A recent research by Aryn Karpinski at Ohio State University discovered that students with a Facebook account have lower grades than students who do not. Facebook users averaged 3.0 to 3.5. Those without a Facebook account averaged 3.5 to 4.0. The research does not blame Facebook for the lower grades, and recognizes that there may be some other factors that were not measured. Perhaps students with Facebook accounts are more involved in other social situations that take their attention away from studying.
Let’s step back and think about this for a minute. First, what is wrong with a B or a B+ average? I am sure that many parents would be happy if their son or daughter did that well in college. Second, perhaps there are advantages of having a Facebook account that actually raise a student’s grade, help a student cope with the pressures of college or enlarge a shy student’s social circle.
Now I don’t deny that there is something magnetic, perhaps addicting, about the internet. A quick Google search on internet addiction yield 8,040,000 hit. I don’t know if Internet Addiction is real or not. I do know that there are times when I go to the Internet to get caught up on the latest news or do some quick research that I don’t reappear for a very long time. I get sucked in to following links, watching the latest video, or check the newest deal on Amazon. I also know that the Internet is an incredible and fast resource for information and has aided my research on countless number of occasions.
While I find the Facebook study interesting, I am not ready to cancel my Facebook account quite yet.
What do you think?
Read more of this story at Slashdot.
Wednesday, April 15, 2009
Saturday, April 4, 2009
Wikis: There Not Just For Students
After my initial failure with talking with my Principal about creating and using Wikis in conjunction with the ongoing Professional Learning Communities (PLC) with have established at my school, I have quietly spoken to several other teachers in the two PLC I attend. Both of them see their value. So, one of my self-appointed tasks over spring break along with other wikis, blogs, advocacy issues, portfolio, work around the house, and meeting my wife is to set up a simple wiki on PBWiki for my US History PLC. PBWiki is so simple and easy to set up that it is the logical for a short-term experiment. If it success, then I may have Media Wiki (wiki software) installed on the school servers. This initial effort will focus on review for the SOL which will soon be upon us. Since I already have several ways to review already prepared, I will prime the wiki pump with my material. Our SOL testing window is May 18-23,(we can’t believe it is that soon either). After that we have several weeks of “Okay What Do We Do Now”? I will propose that one thing we do is share ideas, lesson plans, and play with the wiki all at the same time.
I will let you know how it goes.
I will let you know how it goes.
Tuesday, March 31, 2009
Lessons Learned the Hard Way
At my school we meet in subject content groups called professional learning communities (plc)to discussion common testing, planning, and lesson plans. So much of what we do in these meetings is oral. We discuss and discuss and discuss. On some sort of regular basis a teacher will share a lesson that he or she is presenting. So, I had the bright idea that my plc group would benefit from a wiki. My plans involved obtaining wiki software and have it installed on the school’s servers. That would give our group maximum access with practically no space limitations. If the wiki worked, the entire school could benefit from this collaborative tool. I found some free software which is the software base for Wikipedia. I checked with the tech people at school to see if this could be done. Neither of them saw any problem. My next stop was to visit with my Principal.
Here is where the lesson got hard. The Principal is a fanatic about these plc meeting and does not entertain anyone messing around with them. Well, I thought that he would be pretty pleased with my idea because a wiki is a great tool to use in conjunction with the established order of things. In my defense, I knew that he had a sick child at home so I did not want to keep him any longer than necessary. After explaining what I wanted to do with the wiki, I waited for him to say it was an excellent idea and that I should go ahead. That is not what happened. Instead he took me to task on many issues dismissed me and my idea in short order. I was really upset. Reflecting on what happened, I realized that he had no idea what I was talking about, and I did not fully explain to him what a wiki was or how it could supplement what we were already doing. I had no reason to be upset with the Principal, it was my fault.
The lessons learned: 1. Be sure that the person with whom you are speaking understands what you are talking about. Assume nothing. 2. Be sure to explain any and all technical terms and technology before you explain what you want to do.
Here is where the lesson got hard. The Principal is a fanatic about these plc meeting and does not entertain anyone messing around with them. Well, I thought that he would be pretty pleased with my idea because a wiki is a great tool to use in conjunction with the established order of things. In my defense, I knew that he had a sick child at home so I did not want to keep him any longer than necessary. After explaining what I wanted to do with the wiki, I waited for him to say it was an excellent idea and that I should go ahead. That is not what happened. Instead he took me to task on many issues dismissed me and my idea in short order. I was really upset. Reflecting on what happened, I realized that he had no idea what I was talking about, and I did not fully explain to him what a wiki was or how it could supplement what we were already doing. I had no reason to be upset with the Principal, it was my fault.
