SP13+New+Societal+Issues

Directions: Identify a new societal issue that is related to #|education and technology. Post a brief description of the issue and include a link that is related to the issue. The link may be an media article, research report, or website that is related to the issue.

Current Issues might include: cell #|phones in schools, BYOD (Bring Your Own Devices to School), Tablets in Classrooms, Safety and Security, Instagram and Social Networking Issues, Facebook, Instant Messaging, Google + in Schools, Cost trade-offs, Common Core and Technology issues, computerized testing, etc.

In [|"How Can Schools Close the Technology Gap?"] issues surrounding the introduction of technology in schools are discussed. The article discusses how schools are the largest platform able to teach technology but it rarely happens effectively because teachers are not prepared to use technology in the classroom. A key point the article brings up is the idea that even though students are technologically savvy they understand very little about how to use it for learning and this is where we are falling short. What is needed is a comprehensive plan for teachers to implement technology in the classroom, instead of playing catch-up. The report puts the responsibility of creating this plan on school districts, that way teachers know what they are supposed to be teaching and how.

I think this article brings up some really good points about technology in the classroom, especially the idea that teachers and school districts are largely playing a game of catch-up rather than thinking ahead and focusing on the technology of tomorrow that can be useful in the classroom. I think it is important that school districts start realizing the need for effectively using education and realizing that teachers need help in implementing it. How to do this though is the real question. By Emily Schiessl

====Today's youth live for instant gratification--for excessive, stimulating information available with the click of a mouse or the touch of a screen. As educators, we are fighting the [|short attention spans technology] creates. This is one of my main issues with technology and one I think has larger ramifications outside of the classroom. The article from ABCNews cites an example of study done with people given 45 minutes to read. Within that 45 minutes, researchers found that individuals zoned out 15-20% of the time. I am concerned my students will not have the patience needed for the text I want them to read and understand. I am worried technology promises them instant information without knowledge or the ability to synthesis that information. On a grander scale, if our youth grow up only thinking about the here-and-now, then what will a future created by the here-and-now look like? To me, this future looks unplanned and scary. The article's focus is also on memory loss. We can teach our students concepts and give them the tools to think critically, but if technology is diminishing their ability to even remember information, then what good are these tools in the future? What good are we if our jobs are to prepare them for the future? (Maddie Maloney)====

Emanuel Pastreich asks the question, [|"Do we need a 'Constitution of Information'?"] In the unregulated wild west of the internet, the same challenges are posed as in any revolution: how do we keep track of what's real, what's honest? Pastreich suggests that an international convention be drawn up to regulate internet activity in a very controversial move. We accept the societal boundaries that are placed on our physical freedoms (to steal, to harm), but how acceptable is it to curtail these new freedoms that we've only just discovered? (Angela Boston)

A societal issue related to education and technology is one called "[|The Digital Divide]" which refers to the differences in the population's access to and knowledge of technology. With the divide so strong, and being affected by so many different factors, our responsibility as teachers in relation to technology is still being questioned. Is it our duty to provide students with access to technology they may not have at home? (Post by Malisa)

[|Cyberbullying: Is There Anything Schools Can Do?] This article from //Principal Leadership// explores the legal resposibilities and limitations of schools in regards to cyberbullying. The majority of cyberbullying occurs off-campus through email, #|cell phones, chat rooms, blogs, social networking sites, and IM messages. Unless the cyberbullying off-campus directly impacts school activities, schools do not have a legal responsibility to intervene because of constitutional rights. However, this article also puts forth the idea that when it leaks into the school environment, and causes emotional distress of students at school, teachers and administrators have a responsibility to intervene. Schools can also create awareness about cyberbullying, and offer resources to students who are experiencing it at home. //By Jessica Stuecklen//

This article, Kids Could Soon Turn to Cell Phones to Report Bullying, is terribly written but it talks about a positive way cell phones can be utilized in schools to combat bullying. The company creating the program, made it possible to submit reports of bullying anonymously through text messages to administration. This would give voice to students who feel they don't have a way to safely report the bullying plus it is quick and easy for both students and administration. //By Abbie Bowen//

In his article, [|How 21st Century Thinking Is Just Different] Terry Heick acknowledges the shift in the availability of information and addresses it through changing students habits of mind. He quotes Ben Kallick, "...although students were able to think analytically, for example, were they willing to do so?". Heick begins a conversation about shifting the habits of mind of the younger generation: Persisting, Managing Impulsivity, Responding With Awe, Questioning, Innovating, and Thinking Interdependently. //(Mohammed Mangrio)//

