One of the questions asked by Professor Bustillos about chapter 12 of the book Art of of Possibility is, "Have you had the pleasure of lifting a teammate, student, stranger up enabling them to realize their dreams and exceed anything that you could have imagined?" This really got me thinking about a story I have never really shared with others and I think is an excellent example of this. One of the classes I teach is introduction to technology. Over the past few years I have really come to realize that many students struggle with the kinesthetics required to be a good typist. These students often become very frustrated and just stop trying. I found a lot of success this semester with a student when I noticed after week one she was really struggling. I kept a much closer eye on the students during the first week of typing to see how they were typing and what their ability was. I pulled this particular student aside and spoke with her about the importance of practice to build up those skills. I told her to not get frustrated and to keep trying. By the end of the typing unit this student was typing 35 GWAM, which from her beginning 12 was a huge improvement. The student wrote me a thank you letter about how I had inspired her to not give up and she appreciated my commitment to her success.
References
InspirationalVideos.(2007, May 7). Inspiration Video-The Don't Quit Poem [Video File]. Video posted to http://www.youtube.com/watch?v=VkCFeNeqyHk&feature=related
Sunday, March 28, 2010
Week 3 Post 4 Book Lighting a Spark
"The Life force for humankind is, perhaps, nothing more or less than the passionate energy to connect, express, and communicate. Enrollment is that life force at work, lighting sparks from person to person, scattering light in all directions. Sometimes the sparks ignite a blaze; sometimes they pass quietly, magically, almost imperceptibly, from one to another to another" (Zander, 2000, p. 139).
I think that those quote beautifully emphasizes the purpose of teachers. It is our job to light a spark in our students that makes them enjoy learning. While we all recognize that a student will not enjoy every subject, we must begin to recognize and search for the way to inspire and engage our students. Someone once sparked an interest in us for the subject matter or grade level that we teach and now it is our turn to pass it on. In my classroom I always try to give students freedom and flexibility on projects which allows them to express themselves in a way they are comfortable with, ultimately creating an interest for what it is they are learning. Ultimately if we don't inspire our students, it is very likely they will drop out. Below is a video created by a class of high-school students encouraging teachers to make a change before it is too late.
References:
baker5252. (2008, January 14). Engaging Students [Video File]. Video posted to http://www.youtube.com/watch?v=aU5aIm0C-bY
I think that those quote beautifully emphasizes the purpose of teachers. It is our job to light a spark in our students that makes them enjoy learning. While we all recognize that a student will not enjoy every subject, we must begin to recognize and search for the way to inspire and engage our students. Someone once sparked an interest in us for the subject matter or grade level that we teach and now it is our turn to pass it on. In my classroom I always try to give students freedom and flexibility on projects which allows them to express themselves in a way they are comfortable with, ultimately creating an interest for what it is they are learning. Ultimately if we don't inspire our students, it is very likely they will drop out. Below is a video created by a class of high-school students encouraging teachers to make a change before it is too late.
References:
baker5252. (2008, January 14). Engaging Students [Video File]. Video posted to http://www.youtube.com/watch?v=aU5aIm0C-bY
Week 4 Post 3 Directors Update
This weekend was very eventful. Both sets of kids put on amazing shows this weekend and I am very proud of their accomplishment. The Group Interpretation, which I Co-directed, was approximately 8th in the state. While the cast did not make final rounds to compete for the state title, they did an amazing job and I could not be prouder of them.
The other show from our school, The Miracle Worker, had a very successful show. The contest play goes straight to a final round and the students took home the state championship. This was such a successful year for the OLCHS theater program and I am grateful to have been a part of the experience. Below is a picture of the State Winning Cast and Crew!
The other show from our school, The Miracle Worker, had a very successful show. The contest play goes straight to a final round and the students took home the state championship. This was such a successful year for the OLCHS theater program and I am grateful to have been a part of the experience. Below is a picture of the State Winning Cast and Crew!
Week 3 Post 3 Directors Update
It is very exciting to announce that our hard work in Group Interpretation and Drama are paying off. Both competitive plays at OLCHS won Sectionals this weekend and are heading down to state next week Thursday. It has been several years since OLCHS has taken a double championship and is a huge accomplishment for all those involved. We still have one more weeks worth of hard work ahead of us, but hopefully it will continue to pay off! Below our pictures of both casts with their directors.
Group Interpretation: It's Kind of a Funny Story
Contest Play: Miracle Worker
Week 2 Post 4 Book Leadership
Chapter 5 of the the Art of Possibility discusses leadership. One passage that I found to be very interesting was the following:
"One time, as we were rehearsing Mahler's Sixth Symphony, I made a seemingly routine apology to the players of the Philharmonic Orchestra of London. You see, I had should out after one passage, 'Cowbells, you didn't come in!' A few minutes later I realized that the cowbells weren't supposed to play at that moment so I called out to the percussion section, 'I'm so sorry, I was wrong about that entrance. I see you don't play there.' After the rehearsal, I was amazed that no less than three musicians came to me separately and privately to say that they couldn't remember the last time they had heard a conductor admit his own mistake" (Zander, 2000, p.69)
This passage really got me thinking about the concept of leadership and how a good leader cannot be afraid to admit their own mistakes. If we as leaders are afraid to own up to a mistake, than we make ourselves appear to be some super human. Everyone makes mistakes and we, as leaders, need to demonstrate that the important thing about mistakes is recognizing them and learning from them. If we hide our mistakes under the rug we are not learning anything.
Below is an excellent video on leadership.
References:
cmoeinc. (2008, September 22). Qualities of Leadership [Video File]. Video posted to http://www.youtube.com/watch?v=UhxINyIZ454
"One time, as we were rehearsing Mahler's Sixth Symphony, I made a seemingly routine apology to the players of the Philharmonic Orchestra of London. You see, I had should out after one passage, 'Cowbells, you didn't come in!' A few minutes later I realized that the cowbells weren't supposed to play at that moment so I called out to the percussion section, 'I'm so sorry, I was wrong about that entrance. I see you don't play there.' After the rehearsal, I was amazed that no less than three musicians came to me separately and privately to say that they couldn't remember the last time they had heard a conductor admit his own mistake" (Zander, 2000, p.69)
This passage really got me thinking about the concept of leadership and how a good leader cannot be afraid to admit their own mistakes. If we as leaders are afraid to own up to a mistake, than we make ourselves appear to be some super human. Everyone makes mistakes and we, as leaders, need to demonstrate that the important thing about mistakes is recognizing them and learning from them. If we hide our mistakes under the rug we are not learning anything.
Below is an excellent video on leadership.
References:
cmoeinc. (2008, September 22). Qualities of Leadership [Video File]. Video posted to http://www.youtube.com/watch?v=UhxINyIZ454
Week 1 Post 4 Job Search
Sadly, this year marks my last year as a teacher with my current employer. I know with the current state of the economy this is a scary time to be jobless for the next school year, however I am very optimistic that there is something else out there for me. I absolutely love teaching, however am thinking I would like to find a job with more balance between time in the classroom and time training. Ideally I would love to be a tech coordinator part time and teacher part time. I am not just limiting myself to a job search in the classroom however. I also might begin looking at corporate training. Since I have not had to find a job in the corporate world, I decided to look up a youtube video on job search tips. Below is an excellent short video from a representative of Monster.com.
References:
WatchMoJo. (2008, March 12). Job Search Tips [Video File]. Video posted to http://www.youtube.com/watch?v=EB1rshuI5fY
References:
WatchMoJo. (2008, March 12). Job Search Tips [Video File]. Video posted to http://www.youtube.com/watch?v=EB1rshuI5fY
Week 1 Post 3 Reading Response
"When you reflect to a student that he has misconstrued a concept or has taken a false step in a math problem, you are indicating something real about his performance, but when you give him a B+, you are saying nothing at all about this mastery of the material, you are only matching him up against other students" (Zander, 2000, p. 24).
The above passage from the book the Art of Possibility really got me thinking about our current grading system. I have seen so many students freak out over a test because they are so worried about getting that A. More often than not, it is my students who could care less about their grades that obtain a good score on a test. This concept of fear of failure and chapter three from the Art of Possibility really got me thinking how different education would be if more schools turned to a standards based grading system. The following videos take a look at Marzano's view of the current grading system in education.
References:
Solution Tree. (2009, December 15). Robert Marzano on Formative Assessment and Standards-Based Grading [Video File]. Video posted to http://www.youtube.com/watch?v=mfOnyrWtPu0&feature=related
Solution Tree. (2009, October 9). Solution Tree: Robert Marzano, Standards-Based Reporting and Formative Assessment [Video File]. Video posted to http://www.youtube.com/watch?v=cNGajRP41nA
The above passage from the book the Art of Possibility really got me thinking about our current grading system. I have seen so many students freak out over a test because they are so worried about getting that A. More often than not, it is my students who could care less about their grades that obtain a good score on a test. This concept of fear of failure and chapter three from the Art of Possibility really got me thinking how different education would be if more schools turned to a standards based grading system. The following videos take a look at Marzano's view of the current grading system in education.
References:
Solution Tree. (2009, December 15). Robert Marzano on Formative Assessment and Standards-Based Grading [Video File]. Video posted to http://www.youtube.com/watch?v=mfOnyrWtPu0&feature=related
Solution Tree. (2009, October 9). Solution Tree: Robert Marzano, Standards-Based Reporting and Formative Assessment [Video File]. Video posted to http://www.youtube.com/watch?v=cNGajRP41nA
Saturday, March 27, 2010
Week 3 Post 2 Response
week 3: post 1
I want to share some of my fellow colleagues final presentations from Fullsail this Month.
John Brockenberry
Heather Eaton
John Brockenberry
Heather Eaton
1 comments:
Week 4 Post 2 Response
My Project so far
www.makingthechangeweb20.comok, so I got a domain name and started my website. Go check it out... and tell me what you think. I am really looking for critical responses.. don't just tell me you like it.. I want to know how I can change it if I need to. My target audience is K-12 teachers.. and most technology websites cater to the secondary teachers. I wanted the site to be attractive to all teachers.
I also found a new LMS (free) course offering site.. go to my professional development page and take a look at "myhaiku".
enjoy!
www.makingthechangeweb20.com
I also found a new LMS (free) course offering site.. go to my professional development page and take a look at "myhaiku".
enjoy!
www.makingthechangeweb20.com
1 comments:
-
Allison,
I am really enjoying the changes in the project. It looks great and I think that the navigation bar on ever page makes a huge difference. I would still try to lighted the pencil lines on you web 2.0 page. Very fun project and I am amazed by your flash work. I give you a lot of credit!
