In Classroom of Future, Stagnant Scores

http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=all

Grading the Digital School: In Classroom of Future, Stagnant Scores
by Matt Richtel
New York Times
Business Day
Technology
September 3, 2011

This article outlines the issues with technology in classrooms and stagnant test scores. Kyrene Schools in Chandler, Arizona were highlighted. Classrooms in this district have plenty of technological resources, however, their test scores have not improved. This is where the controversy lies. Some opponents say that if the new resources are not improving student achievement, it should be discouraged. Proponents claim that test scores may not have improved but, students are getting more enriching opportunities through the technology resources provided to them. Opponents of technology also claim that students don't emotionally interact with technology as they do with paper and print material. They also say that technology replaces the time students would otherwise be interacting with a teacher. Other's claim that technology may distract from learning instead of help with instruction. Funding is another big issue. Schools are spending generously on technology while budgets for teachers an other supplies has been severely cut in the past few years. Schools are not allowed to spend technology money on anything other than technology. This concepts frustrates teachers and parents of some districts. Technology money attracts vendors to district representatives. They attempt to sell new technology resources or upgrade existing resources and encourage districts to spend, spend, spend. Parents are attracted to schools that are equipped well with the newest technology. However, when faced with tax increases or bond issues, they feel conflicted.

Review by Amy Long

Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging

Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging

School Science and Mathematics, May 2008, Vol. 108 Issue 5, p.173-183

This study explored the blogging practices of a high school math teacher and his class to explore the value of a classroom blog.  The criteria, which had to be satisfied in order for the blog to be studied, were:  it had to be created and maintained by High School Teacher, it had to be updated several times/week, there had to be high levels of student contribution and involvement and the teacher had to be willing to be interviewed.

The article indicated that the teacher’s intentions for having a class blog were to create additional forms of participation and increase student exposure time to content.  The findings of the blog indicated that the blog supported student learning.  It promoted reflective thinking, nurtured collaboration and relationship building, increased student accountability, encouraged peer support, increased opportunities to receive feedback, extended learning outside classroom walls and encouraged interactions between classmates and with those outside the classroom.

One curricular unit was studies in depth.  It lasted 27days, and included 1,292 lines of text.  Mr. K, the math teacher, required each student to take a turn writing a post that recorded what happened in class that day.  The student posting would name next student to post, so everyone had to check the previous day.  Before any test, students were required to write a reflective post on what they learned, or pick the “Editors Initiative” option and identify and discuss mistakes or omission of material (missed material) from someone else’s post.

In addition to this, each Sunday, Mr. K would add a Sunday Game Post to the blog.  This would be a new puzzle or problem based game to solve.  The blog also included a chat box for students to converse while doing homework, which increased student communication and provided students with math-resources (assignments, reviews online, tutorial or quizzes).  Last, Mr. K, the math teacher, added a visitor’s map, which would show from where people were looking at the blog. 

The blog had a very positive impact.  In the student’s view, they were part of “Co-Constructing a textbook for the world”.  The blog received many positive e-mails and was nominated for awards.  The benefits of the blog included some of the following.  It provided a place where students could work together outside classroom, it double plus exposed students to topics, it increased socialization, it facilitated question asking and it opened the doors to their classroom and exposed them to the fact they were part of a Global Learning Environment.

The blog provided a unique opportunity to capitalize on teen interest, increase teacher/student and student/student communication and provide many benefits.  I would like to do this in my classroom.  I think it would be a valuable tool and a fun new way to communicate with students.  

The Article can be found at the following website:
http://onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.2008.tb17826.x/abstract