"A War of Words”
By Jim Patterson
The Journal
This article discusses both the benefits and the drawbacks of plagiarism detection software and the controversy surrounding some applications. The Internet has dramatically increased incidences of plagiarism in our classrooms and educators and software developers are seeking to curtail the problem. Instead of having to wade through disorganized materials and having the cumbersome task of checking references physically, teachers can now employ software applications to assist them with this task that helps the process became more efficient. One of those programs is PaperTools Pro. (PTP) In addition to checking student sources, this application can also assist students in organizing their work and teach them proper research methods, including the difference between original works and plagiarizing.
There are critics of programs such as these. Charles Lowe, writing professor at Grand Valley State University is ironically one of those critics. One argument is that it sets up a policing type environment instead of teaching about the responsibilities and ethics of the process. These programs are not full proof and he feels that they can give teachers a false sense of security. There is also a concern that students can get around some of these issues fairly easily. Lowe especially has a concern about programs that include students’ work in a database. Other issues are that they don’t check books or subscriptions or representation of another’s ideas, which has always been a difficult issue to resolve.
I was impressed with Linda Miller’s method of teaching students the proper way to research. Instead of taking punitive measures after the fact, she effectively models how to conduct research and guides them through that process on a step-by-step basis. When she explains plagiarism to second graders, she draws a comparison to stealing.
John Barrie, the founder of Turnitin’s anti-plagiarism software feels that his application works best as a deterrent and has cut plagiarism rates by roughly 80%.
Questions:
1. Do you agree with the use of plagiarism detection software? I feel that as with technology in general, that these programs can be used as an effective tool, but they do not take the place of human intervention or the importance of doing a “reality check”. I would encourage their use if used as a tool and not as a sole means of reliance because it helps make the process more efficient. I also love the positive approach as demonstrated by librarian Linda Miller and the use of split screens and compare buttons to help students through the process. Technology is something that is constantly evolving and we need to join the effort for continuous improvement, not turn our backs to it because it’s not perfect.
2. How do you feel about the products that place student papers in a database to be compared against others?
Besides creating a distrustful environment, I am concerned about the use of these methods because it infringes upon the rights of the students and their intellectual property. I would not appreciate this kind of exposure to my original material. Kids are people too and deserve some respect! This, to me, is disrespectful.
Thursday, October 18, 2007
Wednesday, October 17, 2007
Journal #2
Improving Students Research
Learning & Leading with Technology
September/October 2007
By Catherine Tannahill and Leslie Ricklin
I found this article very interesting and timely because it is clear that the nature of research in schools has changed with the use of the internet. There are many more resources available and those options can be overwhelming for a student, even an adult. Proper techniques need to be taught to ensure that students are using good resources from primary sources. This article breaks down the research process into 4 stages: investigation, preparation, presentation, and summation.
During the investigation stage, students should work towards identifying the type of information that they will need to help them with their projects. A teacher can assist by offering ideas for established sites to give them a jump-start. It is important to teach advanced research methods like Boolean searches so the students can narrow down their options.
The author also mentions the use of Inspiration software as a helpful tool to build a graphical organizer to assist with categorizing the information while doing the research during the preparation stage. An internet search log is also helpful so that the students can identify their search strategies like using certain key words and the search engine that was used.
Students can start to build their bibliography by listing sites that they think may be helpful to their research. The evaluation of the quality of the sites is highly important and teacher monitoring is essential. Students can use a webliography that continually updates reference information and the teacher can easily verify this when provided with the URL links. In addition to these points, ethical use of technology such as copyright and plagiarism should be discussed.
Also during the preparation stage, students can make use of online discussion groups, blogs, or wikis to facilitate sharing of information, although they may need to be teacher monitored. Technology is an important tool, but it needs to be communicated that the content is what is important.
Finally in the summation stage, we want the students to look back and reflect critically on their work- what they did well and what could have been done better. What did they learn and what do they still want to learn are other questions to ask. QuizStar and ProfilerPro are online tools that can help with this objective.
Questions:
What techniques can be used to ensure that your students stay on track, instead on wandering off on tangents or being distracted with personal interests?
I think monitoring is going to be the key when they are in a computer lab setting and perhaps establishing some small working groups to self monitor each other. When working independently, setting milestones to help them manage time could be effective. For instance by such and such a date, you will have accomplished this much of your project. Periodic meetings for a lengthy project could also help out.
2. It sometimes seem difficult especially for small children to separate someone’s opinion from fact, especially when something is on the internet, they perceive it to be factual. How can they be taught to make those distinctions? I think this is a something that needs to be worked on across curriculum, starting in literature and across other subject areas that require research and/or discussion. Activities could be used to promote this awareness. Hopefully those skills will transfer to technology research, but will constantly need to be enforced.