Adrienne - March 28, 2010 12:03 AM
Tuesday, March 23, 2010
Week 4 Post 1 Media Project
Please visit my media project on the use of green computing in the classroom. This is an excellent website for teachers trying to introduce green concepts into their classroom.
http://web.me.com/athurzo/Green_Computing/Welcome.html
Sunday, March 21, 2010
Week 3 Blog 1 Thesis
Abstract
This non-empirical thesis takes a look at the reduction of waste and costs in K-12 schools across the globe. The research collected and described in this thesis brings to light the importance of reducing waste in schools as a means to save not only the environment, but money. Schools around the world have found much success by making the effort to reduce waste, but these efforts can be costly. As a means to reduce waste, without needing to produce start-up costs, it is important that schools make use of Web 2.0 technologies and remember to power down computers. Introducing Udutu, Gmail, and a classroom Ning into the learning environment will allow educators to create a nearly paperless environment.
Introduction
Schools across the globe have seen a significant increase in the number of students who are using computers outside of the classroom. Since 1999, there have been big changes in the percentage of 8- to 18-year-olds who have a computer at home (73% to 86%), have two or more computers at home (25% to 39%), have Internet access at home (47% to 74%), and go online for more than an hour in a typical day. (Casey, 2008, p. 40) As a means to gauge the attention of these digital natives, schools worldwide are making an effort to increase the amount of technology available to their students on a daily basis. According to the Statistical Abstract of the United States: 2007, the “number of computers available for classroom use in the nation’s 114,700 elementary and secondary schools as of the 2005-2006 school year was 14.2 million; or one computer for every four students” (“Facts,” 2006, p. 3).
Unfortunately, more technology means more spending. A study conducted by Stephanie Atkinson, analyst for Compass Intelligence, concluded that “technology expenditures are expected to hit $21.9 billion by 2013—a 30-percent jump from 16.8 billion in 2008” (Dusen, 2009, p. 2). Sadly, as costs of technology increase schools are being forced to make a choice as to whether or not they can continue their “commitment to ed tech in the face of budget deficits” (Devaney, 2009, p. 22).
Thesis Statement
Despite the initial cost of implementing technology, it is thought that an increase in technology can save schools money long term. Sadly, in today’s classrooms this is not the case and as a result of a lack of implementation, schools are spending a tremendous amount of money each year on paper for their classrooms and offices, therefore causing many districts to cut technology spending. In order to prevent a loss of technology funding, high schools across the globe need to begin making use of green computing as a means to not only cut costs but to preserve resources as well. Using online textbooks and implementing power conservation techniques, while making use of other various Web 2.0 technologies, will drastically reduce the amount of paper and energy waste in schools on a day-to-day basis.
Educational Significance
As schools attempt to address the demands of the 21st century, more and more schools are purchasing various types of technologies. Farhad Jadali (1999), University of Arkansas Professor, states that “the use of [computers and other high technology] equipment in a classroom creates a nearly paperless environment” (p. 14). The idea of reducing paper waste is extremely important, because not only is money being saved, but students are learning more due to the instant customization of lessons created by turning to technology.
Ultimately, by making an attempt to reduce paper waste in schools, educators are required to step outside of the box and avoid the traditional paper and pencil method of teaching. According to Tom Greaves (2009), educational consultant, “full personalization is impossible in the current model of a teacher standing in front the classroom lecturing and students limited to using textbooks. Full personalization requires the use of digital media” (as cited in Dusen, 2009, p. 2).
Reduction of paper waste will force teachers to make use of various technologies. New forms of technology such as Smart Boards, Digital Lockers, Digital Textbooks, Nings, and Wikis are allowing teachers to reduce paper waste in the classroom. By incorporating these technologies as a means to reduce paper waste, teachers will more successfully customize lessons for learners. Reducing paper waste by focusing on the use of Web 2.0 technologies will appeal to both kinesthetic and visual learners. As far as auditory learners are concerned, it will be extremely important for teachers to continue to communicate directions verbally. What is nice about making use of Web 2.0 technologies is that Web 2.0 will open up the door for variety in the classroom and allow students to express themselves more creatively. Web 2.0 technologies can also be very beneficial for assisting disorganized students, as these tools will eliminate the paper that these students often have trouble keeping organized.
More importantly, by incorporating various technologies, as a means to reduce paper waste, educators will have the opportunity to teach students 21st century skills. The Partnership for 21st Century Skills is a national organization that acts as a “catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders” (Partnership for 21st Century Skills, 2004, p. 1). States across the globe are passing a teaching initiative that will require schools to incorporate 21st century skills into their curriculum, created by the Partnership for 21st Century Skills. The Partnership for 21st Century Skills (2004) feels that “to successfully face rigorous higher education coursework, career challenges and a globally competitive workforce, U.S. schools must align classroom environments with real world environments by infusing 21st century skills” (p. 1). Many Web 2.0 technologies, which are necessary for the reduction of paper waste assist in the teaching of 21st century skills.
Definition of Terms
21st Century Skills - A set of skills needed to be successful in today’s workforce. The skill set includes:
• Learning and Innovation Skills- what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include:
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
• Information, Media and Technology Skills- Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as:
• Information Literacy
• Media Literacy
• ICT (Information, Communications and Technology) Literacy
• Life and Career Skills- Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as:
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility” (Partnership for 21st Century Skills, 2004, p. 2)
Blackboard – “A Web-based course-management system designed to allow students and faculty to participate in classes delivered online or use online materials and activities to complement face-to-face teaching” (“What is Blackboard,” 2009, p.1).
Cloud Computing - “using the Internet to provide your programs and store your data” (Rossman, 2010, p. 1).
Digital Native - “Students born after 1989, who have grown up with the network” (Casey, 2008, p. 40).
Going Green - In society today, this term has referred to the preserving of many different natural resources. This term will be used throughout the thesis with an emphasis on reducing paper waste.
Green Computing - Focuses on ways to implement technology while reducing waste. The concept of green computing focuses on “technology energy use, green computing purchase and disposal, and reducing waste and saving natural resources” (Stansbury, 2009, p. 9).
Netbook- Small and fairly inexpensive laptops that “allow for teachers to move from a peer-based classroom to a digital one” (“Are Netbooks,” 2009, p. 4).
Ning- “A platform for creating [a] social network” (“What is Ning,” 2010, p. 1).
Paperless Classrooms- Refers to the reduction of paper waste in the classroom, not the elimination of all paper. “The goal is to take advantage of technologies that truly help faculty cut print costs, ease distribution of materials, and facilitate learning” (Kupetz, 2008, p. 36).
Paper and Pencil Teaching - This term refers to the traditional methodology of teaching, which requires students to complete various worksheets or activities that require the use of paper and pen/pencil.
Udutu- This term refers to an “easy-to-use online learning authoring software that allows you to build your course very quickly no matter where you are, and no matter who you need to involve” (“My Udutu,” 2010, p. 1).
Virtual Desktop - This term refers to the fact that “multiple users share a single PC” (Mott, 2009, p. 30).
Web 2.0 Technologies - This term refers to affordable or free web based programs.
Literature Review
Defining Green Computing
In order to understand the importance of green computing, it is important to decipher what exactly green computing is. Green computing, with reference to schools, is focused on saving energy and reducing paper waste (“Green Computing,” 2007, p. 40). The concept of green computing has most recently been brought into the lime light by the Consortium for School Networking (CoSN). In 2008, CoSN launched its Green Computing Initiative to help schools identify ways to do their part to “reduce waste, save energy, and promote sustainability” (“CoSN and EPEAT,” 2009, p. 1). CoSN recognizes the importance of technology and the purpose of their initiative is not to eliminate technology, but instead eliminate waste.
The Need for Green Computing
Over the past few years there has been an increase in concern as to how the choices society is making will affect the environment. Currently, with only “five percent of the world’s population, the United States consumes an estimated twenty-five percent of the world’s energy” (Kaestner, 2009, p. 1). With the vast amount of energy being wasted in the United States alone, society has begun expressing concern on what role the overuse of energy will have on the environment. Furthermore, “growing concerns over the effects of greenhouse gases, the safe disposal of electronic waste, and the need to conserve funding are forcing schools to address green computing” (Stansbury, 2009, p. 9). The hope is that schools that take the initiative to reduce waste as a means to help the environment, will positively influence the surrounding community. Rich Kaestner, project director for CoSN’s Green Computing Initiative states that, “schools play an important role in helping set an example for students and the community at large. On the issue of environmental sustainability and reducing human impact, schools have a political, ethical, and social responsibility to effect change” (Stansbury, 2009, p. 9). It is important that schools are setting a positive example for their community and encourage the community to follow suit.
Aside from the need to conserve resources, the initiative to go green has come to be extremely important due to the current state of the economy. Despite the attempts of the federal government to provide an educational stimulus to schools across the United States, many school districts are still struggling to fund their schools. In the article, “Schools Suffer Despite Stimulus,” published by eSchool News (2009) it was found that:
In Los Angeles, 2,500 of the city’s teachers and support staff are slated to lose their jobs—even after an infusion of stimulus money has helped save thousands more. In South Carolina, state education officials figure the stimulus will save only 700 of the estimated 2,600 school positions expected to be cut. And in Washington state, officials anticipate teacher layoffs, larger class sizes, and reductions in services, despite the stimulus aid. (p. 1)
As schools feel the pressure of the economy, not only is faculty being let go, but programs are being cut as well. Research collected by Laura Devaney (2009) points out that “forty-eight states, with the exception of Montana and North Dakota, faced or still face total budget shortfall for 2010 of at least $166 billion” (p. 22). If schools can reduce costs by going green, the hope is that the money saved can go to fund extra-curricular activities or continued funding of technology programs.
Green Resources
There are a vast amount of green resources, including both free resources and those of cost. The purpose of these technology tools is to help reduce cost and paper waste while engaging students. In today’s society a new type of education has emerged that “artfully aggregates up-to-the-minute instructional technology, sophisticated pedagogy, robust and standards-based educational content, and web-based delivery that requires a computer or other personal digital device” (Downey, 2009, p. 4). Students are responding to this new form of education and by submersing schools into technology, school districts are not only gaining the attention of the students, but also finding ways to conduct green computing.
In analyzing the free tools available to teachers, it is important to turn to the various Web 2.0 technologies. In creating a paperless classroom for his Managing Technology course, Professor Allen Kupetz (2008) made use of various Web 2.0 technologies. Kupetz recommends the use of the following, free technologies:
1. Blogger is a free service that allows you or your students to create a blog, to post ideas online and have others in the class reply.
2. Facebook and LinkedIn which are useful tools to teach about the power of networking and relationships.”
3. Youtube which allows users to share video content.
4. Wikipedia which provides the underlying software to users at no cost to create collaborative works that everyone in the class can edit in real time, with the most current version available to students. (Kupetz, 2008, p. 38)
Web 2.0 is great way to not only reduce waste, but to also create a fun and interactive lesson.
