ‘simple’ technological skills or tools, such as Powerpoints, or videos will increase student participation and desire to work on something that is relevant to their world today. If the knowledge of technology is taught, and the students are required to create their own materials (ie Glogsters, podcasts, websites), their level of cognitive abilities will be challenged and expanded even more. 

The use of technology in the classroom allows the students to incorporate daily lives into the learning process, challenges creativity, and forces the student to perceive information on varying levels.  Technology, if used well, has the ability to reach students of different learning styles, such as visual, audial, or hands-on.  Living in the middle of the Net Generation, students are able to interpret and decipher technology quickly. Their persistence and ability to manipulate tools well will be an asset to the classroom, as perhaps they will be able to teach the educator shortcuts or varying methods used to obtain the same product.  Although the teacher will supply the content to be learned, but students and teachers alike will be able to discover the best procedure.

Often times, using technology in the classroom is a distraction if the programs/devices are not fully understood.  The teacher could potentially spend more time trouble-shooting issues than using it as a tool to teach.  Similarly, if servers are down, or computers crash, the seemingly flawless lesson is now at the will of internal coding procedures (which ultimately interrupts the flow of the classroom). The teacher must also be willing to give up several class periods in order to teach how to use the desired method or tool.  Although teaching life skills, the desired content knowledge must take a backburner.  Being that a majority of teachers and schools must now ‘teach to the standardized test,’ important information could not be obtained on the necessary time schedule. 

Technology is always changing, and educators must be willing to adapt with it.  Just as students must learn information to excel, teachers must also continue learning.  Professional development courses or seminars are crucial for educators to learn new methods of teaching old material.  Even if one knows and understands a certain technological skill, it must be able to be expressed and incorporated well into the classroom. This idea must be practiced daily.  According to Diane Oblinger, the President of Educause, an organization structured for the advancement of technology in education, “Times change. Technologies change.  Students change. And so does education” (Oblinger, 2008).  Educators must be willing to adapt to the advancement of technology to provide the most applicable and critical thinking skills for their students.

Resources:

Herrington, J., & Kervin, L. (2007). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236.

Kolb, L. (2008). Toys to tools: connecting student cell phones to education. Washington DC: International Society for Technology in Education.

Larson, L., Miller, T., & Ribble, M. (2010). 5 considerations for digital age leaders: what principals and district administrators need to know about tech integration today. International Society for Technology in Education, 37(4), 12-15.

Oblinger, D. (2008). Growing up with Google and what it means to education. Emerging technologies for learning. Retrieved from http://www.educause.edu/ResourcesGrowingupwithGooglewhatitmeans/162862.

U.S. Department of Education, Office of Educational Technology. (2010). Transforming american education: learning powered by technology (ED-04-CO-0040). Alexandria, VA: Education Publications Center. Retrieved from http://www.ed.gov/sites/default/files/netp2010.pdf.

La Technologie m'a plait beaucoup!!

Using technology in the classroom (if done well), is an excellent tool and way to challenge the students. It allows them to be creative, while simultaneously learning life skills.  For example, my students are currently creating a complete 2 day itinerary to Paris.  Everything must be included - even methods of transportation and costs of the trip.  One group was unsure as to how far their chosen hotel was from their desired tourist points.  So what did they do? They emailed the concierge at the hotel to see if they would respond with actual information - Taking the project one step farther. Those of the Net Generation are problem solvers.  The world exists as a puzzle and they must attempt to solve it.  Fascinating.
I hope they carry these skills onward.

PS. The hotel emailed them back. They were so excited that they could use "real" information in their project.

Electronic Portfolios

Technology is changing and advancing constantly.  The idea that someone has instantaneous access to all of your information regarding teaching (who you are, where you want to be, etc) is still mind-numbing.  The amount of work and energy needed to properly maintain an electronic portfolio is equally intimidating.

Although my not-so-favorite electronic portfolio is simple and easy to follow, not all of the links work.  This would make it quite difficult for viewers to obtain all of the desired information.  I like the list fashion, however the author needs to check his work to make it useful.

A more decent portfolio exists here in that it contains an intense amount of information.  It encompasses a lot of information, and creates a picture for the viewer as to what the author is like.  His intentions and effort are excellent.  I do feel that it is slightly congested, and makes me overwhelmed.  A balance between the two portfolios would be nice.