[|Blended Technology Education Model]: This article is about a new education model that has students on the computer for 30-50% of their school day. St. Therese in Madrona is the second school on the west coast to adopt the model. Students are on the computer for large portions of the day, receiving online instruction. They argue that this allows for teachers to teach smaller groups of students and provides a solution for the rise of classroom sizes without impacting student learning. By Ali Malstrom

Recently, [|President Obama endorsed the idea that high school students should be required to take a computer programming course]. This has many potential benefits: it’s an important part of computer literacy, it demystifies computers, and it prepares students for modern careers. But, should this be a focus of public education? With the reduced availability of courses in art, music, theatre, foreign languages and agriculture, does a universal computer programming course requirement make sense? //By Greg Kowalke//.

[|What if students learn faster without teachers?] This CNN article looks at the ideas of Sugata Mitra, a recent TED Prize recipient. Mitra did an experiment a few years ago where he placed a computer in a New Delhi slum and, with a hidden camera, watched children teach themselves and each other how to use it. He is experimenting further to see if students actually learn better on their own, with adults there to give support instead of direct instruction. (Michelle Heston)

[|Examining the Gender Gap in Technology] is a short study posted on the University of Michigan website that discusses the existence of a gender gap in technology, in which boys get ahead and girls are left behind. Several suggestions are put forth as to why this may be the case, such as girls viewing computers more as tools while boys see them as toys. There are also some ideas as to how to combat this phenomenon, such as all-girl computer classes and project-based assignments. //By Abigail Fay.//

[|Social Media and Student Discipline] This article addresses how student discipline for misconduct on social media has been handled in public schools and in the courts. The students maliciousness or lack thereof has been put under scrutiny in the schools and courts. If the student writes an inappropriate comment on Facebook while at home does the school have any say in the matter? Yes they may. There have been cases where the school could take no action and other cases where the school took drastic action--it depends. The severity of the punishment is linked to the severity of the post. Most courts agree that if the post is disruptive to school, (ie your principal has to miss a meeting because he is going to court because of a student's post) the student will be viewed by the courts as guilty. By Jimmie O'Hara

[|Can Facebook be a Good Addition to our Schools?] The article "How Schools Can Use Facebook to Build an Online Community" touches on how Facebook can be used in a positive, safe way for our schools. It discusses the importance of teachers being aware of their own Facebook pages (not posting things about their students etc.) and in turn the significance of having a school Facebook page. It seems like a great way to keep families involved about upcoming events and activities. That being said in order for it to be the most efficient all faculty and staff need to be on board, which may be difficult. Because Facebook is so popular this seems like a great way to incorporate it into our schools in an informational way. It also could be a great way to attract future students and teachers to the school! By: Caroline Da[|ly]

The article, [|As some schools plunge into technology, poor schools are left behind] describes the disparity of technology access between high-poverty schools in Chicago and the ample technology resources available to students attending surrounding suburban schools. Although this particular article focuses on Chicago, the digital divide is alive and well in Seattle. It is wonderful to discuss how technology can enhance student learning and engagement, but until every student has appropriate access to technology, it will be one more thing that will drive the achievement gap wider. //Posted by Amanda Brothers//

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[|How One College is Closing the Computer Science Gender Gap]is an NPR report that shows how Harvey Mudd College is helping transform Computer Science into a field that is more inclusive of women. The president of the college, Maria Klawe, has had a lot of success in getting more undergraduate women interested and involved in Computer Science, and a few students who are interviewed for the report talk about their experiences in a field of study that has often been pegged as a "nerdy male" field. One student says that it's hard to stick with something that tries to exclude you, but she also wants " 'little kids to look and be like, 'Awesome. I want to do that.'" Baits=====

[|Teenagers and their sleepless lives]Three teenagers discuss and question the impact that technology and social media has on their sleep, relationships, and free time. This is more of an editorial/interview type article with teenagers providing their own opinions. Without data to back anything up, it leaves the question begging to be answered but I believe that this is still something that we should be asking given our understanding of the adolescent's need for a healthy development. (Amanda Cahill)