In looking at various technologies, it is important to find a way to eliminate the need for the printing of classwork/homework assignments. As a means to cut costs, many schools have turned to cloud-computing. Cloud-computing consists of having “all or part of your IT infrastructure, data storage, and software-application deployments live on off-site servers maintained by outside providers, and which users access through a web browser” (Waters, 2010, p. 22). Many companies have made a concerted effort to create these online storage solutions, as a means to cut paper costs and space wasted on schools’ servers. One of the newest online storage systems, created by TeacherWeb, is Digital Lockers (“TeacherWeb Announces,” 2009). This new file sharing system or digital drop box allows teachers and students to easily share files, for a low cost. “Digital Lockers are an environmentally friendly product that save on printing and paper costs” (“Safely Collaborate,” 2010, p. 1). On the other hand, a free online storage system is Google Docs. “Google Docs users now will have access to 1 free gigabyte of storage in the online suite of word processing, spreadsheets, and other commonly-used programs, and each file can be as large as 250 megabytes” (“Google Docs,” 2010, p.1). Google Docs also allows for collaboration on documents and therefore eliminates the need for printing assignments.
Another popular initiative has been the incorporation of digital textbooks in the classroom. In order to incorporate digital textbooks many schools have incorporated student laptops or E-readers. The reason for the switch to digital textbooks is that “by using laptops and having access to textbooks electronically, [students] will not need to tote books, and it will reduce costs as well” (Saunders, 2009, as cited in “The Rise,” 2009, p. 1). While at first glance it may not appear that digital textbooks are reducing paper waste, this switch to laptops and digital networks has indeed reduced the amount of paper and pencil assignments, thus reducing paper waste. Students who use laptops, in combination with digital textbooks “use curriculum-approved digital texts with state standards to complete several projects, including: making instructional videos, reading a novel in PDF format, and completing a research project using a social network site as the vehicle to produce the final product” (“The Rise,” 2009, p. 3). By making the switch to laptops and digital textbooks schools are reducing not only the amount of paper wasted, but the number of books needing to be reordered due to lost or stolen books. While there is an initial fee to implement the use of laptops, the yearly savings is well worth it.
Teachers are not the only ones wasting paper, business offices need to make an attempt to conserve as well. In a study done by Software Shelf International Inc., it was found that “the average cost of producing documents (paper, hardware, and ink) is equivalent to 40 percent of an organization’s labor cost” (“Print,” 2005, p. 1). Due to the large amount of money being wasted on paper, many schools are turning to print management systems to help them reduce the current paper waste. These systems allow an organization to monitor printing traffic and allow them to limit the amount of paper being printed by each user or on each machine (“Print,” 2005). By reducing the amount of paper each user may print, users are forced to make wiser decisions on what they need to print, thus saving money. Another method business offices have used to reduce paper waste, is making use of the National Transcript Center (NTC). The NTC allows students to order their transcripts on-line. L. Russ Brawn (2009), chief operations officer of California School Information Services points out that online transcripts “offer[] an opportunity to reduce an unthinkable amount of paper waste while meeting the needs of our constituents, all with a system that is more secure, more efficient, and saves money for school districts” (as cited in “Edustructures,” 2009, p. 1).
Case Studies of Green Computing
There have been several case studies on the implementation of green computing throughout K-12 classrooms, as well as universities, and even businesses. The majority of the case studies who found success in green computing started small, whether it was by completing a test group or by tackling one resource at a time. In analyzing the vast array of case studies it is clear that the implementation of green computing has advantages in both conserving resources, as well as engaging students.
As far back as 2004, superintendants were making the move to go digital and reduce waste. Superintendent Mike Smith of Johnson Elementary School in Fort, Texas implemented the use of IBM’s Think Pad Notebook Computer (Ezarik, 2004). Smith did not attempt to begin the implementation across all grade levels; instead chose the school’s fifth and sixth graders as the test subjects. The goal of implementation was to replace seven textbooks, with one laptop, that would also contain over 2,000 works of literature (Ezarik). Not only was money saved due to a reduction of paper waste, since students were able to complete assignments on their notebook computers, digital textbooks drastically cut costs and were easy to update. While no further research was published on further implementation of these netbooks, Smith found much success with this test group. According to Smith (2004) the implementation of these laptops, “opened the doors to be a child discovery learner” (as cited in Ezarik, 2004, p. 57).
In 2005, North Thurston Public Schools implemented a technique to reduce waste that did not cut back on paper, but instead energy. The district made use of a free network management tool that turned computers off at night. By implementing EZ GPO, a network management tool, “NTPS activated sleep settings on 4,000 computers during regular software upgrades in Spring 2005, saving $45,000 per year” (Ryan, 2005, p. 1). Similarly, just last school year, IT manager Glen Nance, saved a vast amount of energy in the Harrison K-12 school district in Gulfport Mississippi. Prior to going green, the district had over 1,000 computers that were left on overnight throughout the various schools (Nance, 2009). As a means to conserve energy Nance determined that the computers needed to be turned off every night. Nance created a program that powered-down all of the computers at night and the results were astounding. Nance pointed out that, “Since the start of this year the program has turned off a total of 71133 computers, saved the district $13,322.21 dollars and saved 123.9 tons of CO2 from being emitted into the environment” (p. 1).
For the 2006-2007 school year, Principal Donald Putnam of Riverside Middle School, implemented a paperless means of conducting staff reviews (Butler, 2007). Prior to the implementation of the paperless system, “more than six hundred pages of observation forms were prepared each year in the school” (Butler, p. 76). As a means to cut costs and reduce waste Putnam implemented an AIG software system, that has made both the staff review and contract system, paperless. While there was an initial startup fee, Human Resource director for the school Anthony Wright states that, “the adoption of the AIG system has led to substantial savings” (as cited in Butler, p.76). As demonstrated by the administration of Riverside Middle School, limiting paper waste in the office can save a tremendous amount of time and money.
In 2007, college professor Allen H Kupetz (2008) from the School of Business at Rollins College in Winter Park, Florida, implemented a paperless classroom in his Managing Technology course at the college. The main idea behind Kupetz’s implementation of a paperless classroom was not to remove all paper from the classroom, but to reduce the amount of waste and to take advantage of the resources readily available. Implementation of a paperless classroom was quite easy for Kupetz, as his students already had access to laptops and the school had Blackboard readily available. By making the attempt to go paperless, Kupetz took advantage of not only the resources readily available, but also implemented digital textbooks and various Web 2.0 tools. Kupetz felt that it was important “to take advantage of the technologies that truly help faculty cut print costs” (p. 36). The case study completed on Kupetz’ Spring semester of students concluded the following benefits:
1. Business students learn to appreciate what ‘going paperless’ has to offer
2. When students and faculty depend less on printing, mailing, shipping, buying and storing paper, they use few resources.
3. A paperless classroom allows professors greater flexibility. (Kupetz, 2008, p. 36).
In 2008, Amanda Mott (2009), a fourth-grade elementary school teacher at Beech Elementary School in Hendersonville, Tennessee implemented a paperless classroom through use of notebook computers. Mott’s classroom was made paperless through the use of laptop computers, a virtual desktop, and several online programs. Mott knew that implementing a paperless classroom could be costly, so she searched for donations from local businesses. Mott’s classroom was funded by “Evonik Degussa Corporation, the dental office of Barry Wilson, International Specialty Products, Regions Bank, the U.S. Army Reserve, and Lubrizol” (Mott, p. 31). Little to no paper is printed in Mott’s classroom, as even tests and homework are completed and submitted through the computer. In the few cases were students need to print Mott has purchased a laser printer, which consumes ink much slower than an inkjet. While waste was drastically reduced, Mott found the most rewarding aspect of going green, was that “the students were more engaged and excited about learning” (p. 30).
Illinois State University Professor Barbara Meyer (2008) conducted research on the implementation of an Electronic Portfolio System. Meyer took an analytical look at the implementation of the e-portfolio system in the college classroom at Illinois State University and shared first-hand experience from the implementation of the system. In implementing the paperless system Meyer found that the majority of the students enjoyed the paperless system and that creating a paperless classroom, not only saved money, but “improved classroom organization and time management” (Meyer, p. 8).
The most recent push to go green can be seen in high schools across the country. In the article, “Fewer Fliers Sent Home as Schools Put More on Web” Winnie Hu (2009) discusses how schools are using the web to reduce the amount of money spent on postage and paper. The success stories include:
1. Commack, New York who limited mailings to a single, first-class envelope per student — and post the overflow on the district’s Web site, saving them $9,000 in stamps plus $12,000 in salaries for clerks who used to spend up to two weeks assembling the packets
2. Chicago suburb of Naperville who have adopted paperless policies and begun a ‘take back the backpack’ campaign to cut down on fliers handed out to students.
3. Scarsdale Middle School will no longer print report cards this year and post on its parent portal portion of the website, which officials said would save $1,000 annually. (Hu, 2009)
By making better use of the school web, these schools have seen drastic savings and limited paper waste.
Resources to Help Implement Green Solutions
Certain aspects of going green may require some upfront costs. As a means to help schools continue the initiative to go green, many foundations have created green grants. One of the biggest supporters of green initiatives is the NEA Foundation. The Foundation has created a $5,000 dollar grant, titled The Big Green Help Grants in Public Education (NEA, 2009). The grant is funded with the help of Nickelodeon and Staples and the goal of the initiative is to help schools “develop and implement ideas, techniques, and approaches for teaching ‘green’ concepts” (NEA, p. 1). While these grants might not cover all the costs of a green initiative, it is a start.
Current/Past Solutions to Thesis Problem in Practice
Positives of Current Solutions
As can be seen through the various case studies above, there have been several positives as a result of school’s decisions to go green. Whether a school started small, with only one class of students or made a school-wide implementation the results are astounding. By simply turning off computers at night and make use of various free Web 2.0 technologies schools are saving vast amounts of money.
More importantly, as a result of these implementations students are enjoying learning again and it is improving test scores. It is important to recognize that while reducing waste drastically cuts costs, it also drastically changes how a classroom is run. By incorporating various technologies, whether it be video games or Web 2.0 technologies, more learning is taking place. This can be seen by taking a look at the schools of New Orleans. After Hurricane Katrina destroyed New Orleans, the schools of New Orleans were forced to rebuild (“Technology,” 2008). A key component of the rebuilding was that money was spent to implement various technologies as a means to keep students engaged and increase learning. After the implementation of these technologies, the “fourth and eighth graders in the city’s public schools posted significantly higher scores on the state exam” (“Technology,” p. 12). Another example of this increased learning can be seen through Broad Creek Elementary School who found success through the implementation of the video game, Quest Atlantis. After implementing the game into the sixth-grade classroom “one student went from a 2.5 to a 6.1 reading score from August to June” (Prabhu, 2008, p. 18). By appealing to the students learning styles the school was not only able to increase reading scores, but also reduce paper waste.