Technology Presentations Galore

It is interesting to see the results when creativity and freedom are unlimited. At first the assignment of presenting a scholarly journal in a technological way can seem daunting.  However, by focusing and being creative in the process, the results can be astounding.  In addition to recorded powerpoints and videos, some students chose to present their information via online posters or even via written songs.  The possibilities were endless. It is "easy" to write a paper and stand up in front of a class to present the information.  However, creating a different "spin" to the presentation can be time consuming and difficult because there are so many ways the presentation could go. 

One of my colleagues took the general powerpoint and recorded her "lesson" simultaneously. The lesson even included the links to the information of which she was speaking.  This method would be very beneficial to the classroom - especially if the students or teacher were absent.  It would be very easy for the work to be completed and understood as if sitting in the actual classroom. I like that more information was discussed than that which appeared on the screen.  It 'forced' the student to listen to every word and to follow along so that nothing was missed. 

Music is an excellent tool for education.  Often times catchy tunes will not only capture the student's attention, but will help them to retain the desired information.  ( In my own classroom, I often see students mouthing the words to a song learned to try and remember the information while taking a quiz or test).  Writing a song to enforce information is a creative method of revealing ideas and engaging students.

Sometimes pictures are worth a thousand words.  The video presentation on ELL engaged the observer while educating them on the topic of using Technology to enhance the education of English leaners.  Even though there was not a voice to listen to, the music and words precisely revealed the concepts. 

Using a variety of methods is key in the classroom, as each student learns differently and at different paces.  By incorporating a variety of methods, the student will be assured to retain the information. Audial, Visual, and techtonic learners will be able to benefit from all of these methods if adapted appropriately.

Are you Smarter than...a Smart Board?

Interactive White Boards are the new wave of technology.  They allow students to become a part of the class, and not just observe it.  The novelty of being able to touch a screen and having all sorts of technological wonders manifest before you is mind-numbing.  The advantanges of Smartboards are many, as the students are actively engaged in the lesson.  The lesson may then be saved for those that were absent or for future reference.  They are also helpful to the teacher, as exactly what was taught on any given day can be stored and referenced later.  (This would be beneficial to prove to the students that a topic actually was covered!)

Although the advantangeous are numerous, there are also some disadvantages to be dealt with.  For one, the teacher may be so obsessed with using the smartboard, that the essence of the class (classroom management, eye contact, etc) may be forgotten.  As with any different form of technology, you are at the whim of the mechanics.  If the program/board/screen/projector magically fail, the teacher must be able to think quickly to save the lesson. The smartboard also increases the amount of work necessary for the teacher.  Although lessons may already be completed, much time is needed in order to turn them into valuable interactive lessons.

Even though their are some disadvantages, the educational benefits are too numerous to discuss (both for teacher and student).  I would absolutely want one for my classroom.  Teaching a foreign language, my students are constantly at the board to review answers or to discuss various concepts.  The idea of an interactive board would only enhance their engagement, and perhaps their curiosity!  Just today I was provided with a portable smart board tablet.  Since my classroom is not provided with a Smartboard (and I begged for one), my principal provided me with a tablet that is able to do many of the same functions as the board itself.  Although the use of the tablet keeps the students in their seats more than at the board, they will be excited to see their work turn into something for the class to see.

Video in the classroom..

Using video in the classroom is the up and coming method of teaching.  Although it would be a time consuming endeavor, the information and skills the students would learn would be highly beneficial.   The teacher using the video as a project must be willing to give up a class or two to explain the software, how to use it, and how to edit it.  Class time would also be necessary for planning, if in a group setting, and the viewing of the product. 


If the teacher is willing to undergo such a task, the students will learn 'beaucoup'! While using the project to teach or reinforce a concept from the classroom, the students will simultaneously be working on their people skills (including communication and compromise), their technology skills, and their content area skills. 


