Final Project

Here's a link to all of the files for my final project.  I've uploaded them via drop box.

Click here.

Here's a link to the glog

End of Semester Reflection

Truthfully, I had no concept of how much technology is available to use in the classroom.  Sure, I knew about smart boards and clickers, document cameras and computer activities.  Before this class, however, I had never heard of Glogster, Vocaroo, Animoto, Storybird, and Rubistar, to name a few.  Also, I assumed that these types of technology would be too difficult for young students to work with, but I've learned that these little "Digital Natives" we're teaching not only pick up this technology quickly, but might even be able to teach the teachers how to use it fully.  

As far as the NETS I focused on this semester, I think my final project covers them, therefore, I've made progress on them.  For students, I wanted to explore the concept of research and information fluency.  This project requires the students to dig in and find information about specific topics.  For teachers, I focused on facilitating and inspiring student learning and creativity.  The project I created gives students structure and specific goals and expectations to meet while giving them freedom to move around and be creative within the expectations.  They will create a video and a Glog, both are free open to creativity.

Taking this class has definitely helped me realize that technology can be incorporated in the classroom in countless ways.  While teaching students to use programs like Word and Powerpoint are useful, there are many other things that students can use, and will ultimately benefit from using.  I've also realized the need for moderation.  Not everything needs to be (or should be) technologically based.  Books are still valuable, but so are flip charts.  Ultimately, taking this class opened my eyes to a world of resources.

Reflection #12

In a class tonight, we briefly discussed technology in education.  As a music teacher, my professor has many opportunities to use technology in her class, but she's careful about how much tech she uses because she takes into consideration the amount of screen time her students have daily.  Other classes use projectors and smart boards, as well as computers and TV's.  This, combined with time watching TV or playing video games at home can add up to a lot of hours in front of a screen.

I think the key in this is moderation.  The music teacher shouldn't avoid using technology in her classroom because other teachers use it more, but I think it's admirable that she is mindful of her tech use.  This teacher prefers to focus on student demonstration, book reading, music listening and dancing or instruments.  

When I jump into my classroom, I want to use the available technology, but I also want to remember that sometimes, non-electronic means are best.

Reflection #11

Film Studies...helpful or harmful?  I remember throughout my schooling when a teacher would have us watch a science video.  We didn't have to take notes, there would be no questions or quiz, and absolutely no retention or learning took place.  I distinctly remember doodling or writing notes to my friends while "watching" these movies.  The teacher would often be feverishly grading papers or doing some type of work while the movie played.  

On the other hand, however, in high school, one English teacher would play movies (actual Hollywood movies, not documentaries) with the intent that we learn.  The movies would reinforce a particular concept (Joseph Campbell's hero cycle, for example) which would then need to be referenced in a paper, and would more often that not, show up on a quiz, and eventually, a test.  

The difference between the two scenarios is this: purpose.  Sure, the science video probably corresponded to the current classroom study, but the purpose was to give the teacher a bit of extra work time.  It's quite possible (probable) that the English teacher caught up on work while we watched movies, but the movies weren't shown so he could work...see the difference?  

Movies aren't bad - but it's important to handle them properly and notice your motives in showing the movie.

Post #14

I read this article by Brad Flickinger.  Flickinger briefly reviews the history of computers - how they began as a million-dollar machine, housed only in the greatest schools, but then became common-place in the home.  Now, thanks to technology like the iPod touch, which allows internet access, students have computers in the palm of their hands, and technology will only continue to become more sophisticated from here.  Flickinger sees school technology becoming dominated by personal devises like this. 

Reflection #10

With such an emphasis on using technology in the classroom, I began to wonder: why aren't all standardized tests administered via computer?  It seems like it would be a simpler process.  Scores would be submitted instantly rather than being read by a computer.  Results could be issued earlier which might expedite funding decisions and some types of student placement.  On top of all that, using computers for standardized testing would promote and emphasize the use of technology in the classroom.

I have a couple of ideas as to why computers aren't used in this way.  First, perhaps it's more complicated than I realize to submit, graph, and sort scores.  I'll be the first to admit I'm not familiar enough with computer systems to know such intricacies.  I think the bigger issue might be availability.  While a lot of schools have a computers available for all students, a lot of schools don't.  To further compound the issue, there's scheduling.  How do teachers and staff work a schedule to get all of the kids into the computer labs?  It's a daunting thought.

