If we can educate students with new media literacy and promote authentic critical analysis of ALL types of texts, they should certainly gain a greater understanding of deconstructing any text that may be put in front of them. As the article claims, “Testing narrows curriculum by awarding test-taking skills.” We aren’t teaching our students to formulate and communicate their ideas and opinions in an organized way by teaching them how to pass the end of course exams. We should be recognizing the changing world and cater our assessments accordingly.

I understand that tests create an easy, concrete and systematic way of evaluating student’s knowledge, but it is a highly flawed method that deserves extinction. As educators, we should be promoting free-thinking, creativity, growth, voice, and societal/cultural awareness as we help students gain a greater understanding of the world around them. Not forcing them to learn memorization and robotic regurgitation that will help them pass a test and then forgot all they have learned. Application is key in our assessments. Can students apply all they have learned to their own lives. Can they understand the implications of social networking, can they see the benefits of story within the context of Facebook? There are many ways to utilize technology to develop critical thinking skills with our students, but “teaching for the test” puts a tiny bump or even roadblock for some, in the way of teaching for students.

“1) comprehend and interpret texts, including written as well as audio and visual texts; 2) compose a variety of types of texts, including those critical to the workplace; 3) effectively communicate and interact with others in group situations; and 4) communicate information through different modes of presentation”

Likewise, Cobb County has an entire mission and page of info dedicated to technology:

Technology Services Mission

• To provide the resources necessary to ensure all CCSD schools reach a consistent technology standard that enhances the teaching and learning process within each classroom through the effective use of technology.
• Support the operation of the district through the integration of all technologies for administrators, teachers, students, and parents

I think having a technology support team would enable leery teachers to implement more technology into their classrooms instead of sticking with the minimum requirement.

Cherokee County schools also offer a technology officer contact and various resources for teachers to take advantage of in their classes. I appreciated the video slideshow on the page showing students interacting with technology and various texts.

The Da Vinci Academy sounds similar to the Montessori School where students have a lot of autonomy and a large influence on their own education. There is much to argue for such a structure of education, but also criticism in regards to the students failure to adhere to any amount of structure.

I loved this image on the Da Vinci Academy’s website and had much appreciation for the “digital newsletter.” They are promoting technology through their own website.

Overall, I think the importance (and statewide acknowledgment of this importance no less) of technology is viewable on all schools’ websites. It is a part of our culture and an important step in teaching and engaging our students with various types of texts, lesson plans, and real-world experiences. Neglecting the responsibility to inform our students about what is considered a text  or how to analyze and critically evaluate various texts, not only deprives them of content they will encounter outside of school, but it robs the educator of an opportunity to fully engage his/her students. These pages affirm that school systems are also recognizing these objectives as significant, and thus including them in their standards.

What a difference he made in student’s education by starting off the year with intrinsic motivation–create the kind of exceptional work that deserves and can be posted on the worldwide web or iTunes. Dr. Tyson made tremendously important points for current and upcoming educators.

Why would students care to work hard on something that even after getting an “A,” They will probably just throw it in the trash can. What pride they can take in something that is published.

Likewise, when Dr. Tyson spoke about “childhood,” I realized I had never considered the term before. Every human being has the desire to have purpose and contribute to the world in some way. Whether through their works, relationships, acheivements, or some other societal advancement, every person needs to feel worth something. Now that children are not required to “contribute” to their families well being, they become self-centered and frequently bored. This turns them away from things like education or hard work. Therefore, having them contribute something to society via technology gives them a sense of acomplishment.

I could not believe the amazing videos that these middle schoolers produced. I’m certainly glad that I’m taking this course because I realize how much students already know about technology. Additionally, hope to bring technology to my classroom in order to engage my students and hopefully promote an excitement towards learning. As Dr. Tyson said, our students need to take an active role in their own education through their own contribution.

I also wanted to note an interesting mode of technological educating on Dr. Tyson’s blog. This guy really fell into a role he didn’t plan for, but is now making a difference in the world of tutoring.

Likewise another great video podcast that I could incorporate into a classroom would be this Mending a Broken Heart video. What a great opportunity to introduce Romeo and Juliet with a topic that all adolescent students can identify with–love and broken hearts. A classroom discussion about love after viewing this video could open the door to discussing whether or not Romeo and Juliet is a play about love, or what Shakespeare says about love through these characters.

A possible idea for a monthly class podcast could be asking students to get into groups and create a missing scene from Romeo and Juliet. Then having them create a podcast reading for their classmates to listen to and then deconstruct for purpose, meaning and relevance to Shakespeare’s play. Not only would this provide students with confidence in reading Shakespeare poems, but also give them creative authority to write their own scenes and better understand play writing.

Land of a Thousand Hills- on wikipedia thanks to me!

For example, we looked up John of Austria. After reading about him in the Encyclopedia, Wikipedia highlighted what the War of Cyprus was in further detail. The Encyclopedia is a a concise or abstract definition, whereas Wikipedia  is a comprehensive overview. Likewise Britannica offers further information, and if you so desire, you can read the entire article rather than the short snippet presented on the first defined page.

Because there are SO many authors on Wikipedia, it makes sense that there would be so much additional information. Likewise instead simply placing footnotes to other words within a definition, Wikipedia and Britannica offer simple links to click on instead of looking up that information in the back of the book. Additionally, definitions on Wikipedia and Britannica can constantly be updated. Thus, internet publication affords more current and up-to-date information than the old physically published encyclopedias.

Such benefits to technology!