I have used video in various ways in my classroom.  For example, my French 3 students learn Reflexive Verbs (ie verbs you do to yourself - ex. Brush your teeth, wash your hair).  To communicate with me that they understand the topic, each student must create their own product and create an infomercial for it.  They are provided with a rubric of the necessary phrases and class time for script writing - to ensure that they are using their own knowledge and not merely online translators.  Each info-mercial must be an original product and must be within a certain time limit. The students ask questions and answer them in order to 'sell' their product.  
Due to the unstable technology provided by the school, I emphasize the creation of a video or podcast, but also provide the option of live presentations. This allows me to meet the various standards depending on how the individual works. We will have a couple days for the viewing of these commercials, as there are nearly 30 students in the class.  The outcomes are usually impressive, as the students take pride in their work (and in wanting an A). As with doing any technology based project, there are multiple challenges that present themselves.  For one, the students need to be able to use and provide their own equipment.  The class time set aside was mostly used for script writing, and for reviewing the methods of presentation. The presentation day always proves to be interesting, as various methods were used, it is necessary to know which technology is needed for each presenter.


The students are excited to share their videos! They like the idea of creating something for the others to see.  The challenge of presenting in a foreign language adds to the stress level, but they are looking forward to it none the less.

Look Out Ron Howard!: the Making of a PSA

The prompt: to create a short PSA using Windows Media Maker

The result: an entertaining video about caffeine awareness and newfound knowledge of the software.

At first the project seemed to be daunting: how were we supposed to create an idea, film, and edit within 1.25 class periods?  However, once the project was under way and our ideas were solidified, it became a sort of fun challenge to create the film.  It is amazing how much work and effort goes into a 1 minute video! Normally, the hardest part of creating a project is coming up with an idea. Once that is completed, the ideas often flow more easily.  Coming up with an idea that could be related to everyone in the class was easy: time management.  Everyone is trying to juggle personal and professional lives as well as their continued education.  What is thing people use to keep them charged during the frantically busy day? Caffeine.  

Since this situation holds true to all of our hearts, there could not be a way for us to say that caffeine is bad and should not be used.  That would be hypocritical of us.  However, the more we discussed and researched statistics, we found some startling information regarding the topic.  Therefore, we simply wanted to make others aware of it: both its benefits and its harmfulness.

Once our general idea was created, coming up with the details proved to be a little more difficult.  Although the 3 of us worked well as a group, we were unsure of where we wanted the final result to go (in the beginning).  This led to a lot of discussion, but quickly led to a rough story board.  Once the pieces of the video were set (a sort of outline), the pieces and details fell into place.  By the end of the first class, each group member knew what their "homework" was.  By dividing the tasks (ie music, statistics, props, etc) and having them prepared for the following week, we granted ourselves more time for filming and editing.  The Emerald City was within reach and we knew how to follow the Yellow Brick Road to get to it!

Because of the advance preparation, we had the same vision and we knew what needed to be done to acquire it.  Each member fell into their role beautifully, whether it was as actress, videographer, or director.  Following the filming, the editing process also fell into place.  We continued to thrive as a group, ensuring that each person had their turn to learn the program and to "make it happen." I do not feel our communication skills could have been better in that we had a final goal in mind and knew teamwork was essential.
At the end of a very long night, the audio would not import into the the video.  It then became divide and conquer, as we each tried to call people or search online how to make this work.  Again, each one knew exactly how group work needs to function.  I feel (and hope my team agrees) that this was truly a group effort and that all talents and abilities were used. 

Educause - Chpt. 7

According to Robert Kvavik, today's Net-Geners take technology for granted.  This statement clearly summarizes the way in which the students learn.  They are so used to being able to look words or numbers up on the internet, they do not even know (or see the need to) use a dictionary or a phone book.  The article also stated that students rely so heavily on the computer and the information provided (both in ease and quick availability) that the answer is accepted whether or not it is correct. Often times unreliable sources are used, which puts the discovered information into question.
The results of the survey are not surprising.  The use of electronic devices are mainly for finding information se forward by the professor, word processing, or communicating with others (email/ IM/ Facebook)  It was interesting to see that the students still rely on the professor for the information, and prefer to have a class in which technology is used (and used well) but is used only as a supplement to the information provided by the professor.   Questions that could have been included are: What are the worst ways in which a professor uses technology? How does technology affect motivation? Will technology eventually out-do traditional teaching methods?

Teach the student, not the subject.

