Module 6

I agree with what was written, about how good videos games can be learning machines. The author states "how do you get someone to learn something long, hard, and complex, and yet still enjoy it?" The author is comparing a good, intriguing problem solving video game to a classroom. An individual learns well when they are engaged in the material. I think this is an issue that a lot of classrooms will be dealing with because of the new technology in classrooms, like iPads and apps that come along with the technology. I haven't heard too much about video games since 2005, but apps are definitely more popular than before. Certain apps have video game qualities to them. I haven't had much experience with this personally, but in my SS class, I am working on creating a curriculum that coincides with an online game called Museum Assistant. 

These issues I think are mainly connected to CIPA because of the internet protection law. I understand that not all video games are live, but there are a lot of content that parents may not approve of.

Gee, James Paul. "Learning by Design: Good Video Games as Learning Machines." E-Learning 2.1 (2005): 5. Print.

Module 5

Image Citation:

Parker, Jeff. Digital image. The Cagle Post. N.p., 7 Aug. 2012. Web. 4 Apr. 2013. <http://www.cagle.com/2012/08/back-to-school-and-twitter/#.UV27G6vwJ_8>

Article Citation:

"Cell Phones in School?" Scholastic, Helping Children Around the World to Read and Learn. N.p., n.d. Web. 04 Apr. 2013. <http://www.scholastic.com/browse/article.jsp?id=3755576>.

I think the main use of the cartoon is to talk about social networking in classrooms, along with the younger generation having access to newer technology. I believe the artist, in my opinion, is saying that the younger generation's use of technology is frowned upon. The artist uses a great use of facial expressions to show the disdain on the teacher's face and the look of disgust on the little girl's face. The speech bubble words are italicized to show emphasis, and the little girl is obviously holding an iphone. I think the cartoon shows that the students are benefited by technology being hands on, but the teacher is not because she doesn't have a social network. I don't really find this cartoon persuasive. I think it's spot on though when it comes to the younger kids having cell phones and social networks. In the article, it talks about how students using mobile education is supposed to be a great advance in education, but that the students are most likely going to be on social networks and doing tasks that disturb them from their actual learning experiences, which this cartoon backs up completely.

Module 4

Indiana has planned on having a lot of new integration of technology into the classrooms, along with a "complete knowledge of skills." This was supposed to have happened by this year, 2013. From my interview with my teacher, I learned that his school, Argo Community High School, has definitely developed a higher regard for using technology. Special needs students have more access to equipment, students have more access to computer labs and computer carts, along with more instruction to use technology in projects and research papers. 

The school itself has greatly changed in the years Tim has been there. While most schools have yet to advance to this level, I think ACHS has shown a great changed throughout the years.

Argo Community High School, District #217. Retrieved March 12, 2013, from http://argohs.net/

Strzechowski, T. (2013, March 2). Email Interview.

Education Technology Council. (2007). Indiana Plan for Digital-Age Learning. US Department of Education.

Module 3

What role does the Indiana Government play in EdTe policy?

Indiana's K-12 plan for technology, from 1998, was supposed to be a foundation for leadership and direction. It is meant to support learning environments by working with teachers, agencies, parents, and other community members. By supporting those environments, they will be able to use technology more effectively. 

In order for kids to be heavily engaged, they would need access to technology, content standards, and teachers who are capable of using said technology. It's now 2013, 15 years later, and there are classrooms without "appropriate" technology and capable teachers. However, there are content standards for technology and that's the NETS standards. While there are some school that have become more advanced regarding technology, not every school has those resources. 

There were seven key strategies in this plan. One of the strategies is that all Indiana students will have "equitable access" to up to date software. I don't think that is very true. While schools may be handed the software, not every school has the equipment necessary to run it. There is also another strategy that talks about using different media. I also think that that hasn't happened yet because not every school has video cameras and iPads readily available for every student. 

I would like to know what has changed in regards to the technology plan for Indiana. It will be interesting to compare its goals to what is happening currently in schools.

Citation:

Reed, Suellen. Indiana's K-12 Technology Plan. Indiana Department of Education. December 1998. Web. Feb. 17. 2012.

Module 2

What role should the Fed Government play in the ed tech policy process?

I decided to find an article regarding the Fed Government and its impact on educational technology integration and use. I just used a basic Google search, and I clicked on one of the first few links.

It brought me to a textbook PDF about technology and No Child Left Behind which I found interesting since it was a main topic of discussion in last week’s class.

Here is the website link: http://www.learningpt.org/pdfs/qkey3.pdf

It is entitled “Understand the No Child Left Behind Act: Technology Integration.

It first talks about building a technology infrastructure. It means, basically, integrating technology into the classroom, library, media center, administrative offices, and the district offices. 

NCLB wants technology integration for all students, including those with disabilities, racial and ethnic minorities, low-income students, migrant populations, and English language learners.

I agree with this statement, and I think that, for the most part, this goal is accomplished. Students with disabilities are able to use technology thanks to all the new innovations, like alternative keyboards, talking calculators, audio books, Apps, graphic organizer software, and Braille printers and keyboards.

In regards to low-income students, most school have some sort of computer labs, although it might not be up to date. However, it’s quality time for them to use the Internet and technology if it is unavailable for them at home. 

Module 1

My name is Alexandra Benton. I am 21 years old, and I am a junior here at Ball State. I am an Elementary Education major with a concentration in technology. I applied to student teach in Spring of 2014, and I will be graduating the year of 2014.

I would absolutely love to teach in Illinois, in the surrounding suburbs of Chicago. I live in Northwest Indiana, so I am about a 30 minute train ride into the city. 

I think technology is important because it’s becoming such a well known and well used medium in classrooms. 

I am enrolled in this class because I need it for my concentration. I have always been interested in technology because of my dad. My dad has been working with computers and technology since I was little. I had a computer when I was six, and I have a cell phone when I was in 6th grade. If I ever had trouble with technology of any sort, ranging from a VCR to a laptop, he was always there for me to ask for help.

I would like to know more about the policies regarding technology, as well as the procedures. I would also like to learn about how to determine what is relevant concerning technology and integrating it into lesson plans.