I'm sure some tests are done online, but I'm curious what you think - why aren't all standardized tests done online?

Reflection #9

I found an article just recently that discussed the integration of technology in the classroom.  One point it brought up (and the main point I focused on) was how the internet has opened up a world of research to students.  Before the internet could be accessed in each classroom, students would use the library as their only source for research.  While libraries are indeed a good thing, students run the risk of happening upon very outdated information.  The accessibility of the internet, however, has put some of the newest information literally at the students' fingertips.

As obvious of a concept as this may be, I hadn't given it much thought until reading this article.  I think I've completely taken the ease and availability of the internet for granted.  

One thing to remember (as a review): the internet is not fail-safe.  Accessible information isn't always good information.  I think moderation and integration between electronic and print information is key.

Reflection #8

The point of this class is to think about how to integrate technology into our future classrooms.  I agree that technology is quite useful and beneficial, especially among our "Digital Native" students who understand and relate to technological methods well.  However, what about the classes that do not utilize technology?  Is the lack of technology in these classes useful and beneficial as well?

For example, in choir a couple days ago, I realized that we use essentially no technology besides sheet music and a piano.  There are no CD players, no microphones and no other electronic devises.   I found this lack of technology to be rather refreshing, and began to wonder - is it just as important to take a break from technology as it is to use it?  

Audio books are a great tool, but reading aloud to your students is important.  Computer games are a great tool to use "free time" and reinforce learning, but what about playing physical games as well?  I think the key is moderation.  The thoughtful use of technology will be more beneficial in the long run.

Week #13

Between Word, Excel, and Powerpoint, I use Word the most.  I do, however, have a need to use the other two programs on occasion.  Here are the main features I use for each.

Word

• Basic word processing
• Spelling/grammar check
• Thesaurus
• Tables/charts
• Formatting tools

Excel

• Sort features
• Grids
• List techniques

Powerpoint

• Document templates
• Color scheme palates
• Slide transitions

Project ideas

Word

1. Type a story they had prewritten
2. Revise sentences using tools on Word
3. Create a table to organize their task list etc

Excel

1. Alphabetize a list they type using the feature on Excel
2. Create a chart of their grades
3. Create a chart of pages read per day

Powerpoint

1. Design a slideshow of photos using a certain number of transitions and slides
2. Create a slide template to use in a report of some type
3. Create a slideshow with graphs or tables of collected data

Post #12

I read the article "Using Games to Enhance Student Achievement" by Robert Marzano.   This article discussed the benefits of using games in the classroom, specifically the gains in student achievement and the key elements that must occur in order for classroom games to be successful.  Marzano emphasized four main points: 

#1. Use Inconsequential competition - competition is good to keep students interested in the game, but it's most effective when the reward for winning is something small, like a coupon for juice from the vending machine rather than grade points.

#2. Target Essential Academic Content - games will have the most effect when they deal with relevant information.

#3. Debrief the Game - rather than just finishing the game and moving on to the next thing, talk to the students about what they struggled to answer - either let them ask questions, or prompt them based on your observations.

#4. Have Students Revise Their Notes - Give students a chance to review their notes to make corrections based on new understandings they may have come to during the game.

While this article may not have spoken directly to what we all may think of as "technology" in the classroom, I think the principles can be applied.  For example, if a teacher allows their students time to play games on the computer, the teacher could have some type of point system for competition, make sure the game is pertinent to the current study, require some type of student response, and have students review their notes after playing the game.  

From this article, I learned that technology, specifically games, do indeed benefit the students in a measurable way. 

Blog Comments - second half

Jodie

Chelsea 

Jodee 

Stephanie 

Peter

Reflection #7

A thought came to me...how does education truly benefit from technology?  I understand that learning can be enhanced by technological devices, and using technology keeps up with the times.  I think what may have prompted this thought was a comment made the other day about overhead projectors, and how essentially "old school" and out dated they are.  I wholeheartedly agree that they're old and there is better technology available, but I can't help but think about my growing-up years.  