Technology is all around us.  It can be as simple as using a calculator to aid in a problem, or as complex as creating a podcast or a webpage.  The constantly changing technology teaches a student to think interdisciplinary and to essentially learn how to learn.  It is apparent that one will not remember all of the information taught, but will remember the process and ability to analyze.  Teach a man to fish and he will be fed for a lifetime, right? It was interesting to have the necessity of technology in all levels pointed out.  Middle school (and even High School) teachers can employ high levels of technology and challenges, but they are seemingly put to waste if the intricacies are not practiced in higher education.  Technology can often be viewed as an end- as the ultimate goal.  Having the author state that "Technology. is a tool to learning rather than an end itself," and that the teacher remains the scholar on the subject (even though the student is more technologically advanced) forces one to realize that the experience of human interaction will never be replaced by technology, only enhanced.  Although technology is an excellent tool to teach subjects, the focus should be for it to teach students. 

Technology is all around us.  It can be as simple as using a calculator to aid in a problem, or as complex as creating a podcast or a webpage.  The constantly changing technology teaches a student to think interdisciplinary and to essentially learn how to learn.  It is apparent that one will not remember all of the information taught, but will remember the process and ability to analyze.  Teach a man to fish and he will be fed for a lifetime, right? It was interesting to have the necessity of technology in all levels pointed out.  Middle school (and even High School) teachers can employ high levels of technology and challenges, but they are seemingly put to waste if the intricacies are not practiced in higher education.  Technology can often be viewed as an end- as the ultimate goal.  Having the author state that "Technology. is a tool to learning rather than an end itself," and that the teacher remains the scholar on the subject (even though the student is more technologically advanced) forces one to realize that the experience of human interaction will never be replaced by technology, only enhanced.  Although technology is an excellent tool to teach subjects, the focus should be for it to teach students. 

Copy that?

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1. Discuss copyright for teachers. What surprised you? What ways have you observed copyright laws being violated in schools (no names, please, just examples)? How about out of schools? Is it your job to teach copyright respect to your students? How will you do this? 

Copyright is a tricky subject to analyze.  As an educator, there is just not enough time in the day to create all material from scratch...nor would it be necessary.  Why fix something that isn't broken...or recreate the wheel.  However, when doing this, one has to be careful that material is not protected by copyright laws.  It is a quick fix to copy from a workbook or to use a powerpoint already created.  Teaching is the art of sharing what you know with others, so in a sense sharing with other teachers can just be observed as part of the job.   One must simply be careful of the amount copied and the reasons it is to be used and ensure they fall under the 'fair use' category.  The readings provided were very informative in regards to the laws and their exceptions.  Did you know that items such as architecture, maps and the yellow pages of the phone book are protected by copyright? It is interesting to think that everyday items such as that are not allowed to be reproduced (under the provisions set forth by the law).  It was also interesting to learn the reasons behind copyright laws-> They are not merely to protect the individual and their work, but also to promote science and the arts by forcing people to create their own ideas and thus advance their area of specialtise.  There is a fine line in which one must walk in order to determine if/how much of something is able to be used.  One of the authors stated the amount of time in which an item is protected keeps increasing in order to keep Walt Disney out of the public domain.  It is mindboggling to think that there is such an organization that has enough power to effect the laws for almost every other piece of creation.  Is this a case that will ever be concluded?
A teacher needs to explain to students the results of cheating and stealing and how they relate to the lives of the students - whether it is copying homework or cheating off of a test.

Microsoft vs. Google Docs

2. Your school district is thinking about switching to google docs for their word processing and spreadsheet needs. Pick a side and justify your choice to the principal: Stay with Microsoft Word and Excel or switch to google docs.

Technology advances significantly every day.  The incoming trend of Google docs has the capability of altering the way in which communications and documents are processed.  It allows one to share documents and work with files from any computer.  Although the ease of sharing and creating documents with Google Docs is that to be desired, the education realm will, or should, continually choose Microsoft Word and Excel as its main resource for documentation.  

Servers, especially in a school setting, are often unreliable.  In my school, the internet and/or email is often down at least once or twice a week.  If Google docs were the only source used, one would be unable to obtain and create documents if servers were not working.  The Microsoft suite offers more 'bells and whistles' and is easier to use than Google docs.  Transition periods are the most difficult. If a switch were to be made, the majority of the complaints would be that people were just simply not used to the Google programs.  Once this period of time was overcome, people would learn to appreciate Google docs.  Until that time, Microsoft is here to stay.  