Learning & Leading with Technology
September/October 2007
By Catherine Tannahill and Leslie Ricklin
I found this article very interesting and timely because it is clear that the nature of research in schools has changed with the use of the internet. There are many more resources available and those options can be overwhelming for a student, even an adult. Proper techniques need to be taught to ensure that students are using good resources from primary sources. This article breaks down the research process into 4 stages: investigation, preparation, presentation, and summation.
During the investigation stage, students should work towards identifying the type of information that they will need to help them with their projects. A teacher can assist by offering ideas for established sites to give them a jump-start. It is important to teach advanced research methods like Boolean searches so the students can narrow down their options.
The author also mentions the use of Inspiration software as a helpful tool to build a graphical organizer to assist with categorizing the information while doing the research during the preparation stage. An internet search log is also helpful so that the students can identify their search strategies like using certain key words and the search engine that was used.
Students can start to build their bibliography by listing sites that they think may be helpful to their research. The evaluation of the quality of the sites is highly important and teacher monitoring is essential. Students can use a webliography that continually updates reference information and the teacher can easily verify this when provided with the URL links. In addition to these points, ethical use of technology such as copyright and plagiarism should be discussed.
Also during the preparation stage, students can make use of online discussion groups, blogs, or wikis to facilitate sharing of information, although they may need to be teacher monitored. Technology is an important tool, but it needs to be communicated that the content is what is important.
Finally in the summation stage, we want the students to look back and reflect critically on their work- what they did well and what could have been done better. What did they learn and what do they still want to learn are other questions to ask. QuizStar and ProfilerPro are online tools that can help with this objective.
Questions:
What techniques can be used to ensure that your students stay on track, instead on wandering off on tangents or being distracted with personal interests?
I think monitoring is going to be the key when they are in a computer lab setting and perhaps establishing some small working groups to self monitor each other. When working independently, setting milestones to help them manage time could be effective. For instance by such and such a date, you will have accomplished this much of your project. Periodic meetings for a lengthy project could also help out.
2. It sometimes seem difficult especially for small children to separate someone’s opinion from fact, especially when something is on the internet, they perceive it to be factual. How can they be taught to make those distinctions? I think this is a something that needs to be worked on across curriculum, starting in literature and across other subject areas that require research and/or discussion. Activities could be used to promote this awareness. Hopefully those skills will transfer to technology research, but will constantly need to be enforced.
Wednesday, October 10, 2007
Journal #4
"Technology in the Early Childhood Classroom"
By Elizabeth Ross Hubbell
Learning & Leading with Technology
March 2007
This article focuses on the appropriate use of technology with early elementary students. The author mentioned that there are conflicting views on the subject, however, she is a proponent of its use and encourages using it as a tool alongside a variety of other learning experiences.
She talks about the need to “model” the use of technology at a young age. Young children see adults using technology as a part of their everyday lives and she draws the comparison to the acquisition of language and how we expose children to books and words long before they are expected to read. The same applies to technology
In “Classroom Instruction that Works, authors Marzano, Pickering, and Pollack identified 9 categories of instructional strategies that have a significant impact on student achievement.
She expands on 4 of the strategies- identifying similarities and differences, homework and practice, nonlinquistic representation, and generating and testing hypothesis.
The “Identifying Similarities and Differences” category appeared to have the most impact on learning according to Marzano’s study. This involves sorting information into various categories and building on this knowledge by making connections to background knowledge. The author gives the example of Kidspiration and how this application can help sort and categorize information into visual displays. This application offers templates that the students can save and they can go back and select “outline” mode, which will automatically put the information into an outline form. Now they have an organizer to help them retain information and perhaps help them organize their thoughts when writing about the topic area. It can also help beginning and emergent readers by assigning sounds to words and pictures complete with voiceovers. Many of the icons are similar to word processing software that they will be using later on.
Other advantages include immediate feedback, the ability to accommodate various levels for differentiated instruction, the use of multimedia to represent ideas through pictures and graphs, and the opportunities to generate and test hypothesis
If technology is used early on as a tool from a practical sense, students will be better equipped to begin using these tools independently as they advance through their education.
Questions:
2. How would you handle limited computer resources in the classroom?
Children can work in teams, independent computer usage can be spread throughout the day/week at noncritical times. They can work with older students to help speed up the process as long as they don't do it for them. Home or library use can also be encouraged.
2. How would you deal with a parent who feels that the computer is an expensive toy and does not want his child using the computer? I know that some people feel that way and it is understandable. I would point out the positive aspects of early exposure as referenced in this article and suggest supervision or find a way to work it out to meet that individual's needs.