I attended school in a small town in Montana with a relatively low school budget.  Our needs were always met, but most teachers used overhead projectors regularly and other basic technologies.  Late in high school, we purchased our first two smart boards, but only a few teachers chose to use them.  The point I'm trying to make is that my (high) school had very limited access to a variety of technology, but managed well.  While I see many benefits of technology, I simply wonder how essential it is.  Please share your thoughts! :)

Post #11

Here is my blog comment!

Comment


I think the biggest thing I learned is that students need to be trusted and viewed as having potential in order to be successful.

Post #10

I read this article on Blooms Taxonomy:
Blooms Taxonomy of Learning Domains

I saw the clearest connections for technology integration in the Psychomotor Domain.  Here are the highlights:

Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets).

I see the most connections in the physical set.  The first example of Sets listed in the article refer to following a set of instructions.  Within technology, there are MANY sets of instructions to follow - everything from finding a website to creating an Excel document, it is essential to follow sets of instructions.

Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.

I really keyed in on the trial and error element.  When a student learns a new computer game, they often use trial and error to figure it out.  While not all things can be learned via trial and error, it seems that when students are given enough information to explore and see what they can figure out, they retain well and ultimately are stronger in that area.

Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements.

Adaptation is essential in today's ever-changing technological world.  Perhaps it's the adults who have to work the hardest to adapt, but students are in one way or another challenged by changing technology.

After reading through this article, Blooms Taxonomy undoubtedly shares connections with integrating technology.

Assignment 4, part one - Podcast!

Post #9

First, let me just say that I'm very impressed with the doctor's use of his iPhone to help his patients understand what he's explaining!  

I like the ideas for using video in class.  I hadn't gone much beyond the idea of filming presentations and skits.  To be able to record the students' responses to show them later or to send home to parents would be excellent, especially when tracking progress.  I also like the idea of putting the emphasis on learning rather than a grade by asking the students what they are doing and recording their answer.

Finally, I greatly support the concept of a student recording themselves solving a challenging math problem and explaining each step.  From personal experience, I can say that teaching someone else a concept GREATLY strengthens my confidence and ability in that topic.  Explaining a tough math problem and recording it with the added incentive to show the video to parents would be very helpful.

Reflection #6

I think it's pretty safe to say that technology is becoming a more and more integral part of the classroom.  Students work with technology all the time, and often are just as tech savvy as the teachers.  I think now, teachers must embrace this, and use it as a teaching tool.

Should computer activities only be used as a reward?  I don't think so.  I think teachers should do their part to help integrate technology for their students.  Make sure they can use Word and powerpoint.  Teach them to blog.  Teach them to GLOG!  Instead of just putting up with change, embrace it.

Glog!!

Reflection #5

Computer games in class...good thing or bad thing?  Sure, the kids like it, but is it actually a healthy and worthwhile method for teaching, or is it just a way to keep the kiddos occupied?  

Education computer games seem like a grand idea!  They help kids practice certain concepts, and the variety in games ranges from music to math to most any subject necessary.  Students like them - chock full of colors and animations, and maybe even characters from their favorite TV shows.  My curiosity, however, is if there is any negative effects.  I remember when the "Baby Einstein" movies came out.  They were touted to be a great breakthrough in early education, but then research started surfacing about possible destructive qualities.  Researchers questioned the possibility that brain development could be somehow effected by young children watching too much TV.  

I don't know the answer to this question.  It's simply a curiosity.  In the meantime, then, I think moderation would be the best policy.  Interpersonal activities and games are probably more beneficial anyways! :)

Post #8

After a little research, I found the reading resource game page on the PBS Kids website.  This website offers games featuring various PBS kids shows, which highlight different reading and writing skills.  The site is very colorful and seems user-friendly, in that it's easy to select the game, as well as determine which PBS show the game is based on and the skills highlighted in the game.

It could be a bit of a stretch using the website in a music classroom, especially due to the reading, writing, and literacy emphasis the games have.  However, there was one game about creating a band, and other games that can highlight cross-curricular skills.  Reading is as important in music as in any other subject, and therefore has a high priority in my classroom. 

Reflection #4

I realized today that technology, used in a classroom, is only effective if the teacher is prepared.  I know, I know, it's not a terribly unique or innovative thought, but it's important.

I spent a little time thinking about how one of my classes often feels unsettled and slightly disorganized.  It always seemed to happen when the professor wanted to show us something on the screen or play an excerpt from a song...really, anything that involves *technology*!

