Article Review: The Educators Guide to the Read/Write Web

The Educators Guide to the Read/Write Web
by Will Richardson

As the Internet has changed from a place where information is only gather to a place where information is also published and shared, author Richardson suggests that classroom teachers will feel the change and have to move with this change.

• He suggests that a blog be used as a vehicle to draw out critical thinking, reading and writing skills.
• Work becomes more collaborative if a wiki is intertwined into the curriculum.
• Using social bookmarking “enables teachers to leverage the collaborative efforts of like-minded professionals to mine information on the Internet.

All of this information changes that students are no longer writing for an audience of one, their teacher; rather, the “awareness of even a small audience can significantly change the way the students approaches writing or other school assignments.

This new technology means that education is changing to learn how to effectively use the technology and then teach students how to use it. This means students need to always be thinking critically about the source or other information that they currently have on a topic to determine if the information that they are reading is accurate or not. Students cannot not passively accept what is given. Richardson states, “..The teacher's role shifts from a content expert to a guide who shows students how to find and evaluate online resources, communicate with experts whom they encounter online, and publish their own creations that result from such encounters. Classroom teachers should become content creators in their own right so that they can model appropriate use of these tools.”

Article Review- The Overdominance of Computers

This is a review of the article "The Overdominance of Computers." It is written by Lowell W. Monke and was published in the Educational Leadership journal in December 2005. This review is being completed as an assignment for my Educational Technology class.

In this article, Monke points to a debate regarding the "effectiveness of computers as learning tools." He points out the computers are being introduced earlier and earlier to our children to help them become acquainted. Monke point is that early introduction is not necessarily warranted as there are certain age and moral and cognitive milestones that first must be reached in order to use technology responsibly. With the power of vast amounts of information students have to be able to handle the power and be taught how to use it wisely. Some interesting statistics were presented on computers as linked with student achievement.

• "the MORE access students had to computers in school and at home, the lower their overall test scores.


• "Students will experience an estimated 30 percent fewer face-to-face encounters than previous generations."

Monke states that "what we need from schools is not balance in using high technology, but an effort to balance children's machine-dominate lives." He further points to students lack "hope, respect, moral judgement" and other qualities that is leading to failing students- not their lack of access to technology. Rather he envisions that early childhood filled with traditional hands on activities, face to face conversations, and direct encounters with their world instead of experiencing them through a computer screen. After this foundation is built in young children, then high school students can place emphasis on technologies both learning about their capabilities and learning to use those capabilities. After all, technologies that children will learn about in early years will be obsolete before they are in a place to effectively use such technologies. This approach would restore a proper balance and be an effective approach to technology.

As a mom

Being the mother of three young children, I really reflected on the information that was presented in this article. While I see the authors point regarding technology, I still feel early exposure to some sore of technology helps students not to fear it but embrace it. Sometimes I watch my Mom still trying to learn how to attach an document to an e-mail and the phobia that sometimes seems to overwhelm her of this foreign tool called a computer. On the opposite spectrum, I see five and six year old children that have their world wrapped up in digital technologies like computer games, leapsters, webkinz, Wii, and v-smile. The seem more interested in digital pets than spending time with real animals and watching in fascination at the animal behavior. So I prefer a balanced approach of a sensible, restricted use of technology to let them experience the power and anticipate it's awesomeness without losing touch with the natural world. My kids have leapsters and a plant growing kit where we will feed a Venus fly trap real bugs.

As a teacher

As a high school teacher, I see that computer should be lightly integrated in the early elementary years, with more exposure in the middle school ages. Technology can be such a powerful tool that can bring some aspects of the natural world to life that some children may never get to have the real hands on experience. Teaching how to use technology in a morally responsible manner is a valuable lesson that also must be focused on rather than just the technical applications. This will help students be able to see the positive and negatives that are out there so they can make wise choices. I value integrating technology into teaching whenever it accentuates learning as well as letting students have access to technology to creatively use to further explore content material that is presented in class.

Energy Research Project

I conducted an energy research project on conserving energy in a natural disaster. I focused my conservation efforts to major appliances to compare use prior to and during the disaster to see if limiting the use of such appliances would effectively lower my bill. To conduct this, I researched the amount of energy that I used prior to the natural disaster and the the amount of energy used during conversation. I also researched the amount of kilowatt hours each of the appliances used and the average hours such appliances were used. Finally, using information from AEL&P I found the average percentages of appliances on electric bills, how many customers they served, and the average amount spent on electricity annually.


DATA: In 2007, my average kwh usage per day was 43. My goal was to get this below 30 kwh daily. When I looked at certain appliances, their kwh used, and my average usage, I found that I was about to see a monthly increase of $167 based on my current trends. I took action:

• I set my refrigerator to energy conservation settings,
• I did not use my clothes dryer at all, and
• Use of my oven and dishwasher was extremely limited.

These measures effectively lowered my average daily usage in the month of May to only 24 average kwh daily, a reduction of 44% from the previous year.

I then compared the disaster month, May 2008, directly to May 2007. I found that my usage in 2007 was 995 as compared to 878 in 2008 of the same month, a 12% decrease.

THE BIG PICTURE: Taking this information and looking at the city of Juneau, AEL&P customers consume 293 million Kwh annually. If their 14,500 customers conserved only 15%, that would be nearly 44 million Kwh saved annually. Based on 2008 current rates, that is a savings to AEL&P customers of $4,620,000.

Through this research project I learned that limiting or cutting out heavy weight appliance effectively lowered my bill and energy usage in an electrical crisis by 12-33%. I also found that some conservation efforts that I employed were not sustainable. Recently and energy efficiency audit was conducted on my home and I found I can effectively conserve the same amount of energy or more by replacing a few doors and windows.

WANT TO SEE MORE ON THIS PROJECT? Here is my powerpoint that I presented. Here is my excel spreadsheet with data and where I created visual graphs.

Watching the DVD that was recorded of my live presentation, I learned that I am a clear and organized speaker without any major quirks. I did observe that my hair seemed to be tossed frequently and that I tended to look toward the left side of the room more than the right. I've been focusing on these two items in my daily classroom and making conscious efforts to reduce hair distractions and be equitable in looking at all of my students.