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The first Installment of Knowledge Documentation/Updats Wiki Assignment
This page is for entries by students in 4240:5240 Technology and Education, Summer 2012 to post your knowledge resources to the table. To add an entry, simply click on the "**edit this page**" button located at the top of this page. Additional rows can be added by clicking on the table icon symbol that floats next to the table when you are editing it. Be sure to "**save**" your entries before navigating away from the page.

Please provide some solutions for any key issue that you have identified.

The issue: How will schools/universities deal with this change in roles and the student-instructor relationship? Author's suggestion: Changing roles of instructor and student in an on-line learning environment. Your personal response: A teacher needs to become a facilitator.... ||< Palloff and Pratt, 1999 ||< p.73; 79-81;86 ||< 9/24/10 Mary Herring || Solution: Healy suggests "cognitive coaching," not telling the child what to do, but guiding her and demonstrating appropriate steps to accomplishing a goal. "The best results from all technology use for children come accompanied by a skilled adult 'coach' who adds language, empathy, and flexibility," (p. 247). Children need to be led to question their choices as they are working, so they can "eventually begin to internalize this sort of dialogue, from which they gain self-control and problem-solving skills," (pp. 248). || Healy, Jane M. 1998 || pp. 247-248 || 9/27/11 Alison Leytem || Solution: Murphy suggests the following computer applications to support and extend young children's learning: Digital imagery- "The images can lead children to discuss the events with adults and peers and then perhaps use them as a basis for writing drawing, or other forms of processing and expression," (Murphy, 3). Word processing and writing tools- "For many children these tools can serve as adaptive or assistive technology to make the physical act of writing less frustrating," (Murphy, 8). Computer art programs- "an excellent way to introduce children to open-ended exploration of the computer," (Murphy, 8). Presentation software- "can allow children to create multimedia presentations that express their ideas, experiences, and understanding to others," (Murphy, 8). Research tools- "can be used formally and informally to research topics in which children are interested. These applications can augment the classroom library and provide multimedia databases on a huge range of topics," (Murphy, 8). Concept mapping software- "These tools allow children to create webs and other schematics that visually represent their understanding of a topic. These schematics can be used by children to play with ideas and by teachers to assess children's understanding and thought processes," (Murphy, 8). || Murphy, Karen L. 2003 || pp. 3; 8 || 9/27/11 Alison Leytem || "Computers won't make bad teachers into good ones, but choices in technology use reflect important philosophical differences and may change not only what we teach, but also how we teach it," (Healy, 39). Jack McGarvey is a middle-school computer teacher in Westport, Connecticut, and he believes that computers will force a change in the way we all do school. "I have become more of a coach than a dispenser of knowledge," (Healy, 40). Empowering students to construct knowledge rather than having adults decide when and how to funnel it into their brains has been an objective of may progressive educators for years, (Healy, 41). "It's not that difficult (to use a computer), and even if your child is using a computer, he/she still needs your involvement. Your kid may be teaching you about the machine, but you are still in charge of teaching things that are far more important!" (Healy, 41-42). "In short, computers are a new way to stir up old questions of how best to raise and educate our young," (Healy, 42). || Healy, Jane M. 1998 || pp. 37-42 || 9/27/11 Emily Keitel || "Caroline doesn't understand either the 'mental map' of the space she is speeding through or the cause-effect nature of the problem; rather than "problem-solving" in the cognitive sense, she is simply jumping through alternative hoops as fast as possible." (Healy, 205) Caroline is playing an "educational game, but doesn't seem to be gaining any insight "A number of technology applications have potential to support and extend young children's learning. Many of these tools can be introduced to preschoolers for use in a very open-ended and playful way but can then be expanded to allow for more advanced academic work as children develop proficiency." (Murphy, 3) Suggestion: I think that computer and technology can definitely enhance a students' learning especially with the technology that we have available today. First, students with physical disabilities can be brought into a general education classroom with the aid of specially designed technology equipment. This enhances their opportunity to be integrated into a general education classroom. Second, some students are visual learners while other are hands on. Individual computers and interactive boards can provide mediums for these students to learn through. There is no doubt in my mind that technology can enhance education. The only thing that could possibly get in the way are the