The professor is slightly abstract and makes quick decisions about showing us a document rather than having everything set and prepared before coming to class.  This definitely gives the class a disorganized vibe, and while it's workable, it's not ideal.

The moral of the story?  Technology works best if you know what you want to use and are prepared to properly use it.

Reflection #3

Laptops in class - yes or no?  I can't decide.  There are quite a few pro's and con's!  

Pro's: 

• Neater note taking
• Easier organization
• Digital record keeping
• Centralized location of notes

Con's:

• Hard to copy diagrams into a word document
• Temptation to check Facebook or do other things
• Distracting to yourself and other students

And the list goes on.

Some professors discourage or completely outlaw electronic devices of any type in their classroom, while others encourage them.  Each professor has their reasons for either choice, but I think ultimately, it comes down to the class.  For example, a laptop in a biology lab or a painting class would be fairly useless.  In a Bible history class, however, a laptop might save your wrist a lot of strain from the copious notes.  

Ultimately, I can't settle on one side or the other of the debate about laptops in class.  I can see good things and bad things about either side.

Post #7

I looked at a Mukilteo Elemtary blog, and luckily found some information regarding math!  Here is what I noticed:

*The teacher posts the homework assignments in a PDF document.  This is great because not only can students easily access their homework, should they have missed school or misplaced the assignment, but parents/guardians know exactly what their students are doing in class.

*The teacher posted links and thumbnail pictures to several math games and resources.  This gives students a safe place to practice math on their own, using a website that the teacher has reviewed.

*The teacher posted PDF links to different math worksheets for student practice.

I think this teacher has done a great job of utilizing technology in a simple, yet effective way that is easy for both students and parents/guardians to access and understand.

Reflection #2

Using the smart response clickers in our last class reminded me of using the same clickers in my Educational Psychology class last semester.  In our class, we used the clickers to submit answers to quiz-style questions while in Educational Psychology, the questions were opinion based...I believe the lecture focused on the issue of morality and ethics.  Thinking about the differences between these classes brought me to thinking about the benefits of using the clickers.

I think the most important benefit of using the clickers in class is that students will be more willing to take risks in answering questions.  For me, especially in the Ed. Psych class, anonymity greatly helped my willingness to be honest in answering these controversial questions.  I think in the regular classroom, then, students will be more likely to answer with what they believe the answer to be, rather than what they think the popular answer is.  Also, they won't have to fear judgement from other students.

All in all, I really like the idea of using clickers as a means to occasionally conduct quizzes and surveys in the classroom.

Links to Comments

Angela's blog

Cassie's blog

Stephanie's blog 
Stephanie's blog #2

Kyle's blog

JoDee's blog 

Jodie's blog 

Drew's blog 

Camille's blog

Chelsea's blog

Post #6

Young people's ability to use technology is amazing.  My 8 year old nephew knows his PSP inside and out, and often shows me how to use the Wii.  I'm almost to the point that if I had a computer problem, I might just call him rather than going to Apple for tech support!  Okay, maybe not that extreme, but I think you see my point.  Kids just understand technology.

I really liked the idea of blogging that this article presented.  For kids to create their own professional looking web product that is available to an audience is key to motivate creativity and excitement in their work.  Perhaps it would also act as an incentive.  I also like the concept that classrooms states or even oceans apart can connect and learn from each other via blogs or websites.

I thought the creativity teachers use not only in creating class blogs and websites, but protecting their students in the process is really amazing.  Using each student's initials or a "code name" probably works really well, but I liked the creativity of having the students upload self portraits or even being identified by a photo of the back of their head.

To conclude, although it's almost frightening to me that kids are so tech savvy, I think it's imperative to educate them about technology with technology at a young age.  Where else will they learn how to use computers or create and maintain blogs?  How else could they learn how social media and networking sites function, as well as how to safely use them?  In a sense, embracing technology in the classroom is a form of evolution.  We, as educators, just have to grow with our students.

Reflection #1

Technology in the classroom is excellent!  Until it fails...and then what do you do?

