Week Two Responses

The Read/Write Web as a full-fledged component of our classroom, we need to teach our students the following: responsibility, appropriateness, and common sense.

@Coral:  I completely agree.  I think there is this fear that technology can replace teachers, but couldn’t technology also increase society’s need for strong, up-to-date teachers?

By restricting the internet, it is one more media outlet that is being censored. For a country that prides itself on the fact that we "don't censor like China" we are in fact just as censored.

@Jessica:  Very interesting points, and I appreciate your perspective as both an educator and a parent.  Is there a difference between protecting/limiting children’s exposure to material on the internet versus censorship, in your opinion?  Or is it just varying degrees of censorship?  I appreciate your “soapbox”, as I have encountered numerous students who are 18 years old (and up) who do not know how to navigate the internet, decipher source credibility online, or even change margins on MS Word.  Would it be fair to consider these students somewhat illiterate for the 21^st century?  What does it mean to be literate today?

There is an ongoing debate about whether students should be informed or sheltered. I personally believe there should be a medium.

@Mary:  And that medium is such a difficult thing to find, especially when there are so many hurdles to jump through (administration, parents, etc.).  I have actually witnessed several parents become upset with students using Edmodo in that it still has the social networking feature.  How do you think we strive to find this happy medium where students are able to access the internet in informative, educational ways that also appease administration and parents?  

I think a better use of my school’s funding would have been for teachers to embrace the use of myspace and use it in an educational way, like make a novel’s character their own myspace.

@Vicki:  I think professional development opportunities are key, for sure! What would this education look like in schools?  How would you imagine it?

There are also certain values I have that I teach my child which would not be in a teacher’s best interest to tell my child otherwise. . . . I do not feel comfortable as a Parent explaining sensitive material to other individual’s children.

@Ang:  I think this is an extremely important point to make.  We are certainly not the parents or guardians of our students,  and our values will not always align with our students' families.  How do we respect the familial values of our students when they may be at odds with our classroom/teaching values?

Having these web tools as an educational supplement is something I think will not only make our classrooms interesting for our students, but that will expand their range of knowledge by helping them develop different types of literacy. 

@Casey:  Very interesting point!  So, what does it mean to be literate in the 21st century?  How do we as teachers ensure that our students are literate individuals?  (This is a question I continually return to, and it changes every time I answer it...) When we teach students literacy skills, what does that mean (or, what doesn't that mean?)

With new inventions, we change as a human race. We evolve and learn to communicate through the new inventions. 

@Shannon:  Or, is it that we as a human race are continually changing and the new inventions reflect that shift?  In other words, what came first?

But, what I can think off the top of my head are simply things such as splitting up group projects and having each person work on their part, which involves having interdependency with one another. This is done is classrooms as well, face-to-face, and it can be done with technology as well. . . .  I completely agree with that statement, I do not feel like it is necessarily talking about us right now since we are still young, but as time goes on and more tools are made available and technology advances, if we do not keep up to date, it will be true.
@Daniela:  Nicely put.  I think that creating assignments that have the flexibility to be conducted in multiple ways is the mark of a good assignment.  Also, I think you brought up an important point regarding staying up to date.  As teachers, we must first and foremost be learners.  If we aren't learning new things, isn't it a bit hypocritical to ask our students to?  (P.S.  Thanks for addressing the second post, but don't feel like you need to address more than one question.  Someone else will pick it up:))

Our education is never over and we need to recognize that in a constantly evolving technological world it is part of our job to stay up to date on technology and their implications for education. I also think it is our responsibility as upcoming teachers who have the advantage of growing up in a technological world to work within our schools and be available as a resource for other teachers.
@Jessie:  Get out of my head, woman!;)  But seriously, I think you nailed it with this point.  In fact, in many ways, your education will begin when you become teachers of your own classes.

Connecting what the teacher is teaching to what the students like or what they are familiar with technologically, may seem like a daunting task, but if content is thought about abstractly, drawing those associations should be easy-peasy.
@Johnathan:  And, isn't that what true teaching is?  Helping students make connections on their own?  Nice example to support your point (but I may challenge you with the "easy-peasy notion" ;)).

By teaching students to site their sources at a younger age they will be more likely to “fact check” and think about the sources they use and the reputation of those sources. By not creating bad habits like using google to find websites they don’t know the legitimacy of they will be more likely to use better and more reliable sources. 
@Brynne:  I am curious as to why you think Googling or using Wikipedia are "bad habits"?  What makes them less useful than an article from JSTOR?  


The first, and probably the most obvious, is to assign these activities for when they are at home. Then your students will have the option of their home computer or the public library’s, where they will surely have access. This option, however, has some limitations to it. If you wanted to view your students work, you would only be able to do so at home. Also, if your students had trouble with the technology aspect of the assignment you wouldn’t be there to explain or troubleshoot.
@Erika:  I think that's why it is so important to make sure the tasks fits the availability of technologies at the school.  It's working with what you got, and there's nothing wrong with that.  Otherwise, teachers would be setting themselves as well as their students up for potential failure, which would inevitably make both teacher and students cling more to more traditional, tried-and-true, assignments.  Balancing expectations with the availability of resources is key.

Think of the internet as that bad guy from Terminator 2 made of that ultra-futuristic alloy that allowed him to shape-shift to anything and anyone. Staying abreast of the most current incarnation of this shape-shifting beast is how teachers can stay updated with technology and there are many ways we can do this. . . . One day, much to your chagrin, you will be a “digital immigrant” and current technology will seem foreign. Instead of letting this difference create a divide, use it to bridge the gap.
@Maximo:  Thank you for the fabulous analogy and for the tips.  I think Prensky's metaphor of digital natives and immigrants is such a useful way of understanding students today, and I'm glad you pointed that out.  Bridging the gap is the name of the game, and the gap will always be present (it may not always be the same gap--indeed it will morph into some other gap, just like the bad guy:)).  

I think that the best way to create this balance is to start off small and work students up. Just like with most things, you don't just hop right into it and automatically know how. Such as riding a bike, most people start off with training wheels and eventually learn to without them but with help. 
@Kristin:  Absolutely.  It's scaffolded instruction.  If we assume our students know how to "hop right on", we may be in for some difficult teaching (and learning) moments.

Since technology is always changing, not everyone needs to learn every new technological program, but some are not necessary for the main public or the social or educational atmosphere.
@Jessica:  I think this is an interesting point.  Not all technologies are equal, and certainly not all of them have educational value.  But, how do we as teachers assure that the technologies we do bring into the classroom are of value?  It's a simple answer, but it's truly important to remember.


Schools should do their part to filter out bad sites, but I agree with the author of the book that schools should also spend more time teaching students how to deal with bad sites when they come up. Because they will come up. I bet every single one of us right now can think of an occasion where, somehow or another, they ended up on a site they never want to describe in their life. If not multiple sites.

@Liz:  Oh yes, you are right about this.  Things do happen, but they hold educational value (not the sites themselves) in that it helps students understand how to search appropriately on the internet, including search terms, etc.).  I'm glad you pointed this out, and I want you to think about what kind of protocol you would adopt in your classroom for instances where bad things do pop up.

Until everyone is able to have access to a computer and the internet I do not believe schools/teachers can require students to complete assignments with technology, UNLESS they provide means and ample time for students who are less fortunate to do so.

@Vinnie:  The task certainly needs to fit the available resources.  One of the first things new teachers should do is discover what technologies and resources are available at their schools and then plan lessons with those resources in mind.  

Even when we don't necessarily believe that the type of technology we are using is controversial, it is always important to involve the parents in what is happening in our classrooms. I believe that if we explain the significance of using social media and linking it to pieces of literature parents will usually provide permission as long as they are able to remain involved in the process. 
@Erica:  I think that sometimes parents just want their voices to be heard regarding their children's educations, which I completely understand.  Keeping them in the know through letters and emails, and even perhaps having a site where parents can voice concerns, etc. may be a way of establishing an open line of communication.  I'm glad you touched on this:)

It’s important to realize that many districts are forming, or have formed specific protocol for social media within the classroom, so my first step as an educator would be to research these policies, and follow them.
@Danielle:  I think this is a very smart thing to do.  Knowing the guidelines and ramifications for incorporating technologies into the classroom I think will help in the long run.  Know your resources and your limitations--those two rules, I believe, are key (especially for new teachers).


I believe that having students share the information they find with other schools and students is a learning experience that all students would greatly benefit from, but as Liz was saying, students will find ways to abuse these privileges and the means to patrolling this is usually to limit our students. 
@Erin:  I'm glad you brought up the issues with limiting access to students.  When we start punishing students by taking away internet privileges, we're no longer teachers but officers patrolling for student misconduct, which really takes the joy out of teaching (and learning). How can we ensure students use technologies in appropriate ways for school without reprimanding misconduct by removing technology?  What other ways could we handle a situation like that?

If teachers are to use different technologies and social networks for pedagogical applications, they need to plan for occurrences such as cyber bullying. I think that one of the first things to do would be to show students the results of past cyber bullying as well as explain a zero tolerance policy on it. Also, I would make it clear that if it is occurring that it should be reported to you, the parents, etc.; any way to make the offense known in order to prevent future bullying. 
@Michelle:  I'm so glad you answered Danielle's question re: cyber bullying because it really is a huge problem in schools today.   Many schools have a zero tolerance policy in place, so I would make sure you are aware of the school's policies as well.

Obviously, teachers need to go beyond the classroom to grow as people and as professionals. While technology is so imperative in the classroom teachers should never forget that it is imperative to their lives as individuals.
@Alyssa:  I completely agree.  Teachers are learners both inside and outside the classroom--just like students are.  Thank you for bringing that up:)


I can honestly say as a child of technology I have had a Facebook for over 8 years now and numerous other website accounts. My mother on the other hand has a hard time checking her email and the airlines computers (which is mostly codes anyways). So here is my question as teacher what can we do for parents so that they can stay as up to date as their children?
@Emily:  I think that we need to communicate to parents what we are doing and why in our classrooms and be available for them if they have any questions or concerns.  Teaching sometimes does extend to the parents of our students, regardless if we are prepared for it or not.  However, I think it's also important to note that there will be parents who don't want to learn or communicate with you, which can be a challenge for teachers as well.

Week One Responses

Is the access to information a good thing even if some or most of the information is unreliable? @Mary:  Or, does the plethora of unreliable information on the web make us more or better informed in that we have to possess specific abilities to filter through vast amounts of material?  Also, why are we so upset by losing cursive writing instruction in schools?  What does that tell us about writing?

I think that this access to information is still a good thing, despite the fact that the information can be unreliable. This goes back to what all of us have been learning about since middle school or earlier: how to select sources based on their credibility or, as one teacher put it, how to not just “Wikipedia” everything. . . . I agree there is a fear, though, that having so many answers just clicks away can begin to decrease our dependence on our own abilities.  @Casey:  Perhaps this is a different type of literacy?  Or is it an extension of traditional literacy?  Perhaps “our abilities” are changing more so than our dependence?  For instance, I don’t remember my husband’s work number, but I do know how to access the number instantly.  In other words, my memory is the same (maybe?)—I am just remembering different things (i.e. accessing the phone number vs. actually knowing the number by heart).

The process of finding the answers to the world requires less effort. . . . One way is to challenge your students to not use technology. Force them to rely on their brain.

@Shannon:  So maybe, as teachers we should focus more on the process of finding and filtering than the answers?  Also, can we not use technology in ways that do indeed force them to rely on their brains? 

I know we, as teachers, would want to be able to deliver the materials ourselves at least some of the time but I think exploring movies and songs would become a very large part of our curriculum, as they are (in part) now.  @Erika B.:  Interesting…so in a sense technology has brought us to a more oral-based culture (perhaps as it would if pencils were never invented)? 

For starters, each student needs to have access to the same materials/equipment.

@Coral:  I completely agree—access is such a huge part of the puzzle, and I don’t see it becoming any less of an issue given that technology becomes outdated so quickly.  So, how do find ways to incorporate technology into our classrooms in meaningful ways by “working with what we got”?

The strategy asks students to even question the question and test their understanding. The same needs to be done when we consider ever evolving technology.

@Johnathan:  I couldn’t agree more.  Technology, when used in responsible ways in the classroom, should make us cognizant of the how as much as the what and why.  For instance, in this class, you are not only doing assignments (the what), but you also have to think about how to do them, which can be really scary.  In other words, we can’t take anything for granted (metaphorically questioning the question).

The computer is a tool, an assistant for writing and communicating. It is not the actual writer.  @Ms. G:  Very interesting pointJ  However, what is a writer without its tools?  Wouldn’t the writer simply be a speaker?

Once you tell the machine what genre your writing is, it will ask you some important questions to figure what your trying to say, then it will insert all the "ifs", "ands", or "buts" around your ideas and your writing is complete.  @ Maximo:  So, what would the role of the English teacher be then?  Or, would the cyborgs replace us;)?

As the article indicates, one of the problems with technology is the ease in which students could plagiarize information.  @Ang:  I’m glad you brought this up in your post.  I think intellectual property lines are becoming fuzzy with the influx of digital technologies.  We’ll talk about this more when we read about remix, but I think you brought up a great point.

Even though I have all this technology and fun little gadgets to write with I still prefer to write all of my papers out by hand, even if it may take a little longer. I do this for many reasons and one of the biggest is for editing while I read while typing. This is probably one of the biggest reasons I would not let my students not type their first drafts, ever.

@Vinnie:  I certainly agree that the medium by which we produce texts affects content; however, do we always have to go from print to digital to get students to revise?  What if we had students write a piece for two different websites or blogs where they would have to target the piece to each?  Also, what about those students who struggle with handwriting a draft?