Negatives of Current Solutions
Unfortunately, for a school to become totally green, several costly initiatives must occur. Some schools have thrown in the towel completely on technology because of the costs to support and keep the system up to date. Due to the current state of the economy many schools are losing their funding, thus resulting in putting a stop to the implementation of new green concepts, such as netbooks. Last year, Pennsylvania faced a $3.2 billion dollar budget deficit, forcing the Governor to “cut $212 million from the state’s education fund, including all $22 million of the state’s Classrooms for the Future program, which gives technology equipment and training to schools throughout the state” (Devaney, 2009, p. 22). While the governor recognizes the importance of the Classrooms for the Future program, there is simply not a quick enough turnaround time on money spent versus money saved.
Another concern is that technology will replace teachers. Teachers across the globe worry that as schools implement more and more green technologies, there will be no use for a teacher to conduct a class and that the school of the future will have no teacher at all. With the success rates of online schools, many fear that this is the direction more and more schools will turn to. The reason for this concern is simply due to the fact that, “the studies of recent online instruction found that, on average, online learning, is not just as good as but more effective than conventional face-to-face instruction” (Stansbury, 2009, p. 9).
The largest concern of implementing green technologies is the lack of training provided by the schools for teachers. Sandy Arstrong, technology specialist for Aburn Early Education center, has had a first-hand look at what a lack of training can do to a school. In researching Aburn’s role, Christine Van Dusen (2009) points out that,
an increasing number of schools are integrating technology into their classrooms. And the disconnect between the technology that exists in schools today and the amount of training that pre-service teachers often receive does the teachers and their classrooms a great disservice. (p. 1)
It is no wonder that so many teachers are relying on the traditional paper-and-pencil methods of teaching because no time, more often than not, is being taken to train teachers on these technologies. Often due to this lack of training, “when technology is used in high school classrooms, Tech Team members report that many teachers give the same lectures and assign the same reports as they have in the past, only using technology when it's obvious and convenient” (Jackson, 2005, p. 2). A school cannot expect to save money by placing teachers untrained, in technology, into the classroom and expecting them to figure out how to use and properly implement into the classroom.
Proposed Solutions to Thesis Problem
As a means to overcome the vast amount of resources wasted in the classroom on a daily basis, this researcher recommends starting small. Currently, most schools today have computer labs that teachers can reserve. If teachers begin to reserve these labs, classroom focus can shift from the traditional method of teaching to technological based methods. These methods of teaching would include incorporating various Web 2.0 technologies, such as Gmail, Udutus, Nings, or Blogs. Teachers and students would be able to collaborate via e-mail and make multiple changes to an assignment without ever printing. Teachers can create classroom blogs that lists the homework and PDFs of school handouts. Even by eliminating extra copies of an assignment, paper is being saved. By simply making use of the resources readily available and easily accessed schools will not only save resources, but money as well.
This research also recommends powering down computers at night. Simply remembering to turn off the computer will not cost any money and instead, energy will be saved and schools will see immediate savings. Going green should not need to be about spending vast amounts of money, but instead about making simple changes to the way things are currently done.
The most important thing this researcher would like to emphasize is that schools cannot expect any changes to take place if they are not educating their faculty. More often than not the faculty will have little to no training in the technologies available to reduce paper waste. Take time to have a teacher institute day at the beginning of the school year and properly train the staff. The institute will not cost tremendous amounts of money if you have the training run by the existing tech faculty of the school.
Integration of Proposed Solutions with Current/Past Solutions
As indicated in the research, going green can save schools a tremendous amount of money and create a positive learning environment for students. While going green will save money in the long term, it is important to realize that the effects are not instant and that a school does not have to accomplish everything at once. Administration should recognize that the implementation will take time and remember that the goal is not to go completely paperless.
As indicated in the research, several schools have taken the initiative to go green and are seeing astounding results. There are various solutions for conserving both waste and money. The current solution makes an attempt to save, while keeping costs low and combating the issue of properly training faculty. As shown in the research several schools have taken similar steps to go green and found much success.
What the proposed solution does not incorporate that other schools have found much success with is the incorporation of netbooks and digital textbooks. At this time, this researcher recognizes the value and success of the implementation of these programs based on research, however, also recognizes the initial costs involved. Until the economy turns around and more funding is available this option, more likely than not, will not be available to many classrooms. The proposed solution takes into account both past research and the current state of the economy to implement budget friendly solutions that will in turn save even more money.
Conclusions
As indicated in the research gathered, making use of green computing can have drastic effects on a school. By simply making an effort to conserve waste, schools will not only save money, but increase learning. With the current status of the economy, it is extremely important that schools are reducing spending, as well as reducing the waste of any resource in the school. Paper has become the main focus of waste in schools and something needs to be done to reduce this waste. With the knowledge of the technology available, schools will find that paper waste can be drastically limited, while appealing to the technological nature of students.
Recommendations for Further Research
The research conducted here addresses the need for implementation of green computing; however, what is not analyzed in depth are the funds available for implementation and the savings over time. The current research does provide some idea that the implementation is working, but due to the fact that this is a fairly new concept, it is extremely important to conduct research in the years to come. As more schools strive to save the environment, will more business reach out to lend a helping hand? Will the reduction of waste by schools, inspire the local community to live a green lifestyle? How much money would be spent on implementation of netbooks for a completely paperless classroom versus the cost of paper copies as well as textbooks? While there is much research available currently, it is the long-term research that is truly going to bring to light the effects of green computing. While there is immediate savings by turning off computers and using Web 2.0 tools, schools need to be prepared for what they could save by implementing netbooks. Right now schools are just seeing the initial cost of these items and in order bring more schools to jump on the bandwagon, long-term research will need to be published, which will hopefully encourage more businesses to lend a helping hand in a schools’ initiative to go green.
References
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This non-empirical thesis takes a look at the reduction of waste and costs in K-12 schools across the globe. The research collected and described in this thesis brings to light the importance of reducing waste in schools as a means to save not only the environment, but money. Schools around the world have found much success by making the effort to reduce waste, but these efforts can be costly. As a means to reduce waste, without needing to produce start-up costs, it is important that schools make use of Web 2.0 technologies and remember to power down computers. Introducing Udutu, Gmail, and a classroom Ning into the learning environment will allow educators to create a nearly paperless environment.
Introduction
Schools across the globe have seen a significant increase in the number of students who are using computers outside of the classroom. Since 1999, there have been big changes in the percentage of 8- to 18-year-olds who have a computer at home (73% to 86%), have two or more computers at home (25% to 39%), have Internet access at home (47% to 74%), and go online for more than an hour in a typical day. (Casey, 2008, p. 40) As a means to gauge the attention of these digital natives, schools worldwide are making an effort to increase the amount of technology available to their students on a daily basis. According to the Statistical Abstract of the United States: 2007, the “number of computers available for classroom use in the nation’s 114,700 elementary and secondary schools as of the 2005-2006 school year was 14.2 million; or one computer for every four students” (“Facts,” 2006, p. 3).
Unfortunately, more technology means more spending. A study conducted by Stephanie Atkinson, analyst for Compass Intelligence, concluded that “technology expenditures are expected to hit $21.9 billion by 2013—a 30-percent jump from 16.8 billion in 2008” (Dusen, 2009, p. 2). Sadly, as costs of technology increase schools are being forced to make a choice as to whether or not they can continue their “commitment to ed tech in the face of budget deficits” (Devaney, 2009, p. 22).
Thesis Statement
Despite the initial cost of implementing technology, it is thought that an increase in technology can save schools money long term. Sadly, in today’s classrooms this is not the case and as a result of a lack of implementation, schools are spending a tremendous amount of money each year on paper for their classrooms and offices, therefore causing many districts to cut technology spending. In order to prevent a loss of technology funding, high schools across the globe need to begin making use of green computing as a means to not only cut costs but to preserve resources as well. Using online textbooks and implementing power conservation techniques, while making use of other various Web 2.0 technologies, will drastically reduce the amount of paper and energy waste in schools on a day-to-day basis.
Educational Significance
As schools attempt to address the demands of the 21st century, more and more schools are purchasing various types of technologies. Farhad Jadali (1999), University of Arkansas Professor, states that “the use of [computers and other high technology] equipment in a classroom creates a nearly paperless environment” (p. 14). The idea of reducing paper waste is extremely important, because not only is money being saved, but students are learning more due to the instant customization of lessons created by turning to technology.
Ultimately, by making an attempt to reduce paper waste in schools, educators are required to step outside of the box and avoid the traditional paper and pencil method of teaching. According to Tom Greaves (2009), educational consultant, “full personalization is impossible in the current model of a teacher standing in front the classroom lecturing and students limited to using textbooks. Full personalization requires the use of digital media” (as cited in Dusen, 2009, p. 2).
Reduction of paper waste will force teachers to make use of various technologies. New forms of technology such as Smart Boards, Digital Lockers, Digital Textbooks, Nings, and Wikis are allowing teachers to reduce paper waste in the classroom. By incorporating these technologies as a means to reduce paper waste, teachers will more successfully customize lessons for learners. Reducing paper waste by focusing on the use of Web 2.0 technologies will appeal to both kinesthetic and visual learners. As far as auditory learners are concerned, it will be extremely important for teachers to continue to communicate directions verbally. What is nice about making use of Web 2.0 technologies is that Web 2.0 will open up the door for variety in the classroom and allow students to express themselves more creatively. Web 2.0 technologies can also be very beneficial for assisting disorganized students, as these tools will eliminate the paper that these students often have trouble keeping organized.
More importantly, by incorporating various technologies, as a means to reduce paper waste, educators will have the opportunity to teach students 21st century skills. The Partnership for 21st Century Skills is a national organization that acts as a “catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders” (Partnership for 21st Century Skills, 2004, p. 1). States across the globe are passing a teaching initiative that will require schools to incorporate 21st century skills into their curriculum, created by the Partnership for 21st Century Skills. The Partnership for 21st Century Skills (2004) feels that “to successfully face rigorous higher education coursework, career challenges and a globally competitive workforce, U.S. schools must align classroom environments with real world environments by infusing 21st century skills” (p. 1). Many Web 2.0 technologies, which are necessary for the reduction of paper waste assist in the teaching of 21st century skills.
Definition of Terms
21st Century Skills - A set of skills needed to be successful in today’s workforce. The skill set includes:
• Learning and Innovation Skills- what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include:
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
• Information, Media and Technology Skills- Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as:
• Information Literacy
• Media Literacy
• ICT (Information, Communications and Technology) Literacy
• Life and Career Skills- Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as:
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility” (Partnership for 21st Century Skills, 2004, p. 2)
Blackboard – “A Web-based course-management system designed to allow students and faculty to participate in classes delivered online or use online materials and activities to complement face-to-face teaching” (“What is Blackboard,” 2009, p.1).
Cloud Computing - “using the Internet to provide your programs and store your data” (Rossman, 2010, p. 1).
Digital Native - “Students born after 1989, who have grown up with the network” (Casey, 2008, p. 40).
Going Green - In society today, this term has referred to the preserving of many different natural resources. This term will be used throughout the thesis with an emphasis on reducing paper waste.
Green Computing - Focuses on ways to implement technology while reducing waste. The concept of green computing focuses on “technology energy use, green computing purchase and disposal, and reducing waste and saving natural resources” (Stansbury, 2009, p. 9).
Netbook- Small and fairly inexpensive laptops that “allow for teachers to move from a peer-based classroom to a digital one” (“Are Netbooks,” 2009, p. 4).
Ning- “A platform for creating [a] social network” (“What is Ning,” 2010, p. 1).
Paperless Classrooms- Refers to the reduction of paper waste in the classroom, not the elimination of all paper. “The goal is to take advantage of technologies that truly help faculty cut print costs, ease distribution of materials, and facilitate learning” (Kupetz, 2008, p. 36).
Paper and Pencil Teaching - This term refers to the traditional methodology of teaching, which requires students to complete various worksheets or activities that require the use of paper and pen/pencil.
Udutu- This term refers to an “easy-to-use online learning authoring software that allows you to build your course very quickly no matter where you are, and no matter who you need to involve” (“My Udutu,” 2010, p. 1).
Virtual Desktop - This term refers to the fact that “multiple users share a single PC” (Mott, 2009, p. 30).
Web 2.0 Technologies - This term refers to affordable or free web based programs.
Literature Review
Defining Green Computing
In order to understand the importance of green computing, it is important to decipher what exactly green computing is. Green computing, with reference to schools, is focused on saving energy and reducing paper waste (“Green Computing,” 2007, p. 40). The concept of green computing has most recently been brought into the lime light by the Consortium for School Networking (CoSN). In 2008, CoSN launched its Green Computing Initiative to help schools identify ways to do their part to “reduce waste, save energy, and promote sustainability” (“CoSN and EPEAT,” 2009, p. 1). CoSN recognizes the importance of technology and the purpose of their initiative is not to eliminate technology, but instead eliminate waste.
The Need for Green Computing
Over the past few years there has been an increase in concern as to how the choices society is making will affect the environment. Currently, with only “five percent of the world’s population, the United States consumes an estimated twenty-five percent of the world’s energy” (Kaestner, 2009, p. 1). With the vast amount of energy being wasted in the United States alone, society has begun expressing concern on what role the overuse of energy will have on the environment. Furthermore, “growing concerns over the effects of greenhouse gases, the safe disposal of electronic waste, and the need to conserve funding are forcing schools to address green computing” (Stansbury, 2009, p. 9). The hope is that schools that take the initiative to reduce waste as a means to help the environment, will positively influence the surrounding community. Rich Kaestner, project director for CoSN’s Green Computing Initiative states that, “schools play an important role in helping set an example for students and the community at large. On the issue of environmental sustainability and reducing human impact, schools have a political, ethical, and social responsibility to effect change” (Stansbury, 2009, p. 9). It is important that schools are setting a positive example for their community and encourage the community to follow suit.
Aside from the need to conserve resources, the initiative to go green has come to be extremely important due to the current state of the economy. Despite the attempts of the federal government to provide an educational stimulus to schools across the United States, many school districts are still struggling to fund their schools. In the article, “Schools Suffer Despite Stimulus,” published by eSchool News (2009) it was found that:
In Los Angeles, 2,500 of the city’s teachers and support staff are slated to lose their jobs—even after an infusion of stimulus money has helped save thousands more. In South Carolina, state education officials figure the stimulus will save only 700 of the estimated 2,600 school positions expected to be cut. And in Washington state, officials anticipate teacher layoffs, larger class sizes, and reductions in services, despite the stimulus aid. (p. 1)
As schools feel the pressure of the economy, not only is faculty being let go, but programs are being cut as well. Research collected by Laura Devaney (2009) points out that “forty-eight states, with the exception of Montana and North Dakota, faced or still face total budget shortfall for 2010 of at least $166 billion” (p. 22). If schools can reduce costs by going green, the hope is that the money saved can go to fund extra-curricular activities or continued funding of technology programs.
Green Resources
There are a vast amount of green resources, including both free resources and those of cost. The purpose of these technology tools is to help reduce cost and paper waste while engaging students. In today’s society a new type of education has emerged that “artfully aggregates up-to-the-minute instructional technology, sophisticated pedagogy, robust and standards-based educational content, and web-based delivery that requires a computer or other personal digital device” (Downey, 2009, p. 4). Students are responding to this new form of education and by submersing schools into technology, school districts are not only gaining the attention of the students, but also finding ways to conduct green computing.
In analyzing the free tools available to teachers, it is important to turn to the various Web 2.0 technologies. In creating a paperless classroom for his Managing Technology course, Professor Allen Kupetz (2008) made use of various Web 2.0 technologies. Kupetz recommends the use of the following, free technologies:
1. Blogger is a free service that allows you or your students to create a blog, to post ideas online and have others in the class reply.
2. Facebook and LinkedIn which are useful tools to teach about the power of networking and relationships.”
3. Youtube which allows users to share video content.
4. Wikipedia which provides the underlying software to users at no cost to create collaborative works that everyone in the class can edit in real time, with the most current version available to students. (Kupetz, 2008, p. 38)
Web 2.0 is great way to not only reduce waste, but to also create a fun and interactive lesson.
In looking at various technologies, it is important to find a way to eliminate the need for the printing of classwork/homework assignments. As a means to cut costs, many schools have turned to cloud-computing. Cloud-computing consists of having “all or part of your IT infrastructure, data storage, and software-application deployments live on off-site servers maintained by outside providers, and which users access through a web browser” (Waters, 2010, p. 22). Many companies have made a concerted effort to create these online storage solutions, as a means to cut paper costs and space wasted on schools’ servers. One of the newest online storage systems, created by TeacherWeb, is Digital Lockers (“TeacherWeb Announces,” 2009). This new file sharing system or digital drop box allows teachers and students to easily share files, for a low cost. “Digital Lockers are an environmentally friendly product that save on printing and paper costs” (“Safely Collaborate,” 2010, p. 1). On the other hand, a free online storage system is Google Docs. “Google Docs users now will have access to 1 free gigabyte of storage in the online suite of word processing, spreadsheets, and other commonly-used programs, and each file can be as large as 250 megabytes” (“Google Docs,” 2010, p.1). Google Docs also allows for collaboration on documents and therefore eliminates the need for printing assignments.
Another popular initiative has been the incorporation of digital textbooks in the classroom. In order to incorporate digital textbooks many schools have incorporated student laptops or E-readers. The reason for the switch to digital textbooks is that “by using laptops and having access to textbooks electronically, [students] will not need to tote books, and it will reduce costs as well” (Saunders, 2009, as cited in “The Rise,” 2009, p. 1). While at first glance it may not appear that digital textbooks are reducing paper waste, this switch to laptops and digital networks has indeed reduced the amount of paper and pencil assignments, thus reducing paper waste. Students who use laptops, in combination with digital textbooks “use curriculum-approved digital texts with state standards to complete several projects, including: making instructional videos, reading a novel in PDF format, and completing a research project using a social network site as the vehicle to produce the final product” (“The Rise,” 2009, p. 3). By making the switch to laptops and digital textbooks schools are reducing not only the amount of paper wasted, but the number of books needing to be reordered due to lost or stolen books. While there is an initial fee to implement the use of laptops, the yearly savings is well worth it.
Teachers are not the only ones wasting paper, business offices need to make an attempt to conserve as well. In a study done by Software Shelf International Inc., it was found that “the average cost of producing documents (paper, hardware, and ink) is equivalent to 40 percent of an organization’s labor cost” (“Print,” 2005, p. 1). Due to the large amount of money being wasted on paper, many schools are turning to print management systems to help them reduce the current paper waste. These systems allow an organization to monitor printing traffic and allow them to limit the amount of paper being printed by each user or on each machine (“Print,” 2005). By reducing the amount of paper each user may print, users are forced to make wiser decisions on what they need to print, thus saving money. Another method business offices have used to reduce paper waste, is making use of the National Transcript Center (NTC). The NTC allows students to order their transcripts on-line. L. Russ Brawn (2009), chief operations officer of California School Information Services points out that online transcripts “offer[] an opportunity to reduce an unthinkable amount of paper waste while meeting the needs of our constituents, all with a system that is more secure, more efficient, and saves money for school districts” (as cited in “Edustructures,” 2009, p. 1).
Case Studies of Green Computing
There have been several case studies on the implementation of green computing throughout K-12 classrooms, as well as universities, and even businesses. The majority of the case studies who found success in green computing started small, whether it was by completing a test group or by tackling one resource at a time. In analyzing the vast array of case studies it is clear that the implementation of green computing has advantages in both conserving resources, as well as engaging students.
As far back as 2004, superintendants were making the move to go digital and reduce waste. Superintendent Mike Smith of Johnson Elementary School in Fort, Texas implemented the use of IBM’s Think Pad Notebook Computer (Ezarik, 2004). Smith did not attempt to begin the implementation across all grade levels; instead chose the school’s fifth and sixth graders as the test subjects. The goal of implementation was to replace seven textbooks, with one laptop, that would also contain over 2,000 works of literature (Ezarik). Not only was money saved due to a reduction of paper waste, since students were able to complete assignments on their notebook computers, digital textbooks drastically cut costs and were easy to update. While no further research was published on further implementation of these netbooks, Smith found much success with this test group. According to Smith (2004) the implementation of these laptops, “opened the doors to be a child discovery learner” (as cited in Ezarik, 2004, p. 57).
In 2005, North Thurston Public Schools implemented a technique to reduce waste that did not cut back on paper, but instead energy. The district made use of a free network management tool that turned computers off at night. By implementing EZ GPO, a network management tool, “NTPS activated sleep settings on 4,000 computers during regular software upgrades in Spring 2005, saving $45,000 per year” (Ryan, 2005, p. 1). Similarly, just last school year, IT manager Glen Nance, saved a vast amount of energy in the Harrison K-12 school district in Gulfport Mississippi. Prior to going green, the district had over 1,000 computers that were left on overnight throughout the various schools (Nance, 2009). As a means to conserve energy Nance determined that the computers needed to be turned off every night. Nance created a program that powered-down all of the computers at night and the results were astounding. Nance pointed out that, “Since the start of this year the program has turned off a total of 71133 computers, saved the district $13,322.21 dollars and saved 123.9 tons of CO2 from being emitted into the environment” (p. 1).