As amazing as technology is, it still falls short sometimes.  Perhaps the projector light bulb breaks, or the computer freezes...or maybe the program just doesn't work.  Enter stress response!  It's easy to become exasperated and annoyed with the errant technology, inadvertently throwing the lesson plans out the window in reaction to the frustration.  If that happens daily, however, no lessons will be taught!  How can we cope?

In observing various teachers, professors and peers, it seems like they see the most success in following through with their lesson when they are comfortable in front of the class and familiar with their lesson.  They are confident enough to improvise a little, alter the technological segment, or skip it all together.  We shouldn't let the possible failure of technology keep us from planning to use it, though.  

Make plans to use technology, using it to the fullest capacity you can.  Practice using it, learning it inside and out to trouble shoot when problems arise and create lessons such that problems are less likely to occur.  Always know how to "escape" and maybe even have a basic backup plan if the technology fails.  Most importantly, "Keep calm and carry on."

Assignment #2

Here is a link to the activity I used:

Music Note Value Game

Smart Board Features:

• Random Number Generator
• Linked Pages
• Pull-out tabs 
• Hidden/appearing items

Changes Made to Activity:

• I changed the number of slides to correspond to the number of students in class.
• I adjusted all the background colors as well as some of the graphics colors and font size.
• I changed some of the questions/activities to make them more grade level appropriate.
• I added text to most of the pull-out tabs.

Student NETS 

Creativity & Innovation:

-Apply existing knowledge to generate new ideas, products, or processes.

This activity essentially functions as a review game.  They will be taking information they already know (such as the function of a quarter note) and creating rhythms or counting note values.

Communication and Collaboration:

-Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

This activity provides students the opportunity to draw on the smart board for their benefit as well as their peer's benefit.  Also, students will be counting and pulling tabs out on the board to communicate answers and bonus questions.

Research and Information Fluency: 

-Process data and report results.This activity allows students to view rhythms and write note values as well as read questions and respond appropriately.

Critical Thinking, Problem Solving, and Decision Making:

-Identify and define authentic problems and significant questions for investigation.

Each slide poses a problem to solve or a question to answer.  These questions, while not impossibly difficult, provide a challenge which requires the student to stop and think before answering.

Digital Citizenship:

-Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

-Exhibit leadership for digital citizenship.

The students will need to be positive in order to participate in this activity and glean anything from it.  They can help each other answer the questions, and will feel productive in the process.  Also, each student will be asked to come to the board to tap on their number to answer their question, thus emphasizing leadership.

Technology Operations and Concepts:

-Understand and use technology systems.

In order to participate in this activity, students are required to have a basic understanding of how the Smart Board works.  Some students may learn more about this technology through the activity. 

Teacher NETS

Facilitate and Inspire Student Learning and Creativity:

-Promote, support, and model creative and innovative thinking and inventiveness.

This activity challenges students to be creative by creating rhythms based on certain requirements.  I can model these concepts to the students either prior to the activity or during, should the need arise.

Design and Develop Digital-age Learning Experiences and Assessments:

-Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

Although it's a fun activity, it can be used as a means of assessment.  Students will be reading questions, then responding by creating rhythms, counting beats and identifying symbols.  This gives the teacher an idea of how the students are progressing.

Model Digital-age Work and Learning:

-Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

The activity is a straightforward application of the information learned in previous classes.  

Promote and Model Digital Citizenship and Responsibility:

-Promote and model digital etiquette and responsible social interactions related to the use of technology and information.

By requiring  students to draw a number, then take their turn based on the random number generator, the concept of taking turns and allowing each student equal opportunity with the Smart Board will be emphasized.

Engage in Professional Growth and Leadership:

-Participate in local and global learning communities to explore creative applications of technology to improve student learning.

This lesson was downloaded from Smart Exchange - an online community which shares information pertinent to learning for both the student and teacher.

How a Smart Board Might Improve Learning:

There are several pro's and con's to the use of a Smart Board.  While the technology is cool and new, there's the risk of excluding kids.  The list goes on.  However, there are many possible benefits and overall improvements to student learning.

The primary benefit that comes to mind is the ease at which students will simultaneously be able to visually and aurally learn musical concepts.  I might find an interactive piano keyboard and show them what the key looks like along with it's corresponding tone.  I will be able to easily rearrange rhythms on the board to teach and test students on rhythmic understanding.  Students can play with various interactive aspects of music via the Smart Board.  All in all, the Smart Board could prove very useful in my future music classroom.