By Elizabeth Ross Hubbell
Learning & Leading with Technology
March 2007
This article focuses on the appropriate use of technology with early elementary students. The author mentioned that there are conflicting views on the subject, however, she is a proponent of its use and encourages using it as a tool alongside a variety of other learning experiences.
She talks about the need to “model” the use of technology at a young age. Young children see adults using technology as a part of their everyday lives and she draws the comparison to the acquisition of language and how we expose children to books and words long before they are expected to read. The same applies to technology
In “Classroom Instruction that Works, authors Marzano, Pickering, and Pollack identified 9 categories of instructional strategies that have a significant impact on student achievement.
She expands on 4 of the strategies- identifying similarities and differences, homework and practice, nonlinquistic representation, and generating and testing hypothesis.
The “Identifying Similarities and Differences” category appeared to have the most impact on learning according to Marzano’s study. This involves sorting information into various categories and building on this knowledge by making connections to background knowledge. The author gives the example of Kidspiration and how this application can help sort and categorize information into visual displays. This application offers templates that the students can save and they can go back and select “outline” mode, which will automatically put the information into an outline form. Now they have an organizer to help them retain information and perhaps help them organize their thoughts when writing about the topic area. It can also help beginning and emergent readers by assigning sounds to words and pictures complete with voiceovers. Many of the icons are similar to word processing software that they will be using later on.
Other advantages include immediate feedback, the ability to accommodate various levels for differentiated instruction, the use of multimedia to represent ideas through pictures and graphs, and the opportunities to generate and test hypothesis
If technology is used early on as a tool from a practical sense, students will be better equipped to begin using these tools independently as they advance through their education.
Questions:
2. How would you handle limited computer resources in the classroom?
Children can work in teams, independent computer usage can be spread throughout the day/week at noncritical times. They can work with older students to help speed up the process as long as they don't do it for them. Home or library use can also be encouraged.
2. How would you deal with a parent who feels that the computer is an expensive toy and does not want his child using the computer? I know that some people feel that way and it is understandable. I would point out the positive aspects of early exposure as referenced in this article and suggest supervision or find a way to work it out to meet that individual's needs.
Monday, October 8, 2007
Journal #5
“Building Technology Facilitators and Leaders: a standards -based approach”
By Jo Williamson and Traci Redish
Learning and Leading with Technology/August 2007
This article focuses on the ISTE’s Technology Facilitation (TF) and Technology Leadership (TL) standards and how they can be better utilized in our school systems. The article talks about the interesting irony that technology educators are familiar with the NETS standards for teachers and students to help guide their growth, but are seemingly not as familiar with the national standards that apply to their own roles and professional growth.
The National Council for Accreditation of Teacher Education (NCATE) published these standards in 2001. TF standards apply to instructional technology specialists and The TL standards are for those professionals who lead technology programs at the district, regional, state or national level.
Many of the standards have quite a few similarities, with subtle differences. In fact, the categories and performance indicators are the same, but the performance standards and tasks are a little different, with the leadership category being broader in scope. These standards are aligned with the NETS standards.
The TF and TL standards differ in the following ways:
1. Location of performance- This means that facilitators will perform at the school level for the most part and leaders will perform their responsibilities at the district, state, or regional level.
2. Breadth and depth of experiences- Facilitators are expected to have an in-depth knowledge, whereas the leaders are expected to have an advanced level of knowledge. Facilitators implement strategic directions, while the leaders are responsible for creating strategic plans. With a research based approach.
These standards help communicate and further understanding of the emerging roles of technology education professionals. They also can serve to benchmark compensation in relation to other similar professionals and identify gaps in performance levels with the ultimate goal of improving performance. They can further help in recruiting and training future technology leaders and determining a proper balance between the two within school systems. In order to maximize their use as a tool, the standards need to implemented, better communicated and tied to performance goals.
Questions:
What are some ways to enact these standards?
Familiarize staff with their existence, design rubrics, job descriptions, and evaluations tools around them.
2. Why do technology educators need standards of their own? Their roles are different and in constant flux in comparison to many other types of educators.
By Jo Williamson and Traci Redish
Learning and Leading with Technology/August 2007
This article focuses on the ISTE’s Technology Facilitation (TF) and Technology Leadership (TL) standards and how they can be better utilized in our school systems. The article talks about the interesting irony that technology educators are familiar with the NETS standards for teachers and students to help guide their growth, but are seemingly not as familiar with the national standards that apply to their own roles and professional growth.
The National Council for Accreditation of Teacher Education (NCATE) published these standards in 2001. TF standards apply to instructional technology specialists and The TL standards are for those professionals who lead technology programs at the district, regional, state or national level.