When doing research, students who grew up in this technological age go straight for the internet. They do this for many reasons. First it is more familiar to them.

@Vicki:  It certainly is more familiar to students, and really unfamiliar to a lot of teachers.  So it seems like there is a gap here—what should we do about it?

I believe that communication is the key component in creating a classroom dynamic in which students do not plagiarize. Teachers must discuss the meaning and importance of academic integrity, as well as the potential ramifications for those who choose the “quick and easy” route.

@Danielle:  So true.  I don’t know about you, but I really hate feeling like a police officer while teaching.  In fact, after a few years of being a teacher-enforcer I quit that altogether.   There are ways you can get your students away from the plagiarism temptation (it won’t always work, trust me) and communication is certainly one of them.

Authors, editors, publishers, and almost everyone in the book industry fears what will happen when all books will be viewed using technology and book stores and manufacturing will no longer be necessary.

@Emily:  That fear is certainly a real thing.  If publishing houses want to keep up with a booming technology market, what efforts do you think they need to invest in to stay afloat?

With the internet readily available and the rise of eBooks and online media, soon libraries will fall out of our favor.

@Liz:  I can definitely see this in Strozier here at FSU.  It seems like the first floor has become more of a social gathering spot than a library (ahem…Club Stroz).  Do you think this is the right move for libraries to remain relevant?

These are the cases where the pencil or pen are the most convenient and accessible forms of technology!

@Erica A.:  I think access is certainly what keeps technology tools prevalent and mainstream.  When things become difficult to access, or too complicated, that is when technologies begin to fade out.  So, how could digital technologies be more convenient and accessible?  What do you think the next step in accessible technology development is?

Every time a new technology is born, the previous one doesn't die. It's a building block. They are all built upon each other so if a block is removed everything on top of it will fall.

@Kristin:  Nice analogy—I want you to keep this in mind and explore it further when we begin talking about remediationJ

There are pros and cons to every situation and every item that we introduce to our lives. The importance of these tools is defined by what we, as a society, give them.

@Alyssa:  Thanks for picking up Danielle’s question.  I think that we tend to forget that technology is a human-driven and created product.  In other words, it has political and social ideals and motives—it is not necessarily a neutral tool.  Thanks for bringing up the connection to society—it tends to get overlooked when we talk about web 2.0.

In most classes they simply replaced the projector. I think this lack of experience on the teachers’ part also contributed to the limited technology in the curriculum. If teachers were not comfortable with or did not know how to use a technology they were also not comfortable with asking students to use them.

@Jessie D.:  Bingo.  I think that we forget that teachers are professional learners—we are not there to impart all knowledge to students (because we don’t have all the answers—and that’s okay).  We are there to model learning—to show how we as adult learners grow and learn and help students grow and learn.  If teachers don’t value the expertise and knowledge students bring to the classroom, how can a sense of community in the classroom be established?

It is crazy to think that we have are adapting ourselves and relying so much on technology in general.

@Daniela D.:  I agree that we have adapted ourselves to technology, but hasn’t technology been adapted to fit our needs as well?  What do you think?  Also, thanks for posting twiceJ  I agree that there does indeed need to be a balance.

In the classroom I believe technology, if in the hands of a teacher who knows how to use the technology, can result in a generation of technologically literate students who know how to use and not abuse this resource.

@Erin:  What about teachers who aren’t tech-savvy but still want to incorporate technology into their classrooms?  What do you think they should do?  How should they learn?

Overall technology is a wonderful thing, it can and has helped us in countless ways but in the end we should not move to a be completely technology based society, or at least I don't think so.
@Brynne:  Well, we may already be there.  It depends on how you define technology....

I played my first educational games on an Apple computer that could only boot up on 5inch floppy disks, then we got a word processor that had Tetris. After that we had a Commodore 64 and then began creating and putting together our own computers and running a BBS.

@Jessica C.: How do you think your experiences in watching these changes regarding technology has affected you as a tech user and will affect you as a teacher?

Another great thing about YouTube is that it’s extremely accessible. It can be accessed from any computer with Internet access by anyone, without an account or subscription.

@Jenn B.:  Yes, YouTube has a ton of benefits, but it is not always accessible in schools.  Instead, they use a more filtered version of it.  If you were to create a lesson using YouTube to realize it is restricted at your school, what would be your plan B?

I completely agree with Mary on this, in relation to your post, because so many teachers can fall back on showing a YouTube video of a concept that they want teach, a book that needs to be summarized, etc. but without the proper tools in learning from that video students will simply view it as entertainment.

@Michelle S.:  Very true.  So how do we move past the “cool factor” of technology and ensure that it is being used in critically engaging/interesting ways?