Uniformity

What is the difference between "Mozilla/Firefox" and "Internet Explorer?" And why do web-sites, my web-sites, appear differently on them? It's kind of confusing to me that when I have created my web-sites and viewed them upon the different browsers some things appear differently. I'm just wondering if this normal or is it due to something I did or neglected to do back in the creation phase. For instance, I have added for some text to appear when the mouse is dragged over certain pictures on my sites. In I-Ex it shows up, but not on F-fox. But then on F-fox my web design is centered and has the border I made in NvU, while on I-Ex it's off. I don't know, maybe it's a trade off. Hopefully, I'll figure out before too long some of the tricks of the trade.

Don't Forget

A very important component to include in the design/editing/creating part of a web-page is the "save" button. I was 3/4 of the way finished with my WebQuest when all of the sudden the connection to Nvu was lost and all my work disappeared. It had been quite some time since I had last clicked "save" therefore I had to start from practically scratch. It had been awhile since I was that upset. Anyway, as in Microsoft Word I believe it is already built in that "auto-save" is already programmed in. So should Nvu and the others. Every minute or so would be nice for it to happen on its on. Technology is great as long as things don't disappear right before your very eyes. I perceive hinderances like this will always be around causing for frustration to occur in all types of students. Kindergarten or Grad alike. Kuddos to the auto-save inventor guy or gal.

What's to come

I think that it's just a matter of time before textbooks in school become obsolete. All printed material will be "Kendallized" or some such fashion. Kids of tomorrow (or maybe even by this afternoon) will just have to bring their clipboard size tablets to school and be able to open up/tune in/turn to which ever page/book/subject is being taught. No more stuffed up messy desks. No more lugging home a back-pack full of books. I wish I could be a part of that. I'm trying to figure that out.

hard-copy reading vs. on-line reading

In the book "Gown Up Digital" I read where a study was conducted about increase in student learning and reading test scores in particular. For the first time I was introduced to there being a regular "hard-copy" text reading, like from a book or magazine and an "on-line" reading distinction. My concern is having students be able to do well in both. Is one better than the other? Can one succeed if one’s can only do one well? In my blog I was referring to student’s struggling with having regular book reading difficulties, but seeming to be focused when on the computer seeming to be engaged. Eventually they are going to have to read more in depth things assigned to them which they can perhaps readily locate on the internet by just having to read web-links, headlines, captions to get there. Once there what will they do, is my concern.

No Fear

I have seen some kids who don't know where to begin in the classroom when it comes down to something as simple as just copying stuff off the blackboard come to life when they have the chance to click around and scroll up and down when on the computer. Is it because it is perceived as just a new gadget, a new toy for them to play with? Well whatever it may be, I guess that if it gets the job done, than so be it. Like the way sports are supposed to be played, it's not who wins or loses, but how the game is played that matters. Perhaps this new medium will entice kids to want to read, as so much reading is required on a screen. Inquisitiveness could lead to frustration if mindlessly clicking around leads to nowhere.

Good Tech = Good Kidz

Even when actvities in the computer lab involve some simple exercises like trying to type with 2 hands, cutting & pasting or attaching a picture to a document, novice students do seem to be involved. Talking from students with their neighbors is moreso of the "how do you do this?" kind then of the "what are you doing this weekend?" type. Working and creating something independently even when simple I found has kept children focused and on task. Furthermore, if rewards are built into a lesson plan such as a game/drawing application that students would be allowed to go to upon completion of their work perhaps students would be more inclined to finish assignments. In time students could develop their own "fun/learning activity" to share with fellow classmates. Thus developing a sense of mastery.

Classroom Centers/Stations and Baