Thursday, July 7, 2011

Choice Book Review Podcast

This is a link for the podcast that I created for my choice book review. I chose to read the book It's Elementary! Integrating Technology in the Primary Grades by Boni Hamilton. It was a fabulous book! If you don't have time to listen to my podcast, I highly suggest reading this book, whether you are an elementary teacher or not!

http://lisawilson.podbean.com/

Wednesday, June 22, 2011

Chapter 11

  Throughout Technopoly, Postman describes what I believe to be a gloom and doom scenario of how technology is taking over.  In this final chapter I felt like it skipped around and tied together the loose ends at the last few pages.  On pages 194 and 195 he describes teaching subjects as interdisciplinary, which after reading Prensky's articles would not only be addressing the learning styles of the d-generation as well as delve deeper into the subject areas.
   By making our students aware of the technological changes going on around them, they will be better suited to purse a God-centered path in society.This book definitely made me realize that we should be determined to teach our students about what is taking place in society so that they are well informed as well as well rounded. I agree with the statement, "It helps students to reflect on the sense and truth of what they are writing and of what they are asked to read." (page 195, paragraph 2)  This discernment will help them not only as they progress in school, but also in their everyday lives.  What do you think would be the best approach to teach them these skills?

Sunday, June 19, 2011

Chapter 10

Chapter 10 reminded me directly of the focus of one of the units we cover in my class.  The general idea is "Dollars and Sense."  We cover it in Reading, Language Arts, and Social Studies.  Throughout this unit we discuss advertising and what is appropriate and how we should be looking at the world view through Christian eyes.  As Postman describes the different areas of our society that overuse and "mute" the different symbols, it reminded me how even I am able to forget how important some of those symbols truly are.
  As the chapter addressed the "great symbol drain" I was definitely struck by the paragraph on page 178, paragraph 2, where he states (after describing that Christian educators have a goal of showing that learning is done for the greater glory of God), "Whether or not such a purpose can be achieved in Technopoly is questionable...."  This statement definitely caused me to think about technology and how much of a role player it will be in the lives of my students and children.  It impressed on me that it is my responsibility to assure that this purpose is not questionable, but achievable.  How do you think we as educators can impress on our children the importance of looking at society and technology with a discerning eye?

Friday, June 17, 2011

Chapter 9

            Scientism.  I never thought of this word as being a part of the "technopoly" society, but  I can easily see why science has its own technological advances.  Now, with that being said, as a Christian teacher I definitely had some strong feelings as I read this chapter.  I feel that science is an important topic for my students, and own children for that matter, because it allows them to hypothesize, question, and research new and old ideas.  On the other hand, I do not feel that science should be the be all, end all.  In this chapter, I felt that science had to be the basis for everything with technology, including God.  That is where my faith come into play.  I think there needs to be a balance between knowing that God made the Heavens and the Earth and is our moral authority, as well as an understanding for how electricity powers machines. 
               This chapter also made me think about how my classroom runs, and the behaviors of the students that enter through my door.  On page 151, paragraph 2, there is discussion about Stanley Milgram and his work titled Obedience to Authority.  This was a good reminder that the example I am setting for my students and  I what I expect of them in and out of the classroom is unbelievably important.  I am either setting them up for success or failure, both academically, spiritually, and emotionally.  I feel as though there are definitely things that I can tweak in order to better exemplify a God-honoring teacher at all times and areas that I can work on.  Does this trigger any ideas for you?

Thursday, June 16, 2011

Chapter 8

There were two areas that popped out at me in this chapter, the first being the statement: Questions, then, are like computers or television or stehoscopes.....they are mechanisms that give direction to our thoughts, generate new ideas...... (This statement comes from the 1st sentence in paragraph 2 of Technopoly.)  While reading this I realized why I should continue to question my students throughout our time together in all subject areas.  Questioning brings out a higher level of thinking, no matter what topic we are discussing.  I definitely never considered them to be a type of technology, but now I can see how it is causing my students to grow in their knowledge and thought process.