Many of the standards have quite a few similarities, with subtle differences. In fact, the categories and performance indicators are the same, but the performance standards and tasks are a little different, with the leadership category being broader in scope. These standards are aligned with the NETS standards.
The TF and TL standards differ in the following ways:
1. Location of performance- This means that facilitators will perform at the school level for the most part and leaders will perform their responsibilities at the district, state, or regional level.
2. Breadth and depth of experiences- Facilitators are expected to have an in-depth knowledge, whereas the leaders are expected to have an advanced level of knowledge. Facilitators implement strategic directions, while the leaders are responsible for creating strategic plans. With a research based approach.
These standards help communicate and further understanding of the emerging roles of technology education professionals. They also can serve to benchmark compensation in relation to other similar professionals and identify gaps in performance levels with the ultimate goal of improving performance. They can further help in recruiting and training future technology leaders and determining a proper balance between the two within school systems. In order to maximize their use as a tool, the standards need to implemented, better communicated and tied to performance goals.
Questions:
What are some ways to enact these standards?
Familiarize staff with their existence, design rubrics, job descriptions, and evaluations tools around them.
2. Why do technology educators need standards of their own? Their roles are different and in constant flux in comparison to many other types of educators.
Tuesday, October 2, 2007
Journal #1
“ Power of the Mashup”
By Suzie Boss and Jane Krauss
This article provides examples of innovative uses of technology in classrooms to enhance essential learning functions. We first meet former High School teacher, Jerome Burg and learn how he integrated Google Earth as a tool into his literature curriculum with his own version of Google Lit Tours. This application allows students to search locations around the world using satellite imagery, maps, and 3D images. He used this technology with his students to follow literary characters around to their locations, which allows them to experience the story and characters more fully. Some literature works he applied this to were: Candide, The Grapes of Wrath, and Night, a story about a teenager’s survival of the Holocaust. With the Grapes of Wrath story, students were able to access 3D images and they watched a video clip about a Depression era storm complete with a large approaching dust cloud. This type of visual tool allows for deeper understanding of the situation and builds a greater appreciation of the piece. His site has been hugely successful and he now helps other teachers integrate technology into their curriculum at Granada High
David Fagg, an Australian history teacher demonstrates another example of effectively integrating technology into the classroom. After tiring of the MP3 battles in the classroom, he decided to adopt the “ if you can’t beat them, let’s join them…” attitude and implemented an ihistory pod cast project for his students. Using their MP3 players as tools, students played the role of a historian, and set out to actively investigate history by doing research and field work to answer questions about a local historical site of Bendigo. Their podcast had the benefit of having authentic listeners so they also experienced a global learning opportunity.
Questions:
1. What other curriculums would benefit from the use of this type of technology?
The Google earth site can be projected to the class for use with Geography lessons, especially when explaining the impact of certain regions regarding their distance from the equator.
2. What are some ways teachers can share their innovative ideas, especially within grade level, both at the school site and within the district or even globally?
Set up a communal website, join or form an online group, access each others’ favorites social networking sites like Del.icio.us.
By Suzie Boss and Jane Krauss
This article provides examples of innovative uses of technology in classrooms to enhance essential learning functions. We first meet former High School teacher, Jerome Burg and learn how he integrated Google Earth as a tool into his literature curriculum with his own version of Google Lit Tours. This application allows students to search locations around the world using satellite imagery, maps, and 3D images. He used this technology with his students to follow literary characters around to their locations, which allows them to experience the story and characters more fully. Some literature works he applied this to were: Candide, The Grapes of Wrath, and Night, a story about a teenager’s survival of the Holocaust. With the Grapes of Wrath story, students were able to access 3D images and they watched a video clip about a Depression era storm complete with a large approaching dust cloud. This type of visual tool allows for deeper understanding of the situation and builds a greater appreciation of the piece. His site has been hugely successful and he now helps other teachers integrate technology into their curriculum at Granada High
David Fagg, an Australian history teacher demonstrates another example of effectively integrating technology into the classroom. After tiring of the MP3 battles in the classroom, he decided to adopt the “ if you can’t beat them, let’s join them…” attitude and implemented an ihistory pod cast project for his students. Using their MP3 players as tools, students played the role of a historian, and set out to actively investigate history by doing research and field work to answer questions about a local historical site of Bendigo. Their podcast had the benefit of having authentic listeners so they also experienced a global learning opportunity.
Questions:
1. What other curriculums would benefit from the use of this type of technology?
The Google earth site can be projected to the class for use with Geography lessons, especially when explaining the impact of certain regions regarding their distance from the equator.
2. What are some ways teachers can share their innovative ideas, especially within grade level, both at the school site and within the district or even globally?
Set up a communal website, join or form an online group, access each others’ favorites social networking sites like Del.icio.us.
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