Access and choice are pitted against the concepts of student support, teacher accountability and quality and curriculum standards in a debate over online charter schools in Illinois. [|State bans new online charter schools for 1 year]State bans new online charter schools for 1 year summarizes the issue. While the idea of a for-profit company providing classes for your students online from kindergarden to graduation is a scary thought (I think), it’s important to remember the political climate that currently has hold over Chicago. The school district announced earlier this year that it will close 49 schools. Despite the hundreds of layoffs these closures signify, and the crowed classrooms in remaining schools, a main complaint has been that relocated students will have to cross dangerous gang lines to get to school each day. If nothing else, these online schools gave students another option when Chicago had effectively taken all other options away. (Andi Newman)

**Global education and the digital divide** -- I stumbled across a short [|tech column]in the Huffington Post that intrigued me enough to seek out additional information about the issues it addressed. These include the digital divide (in relation to global education**)** and the replacement of teachers with computers/online classes. The column opens with a story about a US-based organization -- called [|One Laptop Per Child]-- that gave preloaded tablets to 20 five-year olds in a remote village in Ethiopia. The children had no prior exposure to school, written language or printed materials. Reportedly, using the tablets, they taught themselves basic reading and writing. I was a little skeptical about this information, so I did some research on the Web. I found out that One Laptop Per Child is a legitimate organization that has created a basic laptop that can be used in places with power sources such as solar, human-generated, wind or water power. One Laptop's mission is to help bridge the educational and digital divide by bringing laptops to students around the world who would not typically have access to them. (Note: I'm not sure why the children in the Ethiopian village used tablets vs. laptops). However, these are also not places where people have Internet access either, which could limit the ability to bridge the digital divide -- as an NPR reporter found who was writing [|an article]about a One Laptop initiative in a tiny village in Peru. (Marci McNaghten)

Digital citizenship is an important topic to discuss with students. The article, "The Definition of Digital Citizenship," offers opinions on how students should think about how their actions online affect the digital community. The author offers the definition of digital citizenship as, “the //self-monitored// habits that //sustain and improve// the digital communities //you enjoy or depend on//.” I will definitely discuss this issue with my students and encourage them to practice self-management and respectful communication skills in their online posts. The graphic chart at the end of the article shows some specific values that could be reworded into learning targets and incorporated into a lesson. (Erika Lehman)

In the article "[|Online ‘Shaming’ A new level of Cyberbullying For Girls]," 16 year-old Rookie Reporter Temitayo Fabenle investigates the disturbing social media occurrence of ‘Slut Shaming’ and the effects it has on both the victim and the offender. Slut Shaming occurs when a person, usually male, takes a picture or video of a girl naked or performing a sexual act. The person then posts this image or video on Facebook and other social media websites. Eventually it is taken down, but not before the photo receives thousands of 'likes' and comments. The victim is then bullied and ostracized at school and, needless to say, will carry the experience with them for the rest of their life. In some cases, the victim will even take their own life. The offender, though, is rewarded with praise and popularity from their peers. This is happening in schools across the country and we have a responsibility as educators to address it. You can listen to the full report by clicking the link above. (Nano Walker)

[|5 Common Uses Of Technology In The Classroom & How We Screw Them Up] This short article addresses 5 different uses of technology in classrooms and how they are not used effectively. #1 was using the internet and how students have difficult time searching for information. If they're not on facebook, theyre spending more time looking for games than they are doing research. #2 was computer based reading programs and how they are only teaching students how to read to the test and not improving reading skills overall. #3 is standardized testing on a computer. The problem with this is that it is difficult to really analyze a students progress on a computer based on right and wrong answers. Their is no room for scratch work. #4 talks about smartboards and though they are a great idea, there's not much different than just using a whiteboard or an overhead. #5 addresses ipads and tablets. Teachers have not figured out how to integrate tablets efficiently so for now they are a waste of time and money. This article brings up good points in how we have all this technology in our classrooms, but are not utilizing them to help students. //(Derek Anderson)//

The basic premise that parents can be oblivious to the negative effects of social media on teenagers is discussed in this article entitled [|"The Effects of Social Media on Teenagers."] The author suggests that while we as caretakers of our teens do our best to "cover" the basics of good parenting and good teaching, we can still be negligent of the risks of being "plugged in" 24/7 - that being plugged in impedes good social development, which results in a severe lack of communication and conversation skills. Furthermore, the author posits that interpersonal relationships and academic performance can be severely and adversely affected. Now if research and studies have proven this is true, especially for middle school through college students, then why don't more parents take action to prevent it from happening? He states 3 major reasons for why parents may "do less" than more to assist their children in navigating social media bombardment: they are unaware of the full implications of online connections, they don't want to interfere with their children's social lives and come off as disconnected from their kids, and lastly, they don't want to make a big deal out of it and would rather not take a stand to check in with their children's social media usage. (Cheryl Lee)

