Journal 8

In all subject matters, there are different learning styles that students have. This does not change when trying to learn about technology. In her article, "Coach, Nurture, or Nudge: How do you learn technology best", Kimberely Ketterer explores 3 different ways that folks learn about technology best. One of her styles was labeled the Coaching Style. These folks are willing to take risks at integrating technology into thier curriculum more than others as long as they have some support there as well. This type of learner is also ready for new tasks, often, and seeks out new technology frequently. The second type was the Nurture Style which not as confident at first as the Coach folks. They use some technology but are not as comfertable fully engulfing it. They need someone to model after and take a bit longer to completly intergrate technology into their classroom. The last style was the Nudging Style who think, "If it ain't broke, don't fix it". They need to be gently guided and persuaded into the thought of technology in the classroom.
I find myself as more of a Nurture Style after reading this article.

Questions:
1. How can we tell who's who?
It would be interesting before schools implimented new tech programs to take a staff test and see where they fall into. That way, consultants could come and give classes depending on styles. I feel that this would have a high success rate with folks who are not sure about the technological classroom.

2. Are these styles the same across the board?
Just on my answer alone, I am a nuture type in all aspects of life, so for me, this rings true. It would be interesting to see the personality types of all three styles and see if they are like that in all subject areas, or if technology is just more difficult than others.

Journal 7

Search engines can sometimes be a scary place. In his article, "Your Google Guide", Doug Johnson gives extremely helpful tips and explanations to help make Google searches more efficient for both educators and students. One fact that I found really interesting was that 80% of people using Google never proceed past the first page of results and have never used that advanced search feature. It's important that our students use the advanced search feature because it makes it produces more scholarly results then the regular one. Some tips that Mr. Johnson gave were to think of a question to find the answers. Instead of just typing San Diego Weather Patterns, it might be helpful to think of a question to narrow the search results. Another suggestion that the author gave was encourage and show students the importance of examining the key words given under the initial hit. This helps sort out the "good from the bad" and helps students save time.

Questions:
1. Why makes Google so much more popular than other search engines?
First, it's free. It's amazing the things you can find for free on this site. The other is that everyone has access to it. It seems to be more simple at first glance. Not everyone can access ERIC or EBSCO HOST which are a tad more in depth and might seem more complicated. I also think that because it's such a common word now, like "I'll Google it when I get home" people are more inclined to use it.

2. Is there much of a difference between this search engines and others?
I am no expert, but from the authors hints, they can be used on any other search engine. For example, there is the advance search, look at keywords, read through search tips, etc... on other data bases. I think that Google is a great start to receive quick public answers, but other search engines might give articles not always found on Google.

Journal 6

In "Making Sausage", Learning and Leading, May 2007, Hilary Goldmann discusses the frustrations, challenges, and possible solutions to the re-authorization of NCLB and how it affects technology. She is very passionate as well as her colleagues when thinking that students need to be able to learn in a digital learning environment, and unfortunately, NCLB has hindered that. She suggested that it seemed like a great idea at first, but now it's a complete mess. She teamed up with other ISTE administration and thought of the program called Innovation and Achievement for Competitiveness with Technology and had great success with sponsorship. This is just one of the many new hopes for the re-authorization for the No Child Left Behind Act.

Question 1: How can we prove to legislation that technology can help improve student learning in Reading/Writing and Math?

Uh, the million dollar question. It's important to look at accountability when dealing with this subject. If we can show legislation productive, instructional, and helpful websites such as Kathy Shrocks, we can prove that technology helps, not hinders students ability. Also, using voice animated programs that read back words can improve students vocabulary and language. That way, they are not just getting information with only one sense. We could find research which have done long-term studies to show how some students have improved. Also, the online dictniaries and thesaurus help students increase their vocabuluary at a faster rate than hand held dictonaries. I know that I look up a huge number of words on online dictonaries and I didn't before with hand-held ones.

Question 2:
How can educators do anything to help aide in the re-authorization of the NCLB?

It may seem like a no win situation for educators when it comes to dealing with legislators. However, in this article, they worked together as a team. The came together in a group and had a draft in hand of thier proposal and got sponsored by Congresswomen and men. It's important to go out and seek the help and support so that you have credibility and not just taking on this challenge by ones' self.