As long as one has a computer, one can create documents: with or without wi-fi. The buttons and format of the Microsoft programs are displayed in a way conducive to the user.  Time is saved when people understand how to make a program.  They know what needs to be done and are able to conduct it quickly.  Often times when using a different program, I know what I would like to happen, but need to spend 20 minutes in order to figure out how to make it happen.  By sticking to one well known program, employers will be able to save time for their employees. 

How to Excel at Excel....

Excel is a wonderful and often overlooked tool in the classroom.  This program not only helps to organize information, but can be used to better facilitate the classroom.  Several examples of Excel applications are stated below.


1) Excel can be used to create matching sections on quizzes and test.  Especially as a foreign language teacher, the ability to organize vocabulary words in a meaningful and easy manner would be greatly appreciated.  By using Excel, there is no need to worry about lining up the tab function or bothering with indentations.  


2) In addition to using the cells for vocabulary matching, the same cells could be expanded and enlarged in order to create flashcards for the students.  Whether they are to review the concept or as pieces in a game, by having organized electronic information, they could simply be reprinted for the following year (should the students lose or mangle pieces).


3) Excel can be used to organize the pieces of a large assignment that the students need to complete.  By inserting the information as it comes, grading the final project will be much easier as there will be a natural progression. For example, my students are working on two month long project discussing the intricacies of a Francophone country.  The information needed could be inserted into a spreadsheet in order to chart the progress so the students could see the amount of work still needed to be completed.  It helps the teacher stay organized as well.


4) The graphing tool in Excel will be useful for the parents to see how well their student performed in the various evaluation areas. A pie chart for each student divided into sections of homework, classroom participation, projects, and tests/quizzes could easily show inquiring parents how their children perform in the multiple facets of the classroom.  The charts could also be used as part of the testing to see if children have learning or behavioral disabilities.  


5) A spreadsheet tool such as Excel would be very helpful in course scheduling.  As a school, trying to coordinate where everyone is at any given point in time is a difficult task.  Using the spreadsheet would enable the administrators and educators to recognize the location of each teacher and student.  It is easy to move around rows and columns to ensure that people are in the right place and not scheduled for two different places at the same time. 


There are multiple ways that Excel can be used in the classroom and with the administration.  These are only a couple of options.

Words to the Rescue!

Every teacher's dread: You think you have your lessons ready and are prepared for the day when some sort of administration guru changes the amount of time each class will be for some all school event. Needing to have the students for MORE time than originally thought, I was at a momentarily loss.  Class starts in 5 minutes and I know I would be annoyed playing Bingo for the entire class to review for the test next week. What to do? You could freak out...or you could go to http://www.wordle.net/ and quickly type in their vocabulary words.  Then it is easy: two teams, members from each team have a fly swatter and have to hit the word being called out.  Thank you Wordle for making vocabulary entertaining, and not just another bingo game.

Let's be social!

Social bookmarking is time saver and an excellent tool. Typing in URLs can be tricky, especially if you are trying to read someone's handwriting.  Being able to save and access sites of importance at any time and from any computer is the perfect skill for teachers.  Social bookmarking is the equivalent to scrap pieces of paper and excessive emails containing website information.  Now, when someone tells you about a site, you simply need to find it on their bookmarked page.  We all know that Google is a God-send, but the idea of social bookmarking outdoes the process of typing vague words into a toolbar, and then spending 10 minutes filtering all of the sites until the desired result magically appears.
Perhaps if students have access to sites the teacher deems worthy and helpful, it will be easier to study and to find the necessary material.

 I discovered social bookmarking at a conference that I attended over the summer.  I was so amazed with it that I immediately started my own and bookmarked several sites for my students.  (http://www.delicious.com/mllegulling)

However, with the start of the school year and all that it entails, I never finalized the site or updated my tags.  It is no longer a useful tool if the students do not know about it or have access to it!  However, reading the articles and listening to the videos/podcasts made me remember the ease of this program.  My students will no longer need to squint their eyes and try to perfectly copy the website address, but it will be available for them at all times through my bookmarking site.  Whether or not they use it..... that is an entirely different story.