The second are that I was drawn to was how  statistics are used in the "measurement" of intelligence (p. 130, paragraph 2, Technopoly)  I am seeing many schools leading themselves towards cluster grouping of their students.  How do they do this?  Greatly used the standardized scores and test that are given throughout the year.  I am sure that some of the teacher's opinion goes into this placement as well, but these scores weigh heavily.  Do not get me wrong, I believe that as a teacher I should be teaching to all levels within my classroom and differentiating material as needed, but I question if the clustering of students is the right way to go?  Do you think that this gives the students a label, just like the IQ or SAT score, that the student is not associated with?

Sunday, June 12, 2011

Chapter 7

I found this chapter interesting in the fact that although Technopoly was published in 1992, it still covers the idea of "blaming" a computer for problems. (page 115-116) I can relate, because several times this year I found myself wanting to place the blame on the internet.  I couldn't send my newsletter, had issues viewing e-mails, or having report cards sent, which led me to be ready to do everything by hand!  I must say it is easier to say that "due to a computer malfunction," than take responsibility for the issue at hand.

 Dr. Clay Forishee is quoted on page 121, paragraph 2 as saying, "If we have human operators subordinated to technology then we're going to lose creativity (in emergencies)."  Dr. Forishee was referring to flying aircraft, but I believe this statement directly applies to teachers as well.  As a teacher, I have the responsibility to continue furthering my education to make sure that technology does not overtake what I am responsible for.  It is our job to prepare the next generation for the real world, and if we are not able to respond creatively to the differing needs of students (which we know can be deep and wide) the technology will not do us a favor at all.

The closing thought in chapter 7 brought us back to the medical ideal, that "doctors have lost skill in making diagnoses based on observation" (page 122).  What do you feel we can do in our classrooms to ensure we are not losing our basic teaching tools and creativity while embracing technology?

Chapter 6

  This chapter made me realize that, in my opinion, technology in education is moving in the same direction as technology in medicine did.  On page 98 Postman states, doctors would lose their ability to lose their ability to conduct skillful examinations and rely more on machinery than on their own experience and insight.  For me, I feel like this is a trap I am personally trying not to fall into.  Our school has taken on numerous technological means of assessing our students.  A computerized test here, there, and everywhere is what I am essentially giving.  I am trying to find a balance between utilizing all of these results, with the anecdotal assessments I have used for so many years.  I want to make sure that the personal knowledge I gain from my everyday experiences should be more useful than the technology being used.  Do you find that you are becoming overwhelmed by the tools you are being given to use, where we are at risk of becoming, like the doctors, more distanced from your students?

Tuesday, May 31, 2011

Chapter 5


As I read this chapter I immediately begin to reflect on the multiplying number of achievement tests that are being created for our students.  I can think of several right off the top of my head, the MAP tests, STAR test,  and IStep Tests to name a few.  The list can go on and on.  On page 72, the beginning of the first paragraph, one phrase popped out at me: “as the supply is increased, control mechanisms are strained.”  As this chapter continued to discuss the purpose of controlling information and how social institutions strain to balance this control I reflected on the sheer number of tests I have given my students this year.  Some of these tests were pencil and paper, anecdotal, and finally others were computerized. 
                The first sentence on page 77 says, “The theory gave clarity to our perceptions and a standard by which to judge the significance of information.”  The last computerized test that I was mandated to give my students was about 3 weeks ago.  We were nearing the end of the school year, and most students had begun to check out.  It was the third time in the school year this test was given.  After nearly 180 days together in my classroom, I had a strong grasp on how my class was doing.  This test completely shattered everything I “thought” I knew.  This sentence and chapter made me realize that we as educators need to very carefully judge how significant this information is, and if we are using it to the proper potential.  I am curious if I am the only educator who feels that the information you are getting from your students through technology is accurate?

Chapter 4

          On page 68 the graphic revolution is talked about in the second paragraph.  If you could take a mental picture of the technology you see being used in the educational setting, would you see it as a setback or something that is helping our students’ progress?  There are so many different types of information being thrown our way (billboards, newspapers, video outlets, radios, and computers are listed on page 69; just to name a few).  After reflecting over the first four chapter of Technopoloy: The Surrender of Culture to Technology, it makes me question how am I putting these things to use, and am I using them appropriately.
We are finding more and more that technology is being brought in to solve problems.  On page 61, Postman refers to technology conferences and how everything is bigger, better, and faster than the previous year.  I feel like some schools are bringing in so many new types of technology, they do not know how to harness the power and put it to good use.  Some is for the better; others could have been left on the wayside. How many problems are being solved in your school setting through the use of technology?  Do you feel that it has helped or just been overall a waste?