Post #4

Smartboards = Glorified Powerpoint.  And it's awesome!

At first, I was extremely frustrated because I couldn't figure out how to edit a preexisting program, but after a little help from the professor and a little trial and error, I discovered that the element on the page simply had to be unlocked, and voila!  Edit away.  I also learned how to change the background of each slide and how to change the color of shapes on the page.

My biggest current question is how to link an element of a page to another page...which I'm sure I'll soon discover.

Mock Demographic Write-up

Student/Class Enrollment	The Student enrollment for 2009/2010 for both elementary schools in the district is 1,136.  The average class size is 21.5 students (averaging the class sizes of K-5).
Grade	I teach grades K-6.
Subject Taught	I am the music specialist.
SES/Percentage Free or Reduced Lunch	Of the 2,297 students enrolled in the district, 47.2% qualify for Free or Reduced lunch.  The report states that this may be a conservative estimate.
School Location	Although this school is in a small city, it would still be considered rural.
Describe relevant aspects of school & community that influence teaching/learning (extra curriculars, reform models, school focus, community partnerships or support)-	There is a large variety of experience in this school, bringing many different perspectives to the classroom.  The less experienced teachers benefit from the wide range of experience offered.  Budget is an issue in this district.  The community supports the school as much as they are able, but due to the weak economy, there is still a budget crunch.  A recent report showed that a mere 6% of the budget was left for purchasing supplies, equipment, textbooks and other items.  There is not a large emphasis placed on implementing the newest technology in the classroom.  A vast majority of the district’s income is drawn from local industries such as the aluminum company and the power plant.  These industries have been struggling, which lowers the available tax dollars to benefit the school.
Classroom Mobility (Student turnover)	24% of the students were either new to the district or left the district within a 180-day period.
Race/Ethnicity	American Indian - 5 (1%) Asian - 4 (1%) Black - 1 (0%) Hispanic - 8 (2%) White - 447 (96%) (Source: http://elementaryschools.org/schools/30060/ruder-elementary.html)
Spoken Languages	The primary spoken language is English.  There is, however, a small Russian community, with Russian often being the language of choice at home.
Identified Special Student Needs	District wide, the Special Education enrollment was 245 students. (For one sample class of 2nd graders): * 3 IEP students * 1 ELL student  * 4 students with visual impairments * 1 student with a hearing impairment
Classroom Volunteers (Parents)	Once a year, a local artist visits the class; no parent helpers.
Classroom size/ Adequate equipment	The size of the classroom serves classes well.  We are equipped with risers, a white board, a sound system and a piano, as well as various small percussion instruments.  The need for updated technology has been discussed.
Teaching Environment	The school has a gym, a playground with a big toy and other activities, a library, and several restrooms.  The gym doubles as a cafeteria, which works, but causes a bit of trouble for the gym class right before and right after lunch.  The teachers are provided with a lounge that doubles as a work-room.

Comprised of data from http://sd6.k12.mt.us/profile/sd6profile.html, as well as fictional information in order to complete the requirements.

NETS

For a student NETS I chose:

3.	Research and Information Fluency
	Students apply digital tools to gather, evaluate, and use information.

 (Source)

For a Teacher NETS, I chose:

       1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

(Source)

Classroom Scenario

Music teacher: 6 half hour blocks each day, grades k-6.

Smartboard, Smart Response System, document camera.

Fall 2011 Class Blogs

Angela Runte

Cassie LaDuke

Stephanie Kroschel

Kyle Tatro

JoDee Wilch

Jodie Castleberry

Drew Jensen

Peter Ruiz

Camille Gasparini

Monica Adair

My First Blog

Technology in Education.  It's come a long way since the chalk boards and primers of one-room school houses.  Chalk boards became dry-erase boards, and primers became text books.  Now, dry erase boards are smart boards, and textbooks morphed into netbooks or kindles.  These changes have revolutionized education, and while most of these changes are for the better, I feel like I need more evidence.  It's easy to loose touch with students in the world of video-recorded lectures and learning games.  Then again, it's possible that students could engage better in classes where they're involved in learning via technology.


I want to learn where the line is between helpful and hurtful use of technology.  And I want to understand the benefits.