For the 2006-2007 school year, Principal Donald Putnam of Riverside Middle School, implemented a paperless means of conducting staff reviews (Butler, 2007). Prior to the implementation of the paperless system, “more than six hundred pages of observation forms were prepared each year in the school” (Butler, p. 76). As a means to cut costs and reduce waste Putnam implemented an AIG software system, that has made both the staff review and contract system, paperless. While there was an initial startup fee, Human Resource director for the school Anthony Wright states that, “the adoption of the AIG system has led to substantial savings” (as cited in Butler, p.76). As demonstrated by the administration of Riverside Middle School, limiting paper waste in the office can save a tremendous amount of time and money.
In 2007, college professor Allen H Kupetz (2008) from the School of Business at Rollins College in Winter Park, Florida, implemented a paperless classroom in his Managing Technology course at the college. The main idea behind Kupetz’s implementation of a paperless classroom was not to remove all paper from the classroom, but to reduce the amount of waste and to take advantage of the resources readily available. Implementation of a paperless classroom was quite easy for Kupetz, as his students already had access to laptops and the school had Blackboard readily available. By making the attempt to go paperless, Kupetz took advantage of not only the resources readily available, but also implemented digital textbooks and various Web 2.0 tools. Kupetz felt that it was important “to take advantage of the technologies that truly help faculty cut print costs” (p. 36). The case study completed on Kupetz’ Spring semester of students concluded the following benefits:
1. Business students learn to appreciate what ‘going paperless’ has to offer
2. When students and faculty depend less on printing, mailing, shipping, buying and storing paper, they use few resources.
3. A paperless classroom allows professors greater flexibility. (Kupetz, 2008, p. 36).
In 2008, Amanda Mott (2009), a fourth-grade elementary school teacher at Beech Elementary School in Hendersonville, Tennessee implemented a paperless classroom through use of notebook computers. Mott’s classroom was made paperless through the use of laptop computers, a virtual desktop, and several online programs. Mott knew that implementing a paperless classroom could be costly, so she searched for donations from local businesses. Mott’s classroom was funded by “Evonik Degussa Corporation, the dental office of Barry Wilson, International Specialty Products, Regions Bank, the U.S. Army Reserve, and Lubrizol” (Mott, p. 31). Little to no paper is printed in Mott’s classroom, as even tests and homework are completed and submitted through the computer. In the few cases were students need to print Mott has purchased a laser printer, which consumes ink much slower than an inkjet. While waste was drastically reduced, Mott found the most rewarding aspect of going green, was that “the students were more engaged and excited about learning” (p. 30).
Illinois State University Professor Barbara Meyer (2008) conducted research on the implementation of an Electronic Portfolio System. Meyer took an analytical look at the implementation of the e-portfolio system in the college classroom at Illinois State University and shared first-hand experience from the implementation of the system. In implementing the paperless system Meyer found that the majority of the students enjoyed the paperless system and that creating a paperless classroom, not only saved money, but “improved classroom organization and time management” (Meyer, p. 8).
The most recent push to go green can be seen in high schools across the country. In the article, “Fewer Fliers Sent Home as Schools Put More on Web” Winnie Hu (2009) discusses how schools are using the web to reduce the amount of money spent on postage and paper. The success stories include:
1. Commack, New York who limited mailings to a single, first-class envelope per student — and post the overflow on the district’s Web site, saving them $9,000 in stamps plus $12,000 in salaries for clerks who used to spend up to two weeks assembling the packets
2. Chicago suburb of Naperville who have adopted paperless policies and begun a ‘take back the backpack’ campaign to cut down on fliers handed out to students.
3. Scarsdale Middle School will no longer print report cards this year and post on its parent portal portion of the website, which officials said would save $1,000 annually. (Hu, 2009)
By making better use of the school web, these schools have seen drastic savings and limited paper waste.
Resources to Help Implement Green Solutions
Certain aspects of going green may require some upfront costs. As a means to help schools continue the initiative to go green, many foundations have created green grants. One of the biggest supporters of green initiatives is the NEA Foundation. The Foundation has created a $5,000 dollar grant, titled The Big Green Help Grants in Public Education (NEA, 2009). The grant is funded with the help of Nickelodeon and Staples and the goal of the initiative is to help schools “develop and implement ideas, techniques, and approaches for teaching ‘green’ concepts” (NEA, p. 1). While these grants might not cover all the costs of a green initiative, it is a start.
Current/Past Solutions to Thesis Problem in Practice
Positives of Current Solutions
As can be seen through the various case studies above, there have been several positives as a result of school’s decisions to go green. Whether a school started small, with only one class of students or made a school-wide implementation the results are astounding. By simply turning off computers at night and make use of various free Web 2.0 technologies schools are saving vast amounts of money.
More importantly, as a result of these implementations students are enjoying learning again and it is improving test scores. It is important to recognize that while reducing waste drastically cuts costs, it also drastically changes how a classroom is run. By incorporating various technologies, whether it be video games or Web 2.0 technologies, more learning is taking place. This can be seen by taking a look at the schools of New Orleans. After Hurricane Katrina destroyed New Orleans, the schools of New Orleans were forced to rebuild (“Technology,” 2008). A key component of the rebuilding was that money was spent to implement various technologies as a means to keep students engaged and increase learning. After the implementation of these technologies, the “fourth and eighth graders in the city’s public schools posted significantly higher scores on the state exam” (“Technology,” p. 12). Another example of this increased learning can be seen through Broad Creek Elementary School who found success through the implementation of the video game, Quest Atlantis. After implementing the game into the sixth-grade classroom “one student went from a 2.5 to a 6.1 reading score from August to June” (Prabhu, 2008, p. 18). By appealing to the students learning styles the school was not only able to increase reading scores, but also reduce paper waste.
Negatives of Current Solutions
Unfortunately, for a school to become totally green, several costly initiatives must occur. Some schools have thrown in the towel completely on technology because of the costs to support and keep the system up to date. Due to the current state of the economy many schools are losing their funding, thus resulting in putting a stop to the implementation of new green concepts, such as netbooks. Last year, Pennsylvania faced a $3.2 billion dollar budget deficit, forcing the Governor to “cut $212 million from the state’s education fund, including all $22 million of the state’s Classrooms for the Future program, which gives technology equipment and training to schools throughout the state” (Devaney, 2009, p. 22). While the governor recognizes the importance of the Classrooms for the Future program, there is simply not a quick enough turnaround time on money spent versus money saved.
Another concern is that technology will replace teachers. Teachers across the globe worry that as schools implement more and more green technologies, there will be no use for a teacher to conduct a class and that the school of the future will have no teacher at all. With the success rates of online schools, many fear that this is the direction more and more schools will turn to. The reason for this concern is simply due to the fact that, “the studies of recent online instruction found that, on average, online learning, is not just as good as but more effective than conventional face-to-face instruction” (Stansbury, 2009, p. 9).
The largest concern of implementing green technologies is the lack of training provided by the schools for teachers. Sandy Arstrong, technology specialist for Aburn Early Education center, has had a first-hand look at what a lack of training can do to a school. In researching Aburn’s role, Christine Van Dusen (2009) points out that,
an increasing number of schools are integrating technology into their classrooms. And the disconnect between the technology that exists in schools today and the amount of training that pre-service teachers often receive does the teachers and their classrooms a great disservice. (p. 1)
It is no wonder that so many teachers are relying on the traditional paper-and-pencil methods of teaching because no time, more often than not, is being taken to train teachers on these technologies. Often due to this lack of training, “when technology is used in high school classrooms, Tech Team members report that many teachers give the same lectures and assign the same reports as they have in the past, only using technology when it's obvious and convenient” (Jackson, 2005, p. 2). A school cannot expect to save money by placing teachers untrained, in technology, into the classroom and expecting them to figure out how to use and properly implement into the classroom.
Proposed Solutions to Thesis Problem
As a means to overcome the vast amount of resources wasted in the classroom on a daily basis, this researcher recommends starting small. Currently, most schools today have computer labs that teachers can reserve. If teachers begin to reserve these labs, classroom focus can shift from the traditional method of teaching to technological based methods. These methods of teaching would include incorporating various Web 2.0 technologies, such as Gmail, Udutus, Nings, or Blogs. Teachers and students would be able to collaborate via e-mail and make multiple changes to an assignment without ever printing. Teachers can create classroom blogs that lists the homework and PDFs of school handouts. Even by eliminating extra copies of an assignment, paper is being saved. By simply making use of the resources readily available and easily accessed schools will not only save resources, but money as well.
This research also recommends powering down computers at night. Simply remembering to turn off the computer will not cost any money and instead, energy will be saved and schools will see immediate savings. Going green should not need to be about spending vast amounts of money, but instead about making simple changes to the way things are currently done.
The most important thing this researcher would like to emphasize is that schools cannot expect any changes to take place if they are not educating their faculty. More often than not the faculty will have little to no training in the technologies available to reduce paper waste. Take time to have a teacher institute day at the beginning of the school year and properly train the staff. The institute will not cost tremendous amounts of money if you have the training run by the existing tech faculty of the school.
Integration of Proposed Solutions with Current/Past Solutions
As indicated in the research, going green can save schools a tremendous amount of money and create a positive learning environment for students. While going green will save money in the long term, it is important to realize that the effects are not instant and that a school does not have to accomplish everything at once. Administration should recognize that the implementation will take time and remember that the goal is not to go completely paperless.
As indicated in the research, several schools have taken the initiative to go green and are seeing astounding results. There are various solutions for conserving both waste and money. The current solution makes an attempt to save, while keeping costs low and combating the issue of properly training faculty. As shown in the research several schools have taken similar steps to go green and found much success.
What the proposed solution does not incorporate that other schools have found much success with is the incorporation of netbooks and digital textbooks. At this time, this researcher recognizes the value and success of the implementation of these programs based on research, however, also recognizes the initial costs involved. Until the economy turns around and more funding is available this option, more likely than not, will not be available to many classrooms. The proposed solution takes into account both past research and the current state of the economy to implement budget friendly solutions that will in turn save even more money.
Conclusions
As indicated in the research gathered, making use of green computing can have drastic effects on a school. By simply making an effort to conserve waste, schools will not only save money, but increase learning. With the current status of the economy, it is extremely important that schools are reducing spending, as well as reducing the waste of any resource in the school. Paper has become the main focus of waste in schools and something needs to be done to reduce this waste. With the knowledge of the technology available, schools will find that paper waste can be drastically limited, while appealing to the technological nature of students.