Excel Activities

The books 50 Quick and Easy Computer Activities for Kids and 50 Quick and Easy Math Activities for Kids contains several step-by-step activities that will help students to apply both computer and math skills to their lives.  The grade level is posted on the beginning of each page, as is the content covered.  Although there are some instances when the grades suggested were lower than what they should be, the author was consistent and did a decent job of compiling the information.  The labeling system at the top of each page was misleading in that it listed every age group and content areas and merely put a bullet point next to the ones that applied.  As a teacher, if only the necessary information were presented, and they were categorized based off of their information, it would be easier to find the activities and decide whether or not they were applicable to the classroom.
The author saves time by providing the directions for both Excel and Apple programs.  However, I can see this leading into a series of curious questions about the program not being used, what it does, and when will they use it.  Perhaps the author should separate the information even more by having one section of the book dedicated to Excel and the other to Apple.
Dividing the tasks into sections was a good way to understand what was being asked and what the outcome of the assignment should be.  The "Student Challenges" sections on each activity are a good addition, as they will continue to challenge the students that finish early, while not making color or font changes necessary for the entire class.  The "Teacher's Role" section was almost too specific, implying that the teacher need only to do the steps provided.  The pictures of the screens were helpful for the visual learners so they knew they were following the proper steps for the assignment.
Overall, the activities and their directions were clear and would be very useful for an Elementary Teacher.

Techno. is now in! :-)

Being of the Digital Age, technology consumers strive for ease.  The article Tools for Teks, by Wesley Fryer, is exactly what the educators are looking for.  Not only was the article succinct in its descriptions, it also included links to various sites for easy access.  This allows the reader not only to understand the materials, but to use them as well.  Bravo.  The tools listed such as social bookmarking, or my new favorite "Rubi-star", are tools that can only enhance the Education realm.

My students are currently researching Francophone countries: a project geared toward opening their eyes to other cultures.  During their Library time, half of the class needed to use books as resources for their information.  The students did not even know where to look in the Library for the resource materials, let alone how to use the index of an encyclopedia.  However, once the internet was accessible, the information needed was acquired in half the amount of time.

Even though technology is necessary for survival in their world, should we still be teaching the former skills needed for research?  Will it actually matter to them if in 10 years they do not know how to access reference materials?  What if we equate it to something that is not as precious to the Digital Immigrants as are books.  For example, I could not tell you how to load a microfiche, or even how to figure out that cataloguing system!  I was taught at one point, used the information needed, and have since forgotten it.  What is the point now? I can type it into Google, and my desired facts magically appear.  Are reference books today's example of microfiche?  Will their necessity and importance soon be forgotten by our students? Will it be the same as 8-tracks, records, or VHS tapes?

Probably.  All I know is that even though they could not begin to explain what an Almanac was, they were able to fix my computer when the program malfunctioned.  Thank you for teaching me today.

Google- Docs

Realizing that you have free time to work on a project and then realizing that you do not have your computer with you can be frustrating.  Thank goodness for Google-docs! The idea that you can work on your projects or assignments on any computer is liberating. Sharing your documents makes the editing process easier than attaching documents, editing, re-saving, and then sending another email.  Being able to copy and paste the lessons into one continuous document easy to use and easy to read.

However, if one is proficient in Microsoft office, switching to Google-docs simply takes some getting used to.  For example, having to insert page breaks in order to know how many pages you are typing can be quite frustrating. In the Microsoft program, the different page lengths are already programmed in.  Even though there is the capability of italicizing and bolding words, the short-hand commands that can be utilized in Microsoft are not compatible with Google-docs.  Often times in the versions of Powerpoint or Excel, it takes awhile to discover how to create the desired effect. 

As long as one is not bothered with the different looks of the documents, the idea of online sharing and creating is very useful.  People will be able to access documents even if they do not have their flash drive with them.  Others will be able to comment and view information in a faster manner. One simply needs to be aware that the intricacies of the other programs are just not available on Google-docs.