Sunday, May 29, 2011

Chapter 3

            I find it interesting that you can turn on the news, on any given day, and find someone talking about technology and how it is taking away different job sectors.  Yet, in today’s economy the government is trying to create more jobs for the unemployed.  On page 51, paragraph 2, Postman explains a portion of Frederick W. Taylor’s book The Principles of Scientific Management by showing us what a human worker may lack.  Human labor contains: judgment that cannot be trusted, ambiguity, and subjectivity amongst others.  For this reason he says human work is of no worth. 
                I feel that as teachers, and in general workers, we must strive to show that we have technology at our fingertips and are using it appropriately.  Instead of the teacher’s work being of no worth, we must “find its meaning in machinery and technique” (p. 52).  It should be our goal to use this technology to better impact the lives of our students and those that come into our path.  Do you feel that you have observed technology being put to positive use in the day to day teaching setting; or do you believe that the “technology” has taken over the role of the teacher within the school setting?

Chapter 2

“….but significant instances in technologically primitive societies of tools attacking the supremacy of custom, religion, or metaphysics.”  This is a portion of the statement that Neil Postman writes on page 27 in the second paragraph.  This statement drew me in with two parts: attacking the custom and attacking the religion.  It made me think of my own school where many teachers do not like technology taking over what has been the custom for so many years.  I look at myself and realize that there are times that I question the technology being used to “measure student’s progress.” Although we are not a technologically primitive society, I think this statement holds true to us today.  The second was when this paragraph referred to attacking religion.  I have the privilege of teaching at a Christian school, and do not for one second take that for granted.  Continually, we are confronted with the decision of whether how we are using technology is appropriate and how can we teach our students to respect this technology, as well as use it in a manner that would be pleasing to the Lord. 
                We find on page 30, several examples of medieval scientists who question each others’ work.  Although we find Martin Luther calling Copernicus, “a fool….” (Page 30, 1st paragraph), I think this shows us that we should be continually checking our technology and whether or not it is in the best interest of our students’ learning.  Our schools and communities will continually be bombarded with new technological advances, but if we don’t take a step back and truly question the usefulness of the new advance, we may find ourselves taking steps backwards instead of forwards. 
                Again, as I think of my own school and the diverse group of teachers we have (20+ years, 10 years, and first year teachers,) I realize that each person will look at technology and the statement that was written on page 27 differently.  Some of the new teachers are going to more apt to embrace new technology with open arms, while others may be slow to move away from the tool-using culture (p. 38-39).  The closing statement of chapter two, page 39, states: “addressing both those who were exhilarated by technocracy and those who were repulsed by it Benet gave the only advice that made sense…..It is here.”  As you look at this statement what challenges do you see as new technology is introduced to the staff at your school?  Technology is here.

Chapter 1 - Technopoly

                I found this chapter stretching the meaning I had for “technology” deeper and deeper as I progressed from page to page.  On page 4, Postman goes into detail about writing being a form of technology.  Then, on page 6 he talks about railways, telephone lines, ocean tankers, and hygiene, along with many other advances in our culture.  I found myself realizing that I have put technology into a small box that limited itself to computers and other devices that are similar. 
                As Neil Postman describes the differences between winners and losers in everyday life, it made me think about the children in my classroom.  This chapter helped me stretch my views, which will hopefully help me distinguish the proper technologies that I should be using (keeping one eye open, page 5).    On page 17, paragraph 2, Postman says, “Over four centuries, teachers, while emphasizing print, have allowed morality its place in the classroom, and have therefore achieved a kind of pedagogical peace between these two forms of learning, so that what is valuable in each can be maximized.”  How do you see computer technology coming into your school and or classroom and finding a peace between our current forms of learning?