Recommendations for Further Research
The research conducted here addresses the need for implementation of green computing; however, what is not analyzed in depth are the funds available for implementation and the savings over time. The current research does provide some idea that the implementation is working, but due to the fact that this is a fairly new concept, it is extremely important to conduct research in the years to come. As more schools strive to save the environment, will more business reach out to lend a helping hand? Will the reduction of waste by schools, inspire the local community to live a green lifestyle? How much money would be spent on implementation of netbooks for a completely paperless classroom versus the cost of paper copies as well as textbooks? While there is much research available currently, it is the long-term research that is truly going to bring to light the effects of green computing. While there is immediate savings by turning off computers and using Web 2.0 tools, schools need to be prepared for what they could save by implementing netbooks. Right now schools are just seeing the initial cost of these items and in order bring more schools to jump on the bandwagon, long-term research will need to be published, which will hopefully encourage more businesses to lend a helping hand in a schools’ initiative to go green.
References
Are Netbooks Right for Education? (2009, November). ESchool News, 12(11), 4. Retrieved December 22, 2009, from http://www.eschoolnews.com/media/eschoolnews/eSchoolNewsNovDec09.pdf
Butler, K. (2007, May). Going paperless. District Administration, 43(5), 76. Retrieved September 27, 2009, from Academic Search Premier Database.
Casey, J. (2008). Students "power down" for school: technology left behind. Reading Today, 25(6), 40. Retrieved January 29, 2010, from Humanities International Complete Database.
CoSN and EPEAT urge school leaders to gain green computing certification. (2009, December 11). ESchool News. Retrieved January 27, 2010, from http://www.eschoolnews.com/2009/12/11/cosn-and-epeat-urge-school-leaders-to-gain-green-computing-certification/
Devaney, L. (2009, August). A tale of two states. ESchool News, 12(8), 22. Retrieved December 22, 2009, from http://www.eschoolnews.com/2009/08/31/eschool-news-august-2009/
Downey, G. (2009, November). “Convergent Education” Comes Together. ESchool News, 12(11), 4. Retrieved December 22, 2009, from http://www.eschoolnews.com/media/eschoolnews/eSchoolNewsNovDec09.pdf
Dusen, C. (2009, June 1). 21st-century teacher education. ESchool News. Retrieved September 23, 2009, from http://www.eschoolnews.com/2009/06/01/esn-special-report-21st-century-teacher-education/
Edustructures releases national transcript center version 3.0 to help students and parents quickly obtain school transcripts online anytime. (2009, November 24). ESchool News. Retrieved November 24, 2009, from http://www.eschoolnews.com/2009/11/24/edustructures-releases-national-transcript-center-ntc-version-3-0-to-help-students-and-parents-quickly-obtain-school-transcripts-online-anytime/
Ezarik, M. (2004, July). Piloting a paperless curriculum. District Administration, 40(7), 52. Retrieved September 29, 2009, from Academic Search Premier Database.
Facts for features: Back to school 2006-2007. (2006, August 16). US Census Bureau. Retrieved January 27, 2010, from http://www.census.gov/Press-Release/www/releases/archives/facts_for_features_special_editions/007108.html
Google Docs upgrades storage to all file types. (2010, January 13). eSchool News. Retrieved January 27, 2010, from http://www.eschoolnews.com/2010/01/13/google-docs-upgrades-storage-to-all-file-types/
Green computing. (2007). Special Education Technology Practice, 9(4), 40. Retrieved December 22, 2010 from Education Research Complete Database.
Hu, W. (2009, September 7). Fewer fliers sent home as schools put more on web. New York Times. Retrieved September 23, 2009, from http://www.nytimes.com/2009/09/08/education/08mail.html
Jackson, L. (2005, February 16). Computers in the high school world. Education World. Retrieved January 27, 2010, from http://www.educationworld.com/a_tech/tech/tech211.shtml
Jadali, F. (1999). Paperless classrooms. Tech Directions, 59(3), 40. Retrieved September 23, 2009, from Education Research Complete Database.
Kaestner, R. (2009, December 8). Think green: K-12 green computing leadership initiative. CoSN. Retrieved January 27, 2010, from http://www.cosn.org/Default.aspx?id=32&tabid=4677
Kupetz, A. (2008). Is the paperless classroom possible. Biz Ed, 7(1), 36-40. Retrieved September 23, 2009, from Academic Search Premier Database.
Meyer, B. (2008). The process of implementing a paperless classroom in teacher education using an electronic portfolio system. MountainRise, 5(11), 1-10. Retrieved September 23, 2009, from Business Education Research Complete Database.
My udutu. (2010). Udutu. Retrieved March 20, 2010, from http://www.udutu.com/products-myudutu.html
Mott, A., & Son, J. D. (2009, December). Go paperless. Learning & Leading with Technology, 37(4), 30-31. Retrieved January 27, 2010, from Education Research Complete Database.
Nance, G. (2009). Case study briefs. CoSN. Retrieved January 27, 2010, from http://www.cosn.org/Initiatives/GreenComputing/OtherResources/GreenCaseStudies/GreenCaseStudyBrief/tabid/4960/Default.aspx
NEA foundation grows green grants to educators. (2009). NEA Foundation. Retrieved September 24, 2009, from http://www.neafoundation.org/pages/educators/grant-programs/nea-foundation-green-grants/
Partnership for 21st Century Skills. (2004). Framework Definitions Document. A framework for 21st century learning. Retrieved January 27, 2010, from http://www.21stcenturyskills.org/documents/P21_Framework.pdf
Partnership for 21st Century Skills. (2004). Mission. A framework for 21st century learning. Retrieved January 27, 2010, from http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=188&Itemid=110
Prabhu, M. (2008, October). Virtual Environment Boosts Reading Skills. ESchool News, 11(10), 18. Retrieved December 22, 2009, from http://www.eschoolnews.com/media/eschoolnews/eSNOct08final.pdf
Print management software gives schools another cost-cutting tool. (2005, June 01). eSchool News. Retrieved December 25, 2009, from http://www.eschoolnews.com/2005/06/01/print-management-software-gives-schools-another-cost-cutting-tool/
Rossman, J. (2010, January 29). Cloud computing means that programs, data are online. Dallas Morning News. Retrieved January 29, 2010, from http://www.dallasnews.com/sharedcontent/dws/bus/columnists/jrossman/stories/DN-techadviser_29bus.ART.State.Edition1.3cf9811.html
Ryan, S. (2005). North Thurston Public Schools Will Save $45,000 by Putting Computers to Sleep. Energy Star. Retrieved January 27, 2010, from http://www.energystar.gov/ia/products/power_mgt/North_Thurston_Case_Study.pdf
Safely Collaborate. Teacher Web. Retrieved January 29, 2010, from http://www.digitalschoollockers.com/
Stansbury, M. (2009, August). ED: blended learning helps boost achievement. ESchool News, 12(8), 18. Retrieved December 22, 2009, from http://www.eschoolnews.com/2009/08/31/eschool-news-august-2009/
Stansbury, M. (2009). Going “green” to stay out of the red. Money Matters, 9. Retrieved January 23, 2010, from http://www.eschoolnews.com/2009/11/25/moneyt-matters/
TeacherWeb announces the launch of digital lockers. (2009, August 20). eSchool News. Retrieved September 27, 2009, from http://www.eschoolnews.com/2009/08/20/teacherweb-announces-the-launch-of-digital-lockers/
Technology key to New Orleans schools’ revival. (2008, September). ESchool News, 11(09), 12. Retrieved December 22, 2009, from http://www.eschoolnews.com/2008/10/02/eschool-news-september-2008/
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Waters, J. (2010, January). Up, up, and away. THE Journal, 37(1), 36-40. Retrieved January 23, 2010, from Academic Search Premier Database.
What is Blackboard? (2009, March 31). Boise State University. Retrieved March 20, 2010, from http://itc.boisestate.edu/BbSupport/BbDocs/general/WhatisBlackboard.htm
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Sunday, March 14, 2010
Week 2 Blog 3 Podcasting
The extended discussion board assignment inspired me to further research podcasting. In conducting my research I came across the follow articles that not only better explained podcasting, but how it can be used in the classroom:
http://www.education-world.com/a_tech/sites/sites074.shtml
In the article “Sites to See: Podcasting”, author Lorrie Jackson, provides readers with a great set of links to help bring podcasting in their classroom. What is so great about Jackson’s article is the tools she provides to help get people started. Her article is set up in a way to easily help educators create and incorporate podcasts into their classroom. The article includes links to great sites, such as Apple and Podomatic, both of which provide amazing tools for guiding the reader in not only becoming comfortable with what podcasting is, but also the ability to actually create a podcast of their own. Jackson places emphasis on the fact that, “knowing just what you need to podcast and how to create a podcast can be challenging” (2006). The tools Jacksons provides in this article would be excellent for any teacher new to podcasting.
http://www.nytimes.com/2006/01/25/technology/techspecial2/25podcast.html?_r=2&adxnnl=1&adxnnlx=1248375694-YZ0FspNglR7U4BNxRR5kuw
In the article, “Students and Teachers, From K to 12, Hit the Podcasts,” author Jeffery Selingo discusses how the students at Longfellow Middle School in La Crosse, Wis., are producing Podcasts and sharing them on iTunes (2006). In the article Selingo touches on the fact that although there is still some hesitation by teachers out there to begin using podcasts in the classroom, students love them and they have been proven effective. Instructional technology specialist Daniel J. Schmit, points out that Podcasting, “teaches them to do research, to communicate in print, to speak effectively and grab attention with sound" (qtd in Selingo, 2006). Aside from appealing to their senses using podcasts gives students a sense of accomplishment. Seventh grader, Megan Wichelt, pointed out that "It's better than learning out of a textbook because you're actually doing something with what you learn and I know other people are listening, so it's very fun to do" (qtd. In Selingo 2006). Selingo’s article provides great insight into why podcasts are so successful.
http://engage.doit.wisc.edu/podcasting/whatIsIt/index.html
This is a great website created by the University of Wisconsin. The website contains information regarding not only what podcasting is, but how to create a podcast, provides some examples of podcasts, and some additional resources that might be beneficial in using podcasts in the classroom. The University of Wisconsin recommends using Podcasts in the classroom for, “course audio files, mini audio presentations, audio case studies, and student presentations” (2007). What I really think would be of benefit to any user, no matter what the skill level is the copyrighted material section in the additional sources tab. This provides great information and helps you ensure that your podcasts avoid copyright violation. Definitely a source that could be shared with your students!
http://recap.ltd.uk/articles/podguide.html
Dave Jobbings created this website specifically to share with teachers and team leaders information about what podcasting is and how to make use of it in the classroom. The article is broken down into five sections: overview of podcasting, creating and listening to podcasts, podcasts in school, copyright issues, and further resources (2005). As an educator what I really found to be of key importance was the fact that Jobbings took adequate time to pinpoint ways in which podcasts can be used in the classroom. Jobbings points out that in order to better our classrooms we can use podcasts in the following ways, “Devising a cross-curricular activity, providing alternate teaching approaches, and promoting/using personalized learning” (2005). I would highly recommend this article to any educator, as well any trainer to find new and exciting ways to incorporate podcasting, as well as to gain better insight on what exactly podcasting is.
http://www.academiccommons.org/commons/essay/blankenship-podcasting
The article “Podcasting in Education: A Perspective from Bryn Mawr College” by author Laura Blakenship focuses on how three professors at Bryn Mawr College have incorporated podcasting into the classroom. Michelle Francl, chemistry professor, used podcasting as a way to record her lectures but removed any announcements and homework reminders, as a means to keep her attendance up. (2007). One of the ideas Francl had that I found to be quite intriguing was to record lectures and to assign them as homework instead of readings for her students. The other professors at the university hope to in the future use podcasts in the following ways, “pre-lab demonstrations and student demonstrations” (2007). This article is a great look at first hand experience of someone who has been there and done that in the world of podcasting.
