#2

I’ve used MS Word to write endless amounts of papers and writing assignments. As I came into the Creative Writing major here at FSU I have written more and more, but in general all of my assignments have used very basic features of the MS to get the job done. The assignments for this class are the most advanced use of MS Word that I’ve ever had to deal with. I’ve never seen a teacher use Word, except as a medium for assignments, or to hand out information.

               I worked as the editor for an on-campus magazine, and we used many resources to find copy-right free images. In highschool I did a research project on the holocaust, and while I didn’t worry much about copy right I was sure to cite each and every one. As a teacher I would definitely spend a day going over the intricacies of copy right, the laws surrounding it, and the consequences of breaking those laws. I’d run exercises using google search parameters to show them how to find free-to-use pictures and other sorts of media. Of course I’d show them how to utilize this media too. You have to show the world of content, and the possibilities available to them through it.

               Implementation is a mess of legal liability, social interactions, and responsibility on everyone’s part (school and students). If a child violates copy right law on school grounds is the school responsible because they are allowing the child access? Does the law pursue the child? Do they go to Juvie? Do they pay a fine or do their parents pay the fine? I think that the solution is to just instill a sense of serious responsibility and civil duty on the internet. Some loose code of morals, or a social construct, I think would work best. What about cyber bullying? If it is done outside the confines of the school does administrative staff have authority to doll out punishment? Should the responsibility of socially motivated punishment be meted out by the principal unless it happens on school premises. I think that this is a very grey field for admin – and personally I think that they should not be monitoring students’ online presence. If there is a problem with students outside or inside the school, the counselors of the school should handle that. Also how do you handle the destruction or vandalizing of school property, and enforce whatever rules you have set in place? I think it all comes back to a strict social code between students and teachers. Digital citizenship extends to the physical equipment, and that’s something teachers need to strictly enforce.

#1

In my opinion, a huge part of what influences teachers to use technology are standards of education, and the government organizations which determine how they teach children. It’s in the standards! It’s in the books! We have hybrid classes, we look up our grades online, there are a number of things that teachers are forced (for better or worse) to adopt to stay on the cutting edge of technology. Anything from a nation-wide education reform like No Child Left Behind, or a local event like a school receiving a technology grant can catapult teachers into accepting new and often useful tools. From there, it is up to the teacher to interpret how best to use the tools. Students don’t really choose to use technology in my opinion, they just use what the teacher and the learning standards sets in front of them. They may have a personal piece of technology like a PC to work and submit assignments on (like in our class!), or a communal resource that we use (like when Taehyeong uses the projector!). The point I’m making is students don’t have personal influences on the technology present in their classes, it’s determined by the higher powers in the hierarchy of the education system.

               I like the ISTE standards for the most part. They don’t focus on just making students increasingly efficient, but it seems that they really focus on broadening the perspectives and the tools for the student’s creativity. It empowers their personalities and interests, and avoids forcing them into narrow corridors of education advancement (COUGH COUGH STANDARDIZED TESTING). One standard that makes me happy is Student Standard #2 – Digital Citizen. I think that social constructs are important when you look at online manners and etiquette. We shouldn’t emplace some guidelines – let the court of social opinion deal with the rabble rousers. This standard insures that happens. One thing I’m not really sold in Teacher Standard # 2, “Design and Develop Digital Age Learning Experiences and Assessments.” I just think we should be cautious about using technology for technology’s sake. If a lesson or activity can use actual physical tools better than available tech, then by all means stick to the tried and true.

               I don’t agree with the term “digital native”, purely for the fact that it sets expectations of proficiency on the people. I think whoever made the term was trying to make some catch-all phrase, and that’s just not how life works. When I was born, the internet had been around for a couple years already. By the time I grew up the first and SECOND generations of video gaming consoles were already aging. TV’s still had tin foil on the antenna. I’d say I’m a “digital native.” I still am not proficient with all of the mainstream tech of today, even though I’m a native, and I know many others share my experience. I see differences between the natives and immigrants, but largely because of how they apply themselves, not because of when they were born. Some older teachers I knew could use a computer better than I could, and some had to call the school tech support because they didn’t notice a student unplugged the projector as a prank. The impact its had on me is that I’ve realized technology is what you make of it. You have to have a competent user to not only interface with tech, but to know how to integrate it into the class room setting. I know I will have differences between myself and the next generations. There will be new tech I can’t even imagine, but I can do my best to apply myself and stay up-to-date with the emerging devices and techniques.

#0

As a child I was raised in an environment filled with technology, but only in some ways. When I was two, my parents got rid of TV in the house because they believed it wasn't great for the development of my brother and I. Of course we still had video games, so we managed to waste time anyways. Technology is addictive, its true, and all the little dopamine receptors light up whenever you get a like on Facebook, a re-tweet, or whatever your poison is. As I've grown older, and especially recently, I've come to hate the inescapable connection of technology. The invisible dependence it breeds is god awful, but I still realize and love the advancement I see every year.

I hope to learn ways to interface with technology in a way that is constructive. I want to see how I can use it to supplement, but not overwhelm experiences in the class room and beyond. Its the future of the world, and you have to stay at least knowledgeable about the progress of the world around you to survive/flourish. I hope to learn that balance, and carry it on.

I'd like to start off first by saying I do not like or trust this questionnaire. It's two sided, rings of pseudo-science, and lacks nuance that I feel decent pop-psychological quizzes have. With that out of the way - I think it does gives at least an inkling of a portrait of the person who took it. I do like having lists, I like doing things myself, and I especially like seeing new tasks done physically by someone else. I think this reflects through the results of the course as I am slightly visual, and learn best by analyzing processes and lists.