I must have perused dozens of online learning resources while deciding on my tech tools to research. I kept thinking about what it would look like to use this or that tech resource in the classroom, or have students use them for homework and projects. A nagging feeling was bothering me.. These are great resources for the middle/upper class but what about the schools and/or students who don't have access to the Internet? Low income students disproportionately lack access to Internet capability both at home and at school. Similar disparities exist between Hispanics and African Americans when compared to Whites. Two articles, "[|The digital-divide, where we are]", from 2002, and "[|digital divide is major challenge in teaching low-income students]", from 2013, show that the same issues surrounding the digital divide exist today as they did over a decade ago. Some of us will be frustrated in a lack of ability to use technology in the classroom, simply because there are not resources available to the school. For those of us working with diverse students, we will need to be creative in our efforts to afford every student the same opportunities with technology. (Clea Fryer)

This 2011 article called [|Technology in Education] in EDWeek.org talks about a longstanding issue for schools, which is trying to keep pace with the necessary infrastructure for school technology, when technology of all forms evolves at such a quick pace. As we discussed in class, sometimes the tool that kids are excited to use one year is already completely off the radar, replaced by another the following year. According to this article, the move to cloud-based apps has been a mixed blessing: while schools (and their students at home) have access to programs with lower licensing costs and no wait-time for widespread installation, the issue has gone from software costs, to connectivity, to making sure schools can access the massive amount of broadband required for all of our computers and mobile devices to run cloud-based programs. While 97% of schools had internet connectivity in 2010, not all of them have speeds fast enough to take advantage of the tools that students are relying on more and more. As education funding cuts continue to roll through our system, keeping dedicated technology funding and subsidies to help ensure technology access will become harder, and it will be more and more essential that schools find ways to efficiently use the tech that they already have. (Andrea Kunz)

This [|article] looks at the social impact instagram has on middle schoolers. The writer admittedly has a very short list of things parents can do (namely, it's monitor what they're doing), and isn't attempting to get teens not to use social media. Instead, she is simply trying to bring awareness to the things that teens are hyperaware of: how many followers they have, how many likes they have, how many comments they have, who they're following who isn't following them back. While it may seem like small stuff, at its core it has a lot to do with how teens form their identity. (Becca Salzman)

I mentioned this article from //[|The Atlantic]// earlier in the unit. It discusses cyber-bullying, and what we are doing (or not doing), technologically, to put a stop to it. The article addresses three major venues of potential policing; that is, Facebook (where the majority of cyber-bullying occurs), outside program developers (in this case several MIT students [and no not our MIT, the other one]), and an elite hacker group known as Anonymous. Though the unintentional failures of overworked Facebook staffing as they attempt to monitor harmful posts is discouraging and the anarchistic methodology of Anonymous intriguing in its essence, the most interesting aspect of this article (in my opinion) regards protecting adolescents and free speech. Leiberman (of MIT) is attempting to create a social media tool that is an algorithm that predicts if a post is meant to harass or harm someone based solely on the language used and a commonsense knowledge base (which stipulates that, truly, bullies are pretty unoriginal). All of this leads to potential free speech infringement, AI moral degradation ("this post looks nasty! you sure about this?"), and really awkward misunderstandings; and, of course (hopefully), less bullying. Really interesting read. (Mathew Wright)

This [|article] discusses a topic I feel very strongly about, and that is the influence of ebooks on children. The author argues ebooks not only hinder learning, but discourage reading daily print. Research has shown that children who read ebooks rather than physical books actually enjoy reading less. This becomes concerning, as data shows 4 out of ten children own a tablet or smartphone. In fact, students who read the paper has dropped from about 46% to about 31%. As ebooks begin to take over the market, and book stores like Borders go out of business, it makes me worried about the future of children, and my children for that matter. This article is an interesting read, especially with the ipad and kindle fire take over in recent years.