Digital "Nati-grant"

“Digital Nati-grant”

When discussing technology, its applications and its implications, people are commonly divided into two categories: a Digital Native or a Digital Immigrant.  However, is it possible to be both? To have one foot in the generation that grew up with technology, and one foot in the generation that longs for the pre-tech days?  A Digital "Nati-grant" if you will. The majority of my world exemplifies that of Carrie Windam, author of The Student's Perspective.  Her experience growing up was similar to mine in matters of technology.  I remember my first time using the internet and needing the teacher explain to me how to use a search engine.  I registered for classes in my pajamas, IMed to communicate with my friends, and multi-tasking is the only way I know how to get things done.  

Being a part of the Digital Native community helps me to better work with high schoolers on a daily basis: I understand their vocabulary because I use it too.  I understand their yearning for information and their ability to teach the older generation.  I want immediate responses and I expect for communication to be strong.  The survey results explained by Robert Kvavik in Convenience, Communications, and Control: How Students Use Technology represent the way I feel about technology in the classroom: it should be used moderately.  If a professor overuses technology, but without confidence, their message is lost.  Technology is not a part of our world, and it must be integrated into the education of our children. It simultaneously needs to be asserted that the children are taught to think; and to think for themselves.  

Technology has altered the way we communicate, and this is a good thing.  I can stay in contact with my family and friends overseas, print out directions, or cook a new recipe, all due to technology.  It has improved life without trying. 

However, sometimes technology overrides life’s lessons.  Just type an unknown word into the computer and the definition appears for you.  The idea of flipping through a dictionary and discerning the various symbols and methodology used is forgotten.  Thus comes in my Digital Immigrant ideals.  I would rather hold a book in my hand and highlight information than read it on a computer.  My students do not know how to tell time on an analogue clock because they never needed to: Everything is digital. I had to give my debit card information to Blockbuster in order to rent a movie.  No, I don’t want you to deduct this from my account... I just want to rent a movie and I want to pay cash for it.  

It is easier to use debit cards for everything, but it also makes it easier to spend money.  I do not have a credit card for that reason.  If I physically have cash, I know exactly how much I have to spend and can plan accordingly.  I do not understand why the students in my study hall stare into space while listening to music, without doing any work. I love getting mail through the postal services, and sometimes listening to the rain instead of my ipod is a good thing.

It is this combination of loving and hating technology that puts me into the Digital “Nati-grant” category.  When technology works and is used well, it is a blessing and a much needed tool.  But it is when the power or the internet go out, that is when  I get things done.  I actually clean my house, read a book, or prepare for my next day.  The next time the power goes out, read a book by candlelight. You will see what I mean. 

The Interpretation of Technology over Generation Gaps

We live in an age that is determined not only by our surroundings but by the tools in which we are provided.  Once we learn the importance of the tools, we begin to rely upon them.  Both Marc Prensky and Diana Oblinger, authors of Digital Natives, Digital Immigrants and Educating the Net Generation respectively, discuss the concept that the NetGeneration has never lived without easy and constant access to the internet.  They are accustomed to the intricacies of technologies being readily available to provide instant results to their questions and to keep their social network intact.  Because of this, they struggle if information is given to them in a format that does not fit into their technology mindset.  They need to be taught how to be students in a traditional classroom, and struggle with the idea that how they learn facts in the classroom differs than how they learn the daily tasks of culture.

The idea of comparing one's environment and culture to the necessary learning style is a method that simply makes sense.  It is difficult to teach if you are not "speaking" the same language as the students.  Being a foreign language teacher, I come to understand and utilize this concept on a basic level. If my entire lesson is presented in French, without defining vocabulary or grammar, the students will struggle to understand the material.  They will "shut down" their listening skills because I am not speaking in a language they understand clearly.

The same ideas can be applied to teaching in a style that is "foreign" to their generation.  Unless we can apply the information to real life situations by using their desired methods (ie hands-on, group structured, and kinesthetically pleasing) the students will find it difficult, or even worse, unnecessary, to learn the information.

The dissonance between the methods needed by the Digital Natives and the methods used by the Digital Immigrants is outlined well in both articles.  Ben McNeely, author of Chapter 4 in Educating the Net-Generation discusses the satisfaction felt when the Net Generation teaches others, including the Digital Immigrants: They love to share their knowledge.  Perhaps it is the sharing of this knowledge that is teaching them more about the given material.  Teaching is the best way to reinforce one’s own understanding of material.  It is important to understand how individual students function in order to determine how they will encode the information.

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