teachers, and how they use their resources. If an educator is knowledgeable with the technology, the more the students will benefit from the technology. || Healy, Jane M. 1998 Murphy, Karen L. 2003 || pp. 205 pp. 3 || 9/28/11 Katie Pruiksma || "I have seen many, many children perched on one leg on chairs far too large for their small frames, or stretching their neck to look at a computer screen because the desk was too high for them. It is also not uncommon to see youngsters hunched over keyboards they are holding in their laps. For adults, such poor posture or muscles strain results in a variety of neck and back ailments, muscle cramps, headaches, irritability, and even depression; whether these ailments will prove to be a danger for children is as yet unknown." || Healy, Jane M. 1998 || p.117 || 9/30/11 Joe Johnson || Alex Toft || [|Resnick, 2009.] || p. 162-166. || 10/1/2011 Alex Toft || Mikael Rein || Are these goals compatible with the interests, abilities, and needs of today’s students? || Healy, Jane M. 1998 || p.67 || 10/19/11 Mikael Rein || Jacey Sobolik || M 1998 || p.30-35 || 10/19/11 Jacey Sobolik || Real life learning that includes the sights, sounds, smells, and tactile reinforcement for learning is said to be very important for students. This is still something that the virtual world in unable to give. || Healy, Jane M 1998 || p. 220-222 || 10/20/11 Destery Hildenbrand || Ages 2-7 are the age ranges where computers could do more harm than good. Important developmental activities are occurring at this time and currently there are no equivalent programs to simulate these activities so that students get the same benefits as doing them without a machine. || Healy, Jane M 1998 || p. 206-214 || 10/20/2011 Destery Hildenbrand || Having the right technology tools available for every age students can learn the same way they did in kindergarten, by trying, and manipulating, and getting involved in the content and results from their learning. If developed and implemented effectively, students can benefit from the ability to think and act creatively. || Resnick, 2009 || [|Mitch Resnick Interview, youtube] || 10/20/2011 Destery Hildenbrand || Solution: If technology is to earn a place in education we must understand better what human intelligence is all about and how to enhance people's potential. "Learning and Intelligent Systems" proposes to upgrade the state of the art by offering significant funding (grants totaling $20 million in 1997) for researchers to study technology and improve intelligence. || Healy, Jane M 1998 || p.85-87 || 10/24/11 Kaelynne Nevins || Solution: If our schools can provide a good reasoning and critical analysis, even for those who don't have a home, there is less threat of mind control by a virtual culture cantering to the lowest common denominator. || Healy, Jane M 1998 || p.103-Dr Robbie McClintock || 10/24/11 Kaelynne Nevins || In the book Failure to Connect, Jane Healy suggests that reliance on and excessive use of computers affects the minds of young people, especially during developmental stages. Healy (1998) says, “Technology shapes the growing mind. The younger the mind, the more malleable it is" (p.17). Just as with any activity, limits should be placed to avoid addiction. Parents and teachers need to take an active role, particularly during a child’s developmental stages, to ensure that students are exposed to a variety of situations and opportunities. Video games run the lives of many young people, and if the parents do not set limits, it is possible the child will develop an addictive personality. || Healy, Jane M. 1998 || p. 17 || Nelson Rokke || As our school systems are implementing computers into the curriculum, we must be aware of the possible risks involved. This is especially true of our younger students as Healy suggests, because their minds are more susceptible to possibly detrimental consequences. Many advertisements exist on the internet that pose potential threats to young users in their developmental stages. Healy (1998) says, “ Lengthy exposure to advertising may result in several potentially damaging effects on children, including increased parent-child conflict, lowered self-perceptions of physical attractiveness, and/or lowered self-esteem, and experimentation with products that may be detrimental, such as cigarettes and alcohol” (p. 83). It is important to monitor the internet usage of our young people and to consistently provide them with a safe opportunity; it is critical that they have direct supervision. || Healy, Jane M. 1998 || p. 83 || Nelson Rokke || In the past, information was obtained by reading physical documents such as books, or through communicating with others. Today’s society view computers as their primary source to gain information and communicate. The internet allows one to seek information and communicate electronically both instantaneously and simultaneously, while also offering access to a much more expansive database and broader group of contacts. Although this technology may be impressive, it should be used in addition to teaching, not as a substitute! Even parents have skewed the intentions of educational technology, and even forfeit opportunities to pass valuable skills onto their children. Healy (1998) says, “They [parents] tend to believe that software can do a better job of teaching than they could themselves and may even assume that “machine-smarts” are better than “real-world smarts” (p. 41). A student could potentially gain valuable skills using computer programs, however without basic fundamental social and mental ability, additional skills will prove useless. The use of computer can benefit our society if used correctly, but we must remain mindful of the potential risks. Too much computer usage can result in addiction and threatens to manipulate the development of our mental, social, and psychological processes. || Healy, Jane M. 1998 || p. 41 || Nelson Rokke || 1. Determine what purpose you wish to accomplish, realistically considering the child's age. Avoid giving a youngster overly advanced selections. 