The lessons learned: 1. Be sure that the person with whom you are speaking understands what you are talking about. Assume nothing. 2. Be sure to explain any and all technical terms and technology before you explain what you want to do.
Saturday, March 21, 2009
Result of Wiki Lesson
Well, I finally did it. I created and implemented a lesson plan using a wiki. Overall, I would say that the lesson was a success. As with all group activities, some students had high participation while others had almost none. This problem was probably exacerbated because of the new technology.
Now, I must confess that I did cheat a little. The assignment was designed to be completed outside of class, but I was not just interested in the students learning to use a wiki, I did want them to work together to create debate arguments. So I allowed my students ten or fifteen minutes at the end of several class periods to collaborate face-to-face. Even in hindsight, I beleive this was a good compromise. If all of the work was only going to be done on the wiki, some students would not have participated at all. At least this ways some students did learn to use a wiki, and all students had a chance to contribute. In a follow up reflection survey, none of the students were overly thrilled with or put off using the wiki as a tool for collaboration.
The next assignment also involved group work. While I did not require students to use a wiki for their work, I did encourage them to do so and talked about several advantages of using a wiki for the project. I was a little disheartened when none of them choose to do so. They would still rather copy information onto a flash drive. At least that is still a positive use of technology. I think to be really effective students need many exposures to new technology like a wiki. A one shot approach does not give students enough opportunity to become familiar enough with the technology to want to use it on their own.
I have posted about 30 seconds of one of my students beginning to present some of the group’s arguments. The two young men in the back were also part of the group and did speak later.
I hung a set of curtain (purchased at local thrift store) in the front of my class as a backdrop for my students. The curtains also add a little more color to an overly white and sterile room. Several rugs and pole lamp also creates a warmer environment for my students. The lectern was built by my grandfather, a deacon in the Baptist Church, he died long before my mother married my father.
Now, I must confess that I did cheat a little. The assignment was designed to be completed outside of class, but I was not just interested in the students learning to use a wiki, I did want them to work together to create debate arguments. So I allowed my students ten or fifteen minutes at the end of several class periods to collaborate face-to-face. Even in hindsight, I beleive this was a good compromise. If all of the work was only going to be done on the wiki, some students would not have participated at all. At least this ways some students did learn to use a wiki, and all students had a chance to contribute. In a follow up reflection survey, none of the students were overly thrilled with or put off using the wiki as a tool for collaboration.
The next assignment also involved group work. While I did not require students to use a wiki for their work, I did encourage them to do so and talked about several advantages of using a wiki for the project. I was a little disheartened when none of them choose to do so. They would still rather copy information onto a flash drive. At least that is still a positive use of technology. I think to be really effective students need many exposures to new technology like a wiki. A one shot approach does not give students enough opportunity to become familiar enough with the technology to want to use it on their own.
I have posted about 30 seconds of one of my students beginning to present some of the group’s arguments. The two young men in the back were also part of the group and did speak later.
I hung a set of curtain (purchased at local thrift store) in the front of my class as a backdrop for my students. The curtains also add a little more color to an overly white and sterile room. Several rugs and pole lamp also creates a warmer environment for my students. The lectern was built by my grandfather, a deacon in the Baptist Church, he died long before my mother married my father.
Sunday, March 15, 2009
StripGenerator.Com
Comics have been a staple of American life for many years. I grew up reading the Sunday comic strips and read hundreds of comic books. Today’s students do pretty much the same thing with graphic novels. However, not many of us are capable of creating comics to express our ideas. Enter Stripgenerator. Com. It allows users to create a comic strip using a gallery of cartoon humans, beings, objects, shapes, and bubbles. These images allow even the most artistically challenged to create nice looking comic strips with minimal experience. With Strip Generator student can recreate an historical event, make a political statement, or do creative story telling.
The site has two services. Registered users can sign up for a free blog where they can create and post their comic strips to a blog for people to comment. All users can create a comic strip, download it, or print out a hard copy. What an ideal way for students to tell what they know, express their ideas or feelings in a format that they are already familiar.