[|Cell Phone Addiction] – We all know that teenagers use their cell phones more than any previous generation, but are they actually addicted to this tool? Psychologists have studied teens and their cell phone use – how they become depressed without being able to access their phones at any given moment. The study states that cell phone use acts in a similar fashion that drugs or alcohol due on the pleasure centers of the brain, and when removed causes similar withdrawal symptoms. It goes on to speak about how incoming calls, texts, etc. become more important than the person that the user may actually be with at the time. Interesting reading! Jeff Petersen

Imagine being able to use online tools to guide your life and career path to a new, higher level of satisfaction. Whether considering a career working in a tech field or any vocational or professional choice, students should have a method of virtually "trying out" what they are interested in and what they might be good at. It is already known that in many countries, women experiencing "socially-controlled roles which may lead to a lower sense of freedom and autonomy", find internet access to have a positive effect on their lives. The reverse is also true: Women in developing countries are most susceptible to "digital exclusion." What about students? Could one of the greatest uses of technology be to help them find what might be their true callings - to expand their options beyond socially-controlled roles and into what they will eventually do when they are out in the "real world"? Author and educator[| Ken Robinson was recently interviewed in Time]about what people need to do to find out what they love to do - to be as he calls it, "in their element." Already, there is a vast audience viewing what other people do as entertainment on programs like "Deadliest Catch," "Selling Beverly Hills," "Wheeler Dealers," and many others. If that interest was channeled into classrooms - or at least career guidance offices - opportunities to virtually shadow (or even intern) a broad spectrum of careers could ignite the energy of the next generation of the world's workforce. Let's face it, as teachers we are still helping students develop skills that will translate into future careers. Give them the chance to explore what might fit their personalities, aptitudes and passions. This is a very rudimentary version of what I mean and certainly aimed at a very young student. This could be adapted to include thousands of real professions including interactive features and full "day-in-the-life" videos. [|Kidswork] This evening, I had an opportunity to listen to a class of kindergartners answer the question: "What do you want to grow up to be?" Many replies were in Spanish, but the majority were the "dream jobs" we all think about when we are very young. Firefighter, sheriff, soccer player, ballerina, figure skater, president...others were definitely following footsteps of their grownups with builder, restaurant owner, doctor, teacher, artist, mommy. Maybe they were a little younger than the target for this use of technology, but not long from now, they could be exploring their career aspirations in-depth, with a level of realism and detail never offered before. Why wait to find out your career is not what you thought it would be when you added to the trillion-plus dollars of college loan debt in this country and ended up hating the job in the end? Teachers can utilize this technology in the classroom by asking for summaries of videos, pictures, stories, itineraries, shifts and reflections; sending students on treasure hunts through specific websites designed to show students a day, week, month, year, decade of a particular job. There are so many ways to use this productively, from writing reviews of what is most liked and disliked, to story problems involving the probability of being killed (or making a million dollars per year) in that profession. In the end, I want students to use technology to answer this very important question they will constantly be asked throughout school. "What do you want to be?" I hope some catch a glimpse of what career is the best fit for them and answer: "Happy." (Geoffrey Nelson)

One societal issue regarding education that has become more evident within the last few years is the student's inability to properly write. Teachers are noticing that instead of writing words out, students often abbreviate as they would if they were texting or facebook messaging. Some students have become so dependent on technology that it affects their writing skills. We must ask ourselves what line should be drawn and how do we correct this issue. It is important that students grasp that there is a significant difference between the type of language that you use in text versus the language that is appropriate when writing a paper. (Magda Kluska) [|omw brb lol]

Have you heard of [|MOOCs]? MOOCs, or massive open online courses, are changing the face of higher education and the way that education and knowledge is disseminated. Offered at little to no cost, MOOCs can help students supplement and complete their degrees, and MOOCs can also address social justice issues by globally providing educational opportunities to those who would not otherwise receive an education. Conversely, MOOCs are difficult to complete: online course completion rates are low, and students need to be highly motivated in order to succeed in online courses. Also, MOOCs cannot capture the discussion and dialogue of face-to-face classroom interaction. What role do you think MOOCs should play? You decide! (Nichole Won)

According to this [|article], girls are facing more social pressures in school than ever before. Due to the prevalence of computers and internet access in school, more and more teenage girls are using social media as a distraction from their school work (boys tend to use gaming as a distraction), causing girls’ personal social lives and academic lives to be closely intertwined. Because of the instant nature of social media, rumors and cyberbullying can spread at a much quicker pace, which can have a detrimental effect on both girls’ mental health and their perceptions of school climate. To create safer school climates for everyone, teachers and administrators need to recognize all the avenues that information flows in and around the school. (Victoria Crocker)

