Activity 4B
C&I 335
Summer, 1998
Karen J. Bennett
Glenwood High School
Chatham, IL
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Reflections on What I've Learned in C&I 335
I began the CTER program with some pretty out-dated technology skills. I knew some programming, some DOS, and next to nothing about e-mail and the internet. I had some decent word-processing skills, and had long ago used both a spreadsheet and a data base. I certainly was not current in these skills.
Now that I am completing C&I 335, I know a great deal more. I am very comfortable "surfing" the web. (I get a kick out of saying that!) I can use web-browsers (Internet Explorer, Netscape, and AOL's) and search engines (Yahoo, AltaVista, my favorites). I am reasonably confident in using the FrontPage Editor to create web pages. My word-processing skills came in handy :) I can definitely say that my horizons have been broadened. These are all technologies that I could comfortably use with my classes. I feel I could adequately explain how to use them, and could appropriately caution them and admonish them against the dangers and problems that may arise. I still have not improved my knowledge of data bases, and I feel that would be useful to me. Maybe that will come next.
My communications skills have increased ten-fold. I can now confidently use e-mail. I can post to (and read from) a webboard. I can chat (when so inclined). And I know how to join listserves to communicate through that medium. Probably the most important advance I have made is in my new abilities on the web. I can access web information, AND I can get my own stuff onto the web. Prior to this class, I had no idea what that entailed. Some pretty remarkable changes have occurred in my understanding of what's "out there". I was only aware that these things existed, certainly I was not involved in them.
My school has a web-server, a home page, and e-mail. I am inspired to get more involved in using them. I may even join a listserve through my school e-mail account, and attach my own page to our home page! I would really like to see my department get "into" this stuff. My department head has used a website for assignments, announcements, etc. and it has been a great public relations move. I would like to see each course in our department with a page, ultimately. I would also like to see more of our courses working technology in to the curriculum. I can see some applications in the courses I teach, and, maybe, I can advocate for this.
I have been made aware of the existence of multimedia software. I was excited to learn of PowerPoint, and to find that I can figure it out! One of the most valuable lessons this course has taught me is that most of this stuff is not as hard to use as it looks like it should be. Does that make sense? I thought that it would take YEARS to make a presentation of the caliber I had seen, and yet in a short time, I had some slides of my own created. The product you create is so cool, but the software makes it almost easy to create. I learned of the existence of HyperStudio which is similar to PowerPoint in what it does, KidPix, and RealNetworks stuff. In short, I learned there are lots of ways to add pizzazz with technology.
I used a scanner at our orientation. I don't remember what I did exactly, but the point is, I know I could do it again. The experience gave me the confidence, as well as the desire, to seek these things out. I saw digital cameras, video cameras and their products. I learned that the software to insert this audio/video info onto web pages comes with it and is relatively easy to use. I even put a MIDI (music) file into one of my own pages. I followed some written instructions and used HTML. WOW! I was impressed with myself :) I am definitely not ready to teach the use of the above multimedia to my classes. I don't have the confidence yet. But I have come a long way, and I can use a lot of these things myself to benefit my classes. I don't feel I could teach their use, but I do feel I could use them myself (given enough time).
In my somewhat sheltered computer lab experience, legal, ethical and special needs issues seldom arose. We used software (Turbo PASCAL 6.0, and Geometer's Sketchpad) that allowed no interaction with the "outside world". This course, C&I 335, has increased my awareness of these issues. I believe it will be important for me to emphasize to my students their need for caution. They will need to develop a critical eye in analyzing the information they encounter. They will need to be vigilant in looking out for those who may use this medium to mislead, defraud or even to harm others. I will caution them not to put personal information on their pages or in their correspondence. I will be working to help my students understand the boundaries of copyright. I will, whenever possible, speak to the issues of piracy and plagiarism.
As my students use the computer for their own communication, I will advise them to remember the responsibility that comes with freedom of speech. I will be reminding them to look to our school's AUP. The writers of this policy did a commendable job in trying to cover all the bases. I certainly appreciated the tone and the intent behind this article, and I will be glad to refer to it in working with my students.
Using Bobby and reading articles written by disabled computer users as well as their advocates, truly opened my eyes. I had never considered computers from their viewpoint. I will more carefully read my list of students with medical disabilities. Certainly those with vision or hearing difficulties will need to be considered in my planning of technology experiences. The color blind trait is one I need to consider when using Sketchpad. I will consider carefully the use of color, or tables, in my development of sites. In the back of my mind, I will consider the Lynx user. The articles I read on accessibility and the ADA gave me pause and certainly will make me more sensitive to these issues. I will be striving to be certain to offer "equal opportunities" to my students.
EVALUATION
In the area of evaluation, I need ideas on how to assess students' technology usage. The old means don't seem to fit. Do I give a test? How do I determine if they are doing enough? or doing it "right"?
Also, I would like to have some tools for evaluating the effectiveness of using this technology. How do I compare the performance of my students with and without technology in the curriculum? How can I sell the idea to my department if I cannot prove its use to be helpful? Do students learn better? Do they learn more? Faster? Why are we adding this component? Is it worth the time? the trouble?