Another interesting fact about Strip Generator is that while the site and all of its features are in English, the program and site were develop by a group of individuals in Slovenia. I guess the world is flat, but it still speaks English.
The site has two services. Registered users can sign up for a free blog where they can create and post their comic strips to a blog for people to comment. All users can create a comic strip, download it, or print out a hard copy. What an ideal way for students to tell what they know, express their ideas or feelings in a format that they are already familiar.
Another interesting fact about Strip Generator is that while the site and all of its features are in English, the program and site were develop by a group of individuals in Slovenia. I guess the world is flat, but it still speaks English.
Monday, March 9, 2009
Wiki Lesson Idea
This idea could be used for many topics or subjects. Before I introduced this lesson, I did spend one class period introducing wikis to the class. I left out the second part of the lesson which explained the actual debate part.
Debate: State vs. National Government
Overview – Each team will create, collaborate, and debate the proposition: States should have more power to govern than the national government.
One class period will be devoted to research, questions, help, suggestions the rest of the work will be done collaboratively via www.government184.pbwiki.com
Mr. Caffi will periodically check you progress and leave comments.
Vocabulary: Look up and define the following words. All definitions must relate to a debate. Post on your wiki.
· Debate
· Resolve/Resolution
· Proposition
· Affirm
· Rebut(tal)
· Argument
Debate: State vs. National Government
Overview – Each team will create, collaborate, and debate the proposition: States should have more power to govern than the national government.
One class period will be devoted to research, questions, help, suggestions the rest of the work will be done collaboratively via www.government184.pbwiki.com
Today
Introduce proposition/resolution
Google VideoResearch
Debate on the third class period from today
Introduce proposition/resolution
Google VideoResearch
Debate on the third class period from today
Steps and Due Dates
1. Each team creates a folder and pages for their research and arguments
2. Define Vocabulary Words and Post on Wiki
3. Research
4. Post significant points (bullet points) on wiki
5. Work bullet points into sentences
6. Sentences into paragraphs
7. Paragraphs into pages
8. Edit, Revise, Finalize
Each student is expected to make approximately the same number of edits to arguments. Each student must login under his or her own name to receive credit.
1. Each team creates a folder and pages for their research and arguments
2. Define Vocabulary Words and Post on Wiki
3. Research
4. Post significant points (bullet points) on wiki
5. Work bullet points into sentences
6. Sentences into paragraphs
7. Paragraphs into pages
8. Edit, Revise, Finalize
Each student is expected to make approximately the same number of edits to arguments. Each student must login under his or her own name to receive credit.
Mr. Caffi will periodically check you progress and leave comments.
Vocabulary: Look up and define the following words. All definitions must relate to a debate. Post on your wiki.
· Debate
· Resolve/Resolution
· Proposition
· Affirm
· Rebut(tal)
· Argument
Average words per minute speaking from text 250-350
Sunday, March 1, 2009
Itsopedia09: A Blessing and A Curse
My work on Itsopedia09 has been a blessing and a cure.
Blessing
In order to make a valid contribution to the community wiki, I have to read everything that everyone else has already written first. Then I have to think about what was included, what was missing, what was incorrect, and how could whatever has been said could have be said better. This is not the curse. It is a blessing because all this reviewing, rethinking, and rewriting results in a better understanding of the material.
Curse
I have found it particularly difficult trying to read what so many other people have written. Some have written in complete well thought out sentences. Others contributions are riddled with spelling and grammar errors. To complicate matter even more, everyone has their own style of writing and the blending of all these different styles do not always result in a cogent discussion. While I do realize that the wiki is a work in progress and is not expected to be perfect, it is still difficult for me.
What do you think?
Blessing
In order to make a valid contribution to the community wiki, I have to read everything that everyone else has already written first. Then I have to think about what was included, what was missing, what was incorrect, and how could whatever has been said could have be said better. This is not the curse. It is a blessing because all this reviewing, rethinking, and rewriting results in a better understanding of the material.
Curse
I have found it particularly difficult trying to read what so many other people have written. Some have written in complete well thought out sentences. Others contributions are riddled with spelling and grammar errors. To complicate matter even more, everyone has their own style of writing and the blending of all these different styles do not always result in a cogent discussion. While I do realize that the wiki is a work in progress and is not expected to be perfect, it is still difficult for me.
What do you think?
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