The correlation of violent video games and aggression are often the topic of heavy debate over and over on the news each time a school shooting or some sort of violent act is committed by a young person. According this article, "Violent Video Games, Aggressive Behavior, and Social/School Adjustment", the correlation between violent video games and aggression does not come up from no where. According to this research study, frequent playing of violent video games "significantly relates to higher levels of aggressive behavior and lower levels of prosocal behavior" for both genders. The study surveyed 500 students in 7th, 9th, and 11th grade and contains a lot of interesting data. (Thai-Hang Nguyen)

On the LiveScience website the article, [|Is Constant Facebooking Bad for Teens?] presented an overview of a study done with 1000 urban adolescents and the effects of social media in their lives. Despite the usual negative implications of being online, this study claims that social networking can teach teens empathy and help them develop "healthy social relationships." It also discussed how connecting online can be beneficial for shy children. The researcher argues that what kids learn about interacting via social networking does spill over to how they interact with others in the real world. The negative effects include increase in mental health issues, including narcissism and aggression. The study could not discern if the mental health issues were already present and exacerbated by social networking or if social networking contributed to developing such behaviors. Attention span was a negative affect also. Not surprising, the study found that Facebooking while reading resulted in lower retention. Like with most things in life, too much of anything is not healthy. It is easy to dismiss teen's social networking as something that only has negative consequences. An important factor is helping teens behave appropriately online is for parents to talk about it with their children early, often, and to build trust. I would agrue that this is true when discussing all behaviors with children. The online world is now one more topic that parents have to have a dialogue about with their children. For educators, it is important to understand the social media world that their students participate in. Teachers can be creative in integrating social media into their classroom to encourage appropriate, respectful behavior online. Teachers can also offer students a challenge to become unplugged for a certain amount of time and then reflect on it. Making kids aware of their behavior and having them think about it would be interesting. I might have to try that with my kids! (Cami Fink)

Education Week Digital Direction reports on the [|classroom connections to Facebook]. More and more, today's youth are using social media sites, especially Facebook. The article reports that "a 2007 report by the National School Boards Association found that social networking could help schools connect with students the study called nonconformists- those who push back against online safety and behavior rules." However, some say Facebook can be in the "danger zone" for teachers and should not even be used for personal use. This is because it is a social site and not an educational site, so teachers must be careful they are not inappropriate or coercive. On the other side, students need to be educated what is appropriate to say or convey on the Internet. After all, as Timothy J. Magner, the director of the U.S. Department of Education's office of educational technology said, "Students don't often have the maturity to recognize that something funny today is not so funny 10 years from now. Schools have a key role to play in this education." Therefore, teachers can instruct students how to navigate and manage their posts on the Internet. (Katherine Warga)

[|Standarized Testing is Monopolizing Tech Access in Schools]There are great movements to increase access to technology within public schools. Arguments are made that access to computers will improve the educational experience by helping students develop skills and therefore improve achievement both academically and professionally. Though the idea of incorporating technology into the school seems promising, it greatly depends on the implementation of technology in the classroom. An article found on educationnews.org states that computerized testing has monopolized the technology resources at schools. Students are spending the majority of the time they spend on computers at school taking computerized standardized tests which results in limited to no access to use computers for instruction. (On a side note, students who do not have access to technology outside of school lose access to computers in the last month+ of school because of testing and experience great difficulties completing assignments and projects that require incorporation of technology.) With many states moving over to computerized formats of testing (specifically with the GED test), some areas are left behind because they are not able to accommodate or afford the technological upgrades. The question that this article raises is whether the intent behind the investment in technology is actually grounded in improving the educational experience of students or “simplifying” the testing procedures. (Laura Bersos)

This article, //[|Should Computer Led-Instruction Be The Teachers Of the Future?],// addresses the controversial issue of teaching students through the means of technology without human interaction. The blended learning concept has become a topic of interest as a way to solve class size issues. An "e-learning lab" does not have a class size limitation. Jessie Woolley-Wilson has a // [|TED] // talk that expresses her views on the topic. She believes having a blended classroom can increase the 'velocity' of learning in a classroom and that it should be used in schools so that all students have equal learning opportunities. (Sydney Sullivan)

