Week 3 Writing Prompt Responses

Outside Interests
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Use of high-tech teaching methods and class work is directly connected to the teacher’s comfort level with technology. If students are placed on the same level of collaboration with their teachers, it seems as though teachers may sacrifice classroom management leverage. Therefore, it is critical that schools and teachers invest in acquiring technology skills and integrate technology in daily learning activities to engage students while maintaining an authority position for teachers. However, real people live in the real world and many “things to do” are not reliant on technology for a quality outcome. In addition to striving for relevance in content, process, and product in a constantly technologically-upgrading world, I believe we, as teachers, have a responsibility to model balance which includes discipline around when and when not to use technology.

Teachers Tap Video-Sharing in the Classroom
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The argument that TeacherTube and SchoolTube are not reliable sources of information for classroom use is irrelevant. Teachers are the experts on what is relevant and reliable for meeting their educational objectives, and part of a teacher’s responsibility in choosing media for classroom use is review for accuracy and age/content appropriateness. The school district in which I work subscribes to at least three separate instructional media resources with quite comprehensive libraries of commercially-produced content. Adding teacher- and student-produced selections to the mix, via TeacherTube or SchoolTube, provides an authentic perspective in media which is difficult to find in commercially produced media. It may also serve as a catalyst for technology integration in classrooms as ideas shared between teachers and students pave the way for innovation in future processes and product.

Low-Cost Handheld Targets Elementary Students
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It looks like a GameBoy. If the software is well written, there is little doubt in my mind that this concept will be a big hit with the early elementary crowd. I hope it does not become a babysitter for overwhelmed, tired teachers, like video games can be babysitters for overwhelmed, tired parents. I hope children will go outside and play at recess and at home, and not be hypnotized by the video games. I hope children will interact face-to-face with their peers and teachers in their “workplace” and, along with learning, develop character traits such as respect and compassion instead of grooming selfish demands to be entertained at all costs, at all times.

Online Speech Pits Students vs. Teachers
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Children and parents who view online social networks as private communication are sadly mistaken. It seems that those who choose to pursue First Amendment protection in online social network posts need first to consider their potential responsibilities such as defamation. Social network posts are written, published records. While crude name-calling may not constitute legal offense, making patently false claims of lurid behavior committed by another individual could be subject to legal response. Even if the school itself cannot stop inappropriate social network posts, individuals referenced in such posts may have legal recourse. Children and their parents may not be educated in responsibilities around defamation, so it is best to allow disciplinary action, in the context of education, to address these issues. Children who disagree with decisions of their school administrators need to learn responsibility to express their disagreement with “higher-ups” in appropriate, conventional language and means of communication. This is a skill which will serve them for the rest of their lives. It is also a far better solution to resolving conflict over inappropriate online behavior of children than legal battles could ever provide.