Currently I do not use many podcasts in my classroom, but it is definitely something I hope to have more time to research and bring into the classroom. The few podcasts I found for the extended discussion will be a great resource for my classroom. Below is an excellent video on how a podcast works:
References:
neovita. (2007, September 27). Podgrunt: What a Podcast is and How it Works [Video File]. Video posted to http://www.youtube.com/watch?v=TPyoJisyO2o4
http://www.education-world.com/a_tech/sites/sites074.shtml
In the article “Sites to See: Podcasting”, author Lorrie Jackson, provides readers with a great set of links to help bring podcasting in their classroom. What is so great about Jackson’s article is the tools she provides to help get people started. Her article is set up in a way to easily help educators create and incorporate podcasts into their classroom. The article includes links to great sites, such as Apple and Podomatic, both of which provide amazing tools for guiding the reader in not only becoming comfortable with what podcasting is, but also the ability to actually create a podcast of their own. Jackson places emphasis on the fact that, “knowing just what you need to podcast and how to create a podcast can be challenging” (2006). The tools Jacksons provides in this article would be excellent for any teacher new to podcasting.
http://www.nytimes.com/2006/01/25/technology/techspecial2/25podcast.html?_r=2&adxnnl=1&adxnnlx=1248375694-YZ0FspNglR7U4BNxRR5kuw
In the article, “Students and Teachers, From K to 12, Hit the Podcasts,” author Jeffery Selingo discusses how the students at Longfellow Middle School in La Crosse, Wis., are producing Podcasts and sharing them on iTunes (2006). In the article Selingo touches on the fact that although there is still some hesitation by teachers out there to begin using podcasts in the classroom, students love them and they have been proven effective. Instructional technology specialist Daniel J. Schmit, points out that Podcasting, “teaches them to do research, to communicate in print, to speak effectively and grab attention with sound" (qtd in Selingo, 2006). Aside from appealing to their senses using podcasts gives students a sense of accomplishment. Seventh grader, Megan Wichelt, pointed out that "It's better than learning out of a textbook because you're actually doing something with what you learn and I know other people are listening, so it's very fun to do" (qtd. In Selingo 2006). Selingo’s article provides great insight into why podcasts are so successful.
http://engage.doit.wisc.edu/podcasting/whatIsIt/index.html
This is a great website created by the University of Wisconsin. The website contains information regarding not only what podcasting is, but how to create a podcast, provides some examples of podcasts, and some additional resources that might be beneficial in using podcasts in the classroom. The University of Wisconsin recommends using Podcasts in the classroom for, “course audio files, mini audio presentations, audio case studies, and student presentations” (2007). What I really think would be of benefit to any user, no matter what the skill level is the copyrighted material section in the additional sources tab. This provides great information and helps you ensure that your podcasts avoid copyright violation. Definitely a source that could be shared with your students!
http://recap.ltd.uk/articles/podguide.html
Dave Jobbings created this website specifically to share with teachers and team leaders information about what podcasting is and how to make use of it in the classroom. The article is broken down into five sections: overview of podcasting, creating and listening to podcasts, podcasts in school, copyright issues, and further resources (2005). As an educator what I really found to be of key importance was the fact that Jobbings took adequate time to pinpoint ways in which podcasts can be used in the classroom. Jobbings points out that in order to better our classrooms we can use podcasts in the following ways, “Devising a cross-curricular activity, providing alternate teaching approaches, and promoting/using personalized learning” (2005). I would highly recommend this article to any educator, as well any trainer to find new and exciting ways to incorporate podcasting, as well as to gain better insight on what exactly podcasting is.
http://www.academiccommons.org/commons/essay/blankenship-podcasting
The article “Podcasting in Education: A Perspective from Bryn Mawr College” by author Laura Blakenship focuses on how three professors at Bryn Mawr College have incorporated podcasting into the classroom. Michelle Francl, chemistry professor, used podcasting as a way to record her lectures but removed any announcements and homework reminders, as a means to keep her attendance up. (2007). One of the ideas Francl had that I found to be quite intriguing was to record lectures and to assign them as homework instead of readings for her students. The other professors at the university hope to in the future use podcasts in the following ways, “pre-lab demonstrations and student demonstrations” (2007). This article is a great look at first hand experience of someone who has been there and done that in the world of podcasting.
Currently I do not use many podcasts in my classroom, but it is definitely something I hope to have more time to research and bring into the classroom. The few podcasts I found for the extended discussion will be a great resource for my classroom. Below is an excellent video on how a podcast works:
References:
neovita. (2007, September 27). Podgrunt: What a Podcast is and How it Works [Video File]. Video posted to http://www.youtube.com/watch?v=TPyoJisyO2o4
Week 2 Wimba
Sorry again that I couldn't make Wimba, but we had a successful week for our play kids and both plays received Superior trophies this Saturday at the Conference festival. This Wimba was short, sweet, and to the point. Joe did an excellent job providing insight on the content proposal, media project, and even final presentation. I was lucky enough to catch Joe online last week and speak with him about the media project, so I felt very confident going into the media project proposal, which is what a majority of the Wimba was on. The class provided some great questions and I am looking forward to seeing everyone's final media projects.
Week 2 Blog Post 2 Peer Response
Friday, March 12, 2010
wk 2 Florida Certifications
Last night at Dr. Ludgate's monthly wimba, we has a conversation spark that made me think about certifications. It was based on a term I came across this week in research called "Cybrarians", which you may already surmise is a term for media specialist of digital content... like us.
I found it in a Google Scholar doc, but then just searched "cybrarians" within and found this:
choose your own research for more info.
But it led me to another practical consideration, that of Florida Teaching Certifications. According to their definitions, EMDTMS grads are eligible for:
*Certification in Computer Science (Grades K-12)
*Certification in Educational Media Specialist (Grades PK-12)
*Certification in Technology Education (Grades 6-12)http
ROI? Not bad.
While I started out in high school as a "librarian assistant", I think I rather like having evolved into a Cybrarian. It sounds very intimidating. Well, knowledge is power. Mrs. Conant would be proud.
I found it in a Google Scholar doc, but then just searched "cybrarians" within and found this:
choose your own research for more info.
But it led me to another practical consideration, that of Florida Teaching Certifications. According to their definitions, EMDTMS grads are eligible for:
*Certification in Computer Science (Grades K-12)
*Certification in Educational Media Specialist (Grades PK-12)
*Certification in Technology Education (Grades 6-12)http
ROI? Not bad.
While I started out in high school as a "librarian assistant", I think I rather like having evolved into a Cybrarian. It sounds very intimidating. Well, knowledge is power. Mrs. Conant would be proud.
2 comments:
- Donna Tracy said...
-
Who knew??? As I haven't been an educator except within my role as a trainer at work, I have to admit figuring out what I will be qualified to teach is a little intimidating. Thank you for the information - it gives me a direction to explore in my own state!!
- March 12, 2010 9:17 AM
- Athurzo said...
-
Laurie,
Thank you for a very interesting post. I was wondering about the relationship of our degree with the of a Media Specialist. I definitely plan on researching this further and as I need to look for a new job for next semester that information comes in handy. I will not be returning to OLCHS next year and I think this degree opens more fields than I ever thought it would. Thank you again and best of luck to you as well!
Week 1 Blog Post 2 Peer Response
Week 1: Blog post 2
The Art of Possibility:
I am an avid reader, I love all books. Books about love and romance, mystery and history. I enjoy cookbooks and self help books and everything in between. What I do not care for it. DIGITAL BOOKS. I know, I know I should really get a Kindle and unlock that door. But, I am one of those gals that still love the smell of a book, I love to touch the pages and feel the tangible paper while I read. I need to update my librarything.org bookshelf to add my Full Sail books but, you can take a peak at my bookshelf:
So when I found out our books this month were in the digital form.. I CRINGED. But, I found I enjoyed the book and was able to actually enjoy the book (plus like the highlight and note-making tool) .
I liked the quote: "It's all invented anyway so we might as well invent the story or a framework that enhances our quality of life and those around us". Love this.. I have always believed this but life tends to happen and the dreams we have sometimes get moved to the back burner. But, it is about pulling the dreams out of the closet, dusting them off and invent the opportunities by moving forward.
I am an avid reader, I love all books. Books about love and romance, mystery and history. I enjoy cookbooks and self help books and everything in between. What I do not care for it. DIGITAL BOOKS. I know, I know I should really get a Kindle and unlock that door. But, I am one of those gals that still love the smell of a book, I love to touch the pages and feel the tangible paper while I read. I need to update my librarything.org bookshelf to add my Full Sail books but, you can take a peak at my bookshelf:
So when I found out our books this month were in the digital form.. I CRINGED. But, I found I enjoyed the book and was able to actually enjoy the book (plus like the highlight and note-making tool) .
I liked the quote: "It's all invented anyway so we might as well invent the story or a framework that enhances our quality of life and those around us". Love this.. I have always believed this but life tends to happen and the dreams we have sometimes get moved to the back burner. But, it is about pulling the dreams out of the closet, dusting them off and invent the opportunities by moving forward.
"What I treasure most in life is being able to dream. During my most difficult moments and complex situations I have been able to dream of a more beautiful future"
-Rigoberta Menchu' Tum, Nobel Peace Prize Laureate
1 comments:
-
Allison,
Have to agree with you on digital textbooks. I too must state that I will always prefer a book and that I think nothing is better than that new book smell. While I am not a huge fan of the digital reader for laptops or desktops, I have in fact used a kindle and enjoyed it.
I am the type of person who prefers the portability of books and feel that a kindle allows for this, while using our laptops doesn't really. I wish we had the opportunity to go all digital texts for the course and a kindle was provided! That would have been excellent and far superior than reading off of the laptop screen.
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Thank you for sharing these, they are wonderfully executed. I definitely miss our old group of classmates. It was very comforting for me that some of us still ended up in the same group. Enjoy walking with our old classmates and please tell them all I said hi. It is hard to believe our journey is almost over.