2. Preview the program if possible, and don't always believe package claims. ( If you enlist the child's help in the review process, keep in mind that youngsters tend to respond enthusiastically to any novel program even brain-numbing ones.) 3. Look for programs with varying levels of difficulty, clear and understandable "graphical user interfaces," 4. Examine graphics and sound critically with an eye toward artistic merit. Is this the material you have chosen influencing your child's aesthetic sensibilities and tastes? 5. Consider whether the content is directly related to the learning or simply a thin veneer of information posted over a "Shoot-'em-up" or icon-clicking game. 6. Does the software encourage original thinking? Is anything left to the child's imagination? 7. Be alert for gender biases in characters or activities. Are both male and female characters portrayed as active problem-solvers? 8. Seek suggestions of activities that go beyond the computer. Do they relate to the program and have some inherent learning value? Are there support materials and no computerized activities to provide meaning and follow-up? 9. Does playing this program mean that your child will be "sold" anything- from products to ideas- of which you might not approve? 10. "Cute" is not a valid criterion for choosing a learning activity. Healy 1998,P.50 || Healy,Jane M. 1998 || p.50 || Maryam Ghayoor Rad ||
 * < **Key Issue(s) and __Suggestions/Solutions__** ||< **Source Citation** ||< **Page Number(s)** ||< **Date/Contributor Name** ||
 * < //Example://
 * Issue: What are the roles of parents and teachers for children learning to use technology?
 * Issue: What are the roles of parents and teachers for children learning to use technology?
 * Issue: What are the roles of parents and teachers for children learning to use technology?
 * Issue: What are the roles of parents and teachers for children learning to use technology?
 * Issue: What are the roles of parents and teachers for children learning to use technology?
 * Issue: What are some technology applications that are effective to use in an elementary classroom setting?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Issue: What kind of potential does technology have to alter the adult-child balance of power and change schooling, as we have known it?
 * Issue: Will computers /technology really enhance a student's learning?
 * Issue: What kind of damage can computers do to us physically?
 * Artificial and natural intelligence. In an Increasingly more automated and artificially intelligent world, are students learning facts or knowledge? How can we help students make sense of the barrage of raw data they encounter every day? || Healy, 1998 || p. 144-152 || 10/1/2011
 * Creativity. Can technology be used with young minds and promote creative thinking, or is technology always detrimental to lateral thinking and visual imagination? || Healy, 1998.
 * Rather than mindlessly accepting “change” as important and necessary for our children, we should begin by pausing and reflecting on the long – range personal and cultural implications of our new technologies. || Healy, Jane M. 1998 || p. 27 || 10/19/11
 * How can this technology help achieve our educational goals?
 * Are their certain guidelines that parents/teachers/and students to adhere to when using certain software? || Healy, Jane M 1998 || p.54 || 10/19/11
 * It is stated in Healy's book that technology and power work together. With the power of technology comes great responsibility, do we use technology more as a tool for learning or please? || Healy, Jane
 * Learning Virtually is praised by some and said to be decontextualized by others. How important to development is real-life context vs a simulation?
 * Research has shown that there are certain times in the development of children where computers may do more harm than good. What time frame is best for children to without computers?
 * How can technology be used too help schools and students to develop as creative thinkers?
 * Issue: What can you do when computers cost more then you thought for schools?
 * Issue: Schools bursting with digital bells and whistles can impress even a skeptical visitor, but only time will demonstrate whether such changes improve learning-or are we simply pandering to our media crazed young?
 * **WHY SHOULD WE BE CAUTIOUS WHEN USING NEW DIGITAL TECHNOLOGIES?**
 * **WHY SHOULD WE BE CAUTIOUS WHEN USING NEW DIGITAL TECHNOLOGIES?**
 * **WHY SHOULD WE BE CAUTIOUS WHEN USING NEW DIGITAL TECHNOLOGIES?**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Issue : how to decide what software to use in the classroom?