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[|How Does Multitasking Change the Way Kids Learn?] examines the increase on multitasking done by kids and adolescents, focusing on technology. It has been shown that by having phones that do everything where we can check our email in class, or having the tv on while doing homework, kids are giving their brains too much to do. Some tasks are actually more complicated (neurologically) than commonly thought. This article goes on to say that my continued mutliasking, the brain learns to operate this way, making it 'seem' easier because it is routine, however the quality of both tasks reduces significantly. The article then goes on to site 3 negative impacts of mutlitasking: <span style="background-color: #ffffff; color: #1f1f1f; font-family: Arial,Helvetica,sans-serif; font-size: 15px;">1) the assignment takes longer to complete, because of the time spent on distracting activities. 2) <span style="background-color: #ffffff; color: #1f1f1f; font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 1.5;">the mental fatigue caused by repeatedly dropping and picking up a mental thread leads to more mistakes. 3) students’ subsequent memory of what they’re working on will be impaired if their attention is divided. Essentially we need to resist technology, but this cannot be cold turkey for some students, even us! (Scott Wells) ======

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<span style="background-color: #ffffff; color: #1f1f1f; font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 1.5;">Technology has a growing presence in special education classrooms. Children who have challenges in communication can now use what is called "assistive technology" as an aid to comminicate and learn- such as through sound boards. The article [|Technology Gives Special Education Students a Voice] points out how this can be a helpful in classrooms. My overarching concern is whether the technology is truly helping these kids thrive, or is it just making children more isolated. A positive side of using assistive technology is that it decreases the need for some high need studetns to attend a specialized school. The technology they use helps them adapt to the regular public school setting. For example, a nine year old girl with limited speech and mobility is able to function at a regular publics school becahse she uses a devise called Maestro. This is a special computer she types into and it produces audible speech for her. This is a very expensive devise- around 7,000 dollars which is undeniably problematic. My hope is taht technology can be used in special education classrooms if it is helping with communication and learning, but must always be for the sake of themselves. I would hate to see children become so reliant on it that it hindres the potential of their deficit skills. For example, if a child with limited verbal capabilities uses this maestro device there is little incentive to develop real speech. (Stephanie Leslie) ======

I found this article, written just last week, on Edutopia.org: Technology in Schools: Defining the Terms. It's not about a particular societal issue of educational technology, per say, but it is very relevant and useful when it comes to framing how we have our discussions about such issues. The author provides a working definition for //technology//, as well as for the concept of //technology literacy.// He then lays out a very logical framework for evaluating the role of technology in schools. With any discussion that incorporates values and potentially controversial topics, I think it's very helpful to start with working definitions to reduce the potential for misunderstandings. (Erica Mercker)

Lack of sleep blights pupils' education This article talks about how sleep deprivation is a significant hidden factor in lowering the achievement of students, particularly those in more affluent countries. Sleep experts are linking this issue to the use of mobile phones and computers in bedrooms late at night. Having a screen only a few inches away from your face is going to alert your brain to stay awake more than watching television, some say. The article also has a section about how sleep is food for the brain and how it affects concentration, performance, and learning. (Karen Choe)

This article [|On //Facebook, Like If You Hate//], speaks to the ugly side of social networking and to an emerging generation that does not separate technology from daily life. The author of this article makes comparison of her generation growing up learning how to integrate technology tools into everyday life, where as her younger brother’s generation has grown up with advanced technology from the crib. This different view of technology being an extension of who we are, versus the younger generations thinking of this is who we are, is leading to several negative behaviors is our youth. It seems OK for many youth to bully and say incredibly nasty things about a person online, even though the same kids would know it would be bad to say it their face. With social media a new avenue for hate has emerged, one that doesn’t require any kind of ownership, or consequence. The author calls for action to help our younger generation make sense of separation and connections between the virtual and real worlds. (Suzanne Reeve)

Cell phones and children: I looked into the issue of children owning cell phones, WebMD looking into [|what age is right for a child to own a cell phone.] One reason I chose this article is because I did not own a cell phone until I started driving but having been in the elementary schools, I've noticed that cell phone owners are getting younger and younger? But when is it too young? Like any technology issue, this article answers questions for parents regarding radiation, texting and talking on the phone while driving, and other potential concerns. One consequence of a child owning a cell phone that I did not consider until reading this article was that cell phones can cause lack of sleep, something that is absolutely essential for young students to remain healthy and alert at school; sleep is just as important as having breakfast in the morning. This article also addressed that age is not the only thing that should be considered when deciding if your child is ready for a cell phone, but to consider how mature and independent your child is. I really liked all of the information that this webpage covered, especially reading about things that I would have not considered and learning of new consequences that come with youth owning cell phones. (Laura J. Beaty)