Fear of Shortages Drives Panic Buying of Japanese Goods

NY Times

Looks like the damage from the Japanese Earthquake is still not over! This article explains that this disaster will effects not only the individuals over in Japan, but also many industries here in the United States. Film, Television, Automobile manufacturers, and even various contractors are searching for many parts that are essential to many products today. Companies like Sony are having trouble locating other plans that construct small but essential pieces of equipment.

How is this going to impact the price of technology? Could this possibly cause an issue for implementing technology into the classroom?

Wikipedia: You Still Can't Trust It

http://www.pcmag.com/article2/0,2817,2375754,00.asp I know we had a lengthy conversation about this in class one day and so I thought this was a great article to explore. This whole article basically bashes Wikipedia and its credibility. If goes a step further to say that rather than cut and dry information on a topic, some of the topics are written with a point of view. The author feels that encyclopedias should be based on information not on feeling. What are your feelings on Wikipedia? Do you consider it a reliable source? Do you like the idea that anybody (for the most part) can edit the topics?

Student Engagement on the Go

http://thejournal.com/articles/2011/03/02/student-engagement-on-the-go.aspx An assistant principal in Florida played a video of his 3-year old daughter using an iPad for the 1st time. She found, launched and began to use a Dr. Seuss app without any adult assistance. He used the example at an Ed Tech convention to advocate the use of iPads and iPod touches in schools. He argues that student engagement is key to the learning process, especially with at-risk students. He closed his session showing a video produced by high school students using various audio, video and graphics apps on iPods.

• We keep hearing the argument about engaging students with the technologies they use outside of school. Do you think this is a good idea?


• Are these types of technologies better suited for use with students who are high academic achievers or students who are struggling or both? Why?

Come Back, Computer Lab, All is Forgiven

Computer Labs vs. Laptops

This article discusses the arguments for and against having a computer lab. The article begins by addressing arguments against computer labs such as why have a specific room for something I can have access to at my fingertips or at my desk? They also use an analogy that people don't have to go to a special pencil room to write. However, I think the author actually provides some valid arguments for computer labs such as logging on. In a computer lab, you can come in and boot all the computers in the morning, and they have hibernating modes for schools that are going "green". However, laptops do not have the luxury of remaining on all day. Furthermore, the power of a laptop may not always be reliable. It may have a 6 hour power period that deteriorates within a couple months and just as you're getting to the end of a lesson a student may lose power in the laptop. Also, when the entire class is opening laptops and trying to log on, it may take longer than in the computer lab. The author even mentions students' posture as an argument for computer labs. They write that if students who are taller have to hunch down over the laptop, it can affect their posture. While the author does provide some valid arguments and some may be a little far-fetched, I think it is a good natured argument and one that is debatable.

Do you think we should keep computer labs?

Are laptops in the classroom not always as effective as the class going to a computer lab?

What arguments would you provide for or against computer labs?

Rethinking Advanced Placement

NY Times Article

This article looks at the changing cirriculim of Advanced Placement classes and the work load that accompanies them. Many of us being high school teachers know the difference between AP students and general ed students but this article brings up the solid point that many of these classes are putting too much emphasis on the exams. Also the article pointed out that over the years there has been a larger work load put on the students.

Do you think that we are putting too much emphasis on testing? Are we trying to drown the students in work? How are they able to keep up with all extra curricular activities and work assigned in class?

Take Technology and Children Outside

http://www.brighthub.com/education/k-12/articles/4147.aspx

In the race to maximize test scores and minimize downtime, students are spending less time on the playground and more time online. Teachers are struggling to find a balance without loosing to much instructional time. Why not mix technology and outdoors? In science, we can use different technologies on the playground or school surroundings. Some examples of activities w/technology include: Using a digital camera to document a nature walk, Digital recording device to record environmental sounds, Microscope with photo eyepiece to discover elements of nature, camcorders to create short films on bus safety or favorite field trips.

Do you think our students have drifted from the outdoors? If so, do you feel technology has played a role in this drift?

Do you feel we can easily make this transition to use instructional time with the outdoors?

The Future of STEM Education: An Analysis of Two National Reports

http://ojs.jstem.org/index.php?journal=JSTEM&page=article&op=view&path[]=1645&path[]=1339

STEM education refers to the integration of Science, Technology, and Mathematics. Two reports were analyzed for this article, one by the National Science Board, and another by the President's Council of Advisors on Science and Techonology. The top US students scored below their peers in 29 countries on Mathematics literacy and below 12 countries on Science literacy, a clear indication that the US is lagging behind in STEM education. Only 16% of US undergrads chose majors in natural science or engineering.
PCAST's recommendations focus on bettering STEM education across the board. NSB argues that we should put a greater emphasis on identifying and developing STEM talent.

Why do you think we perform so poorly in math literacy as a nation?

Considering the economic hardships school districts are facing, how can we improve STEM education without increasing budgets?

Is it better to implement across the board initiatives in STEM education, or would it be more productive to screen students and offer STEM programs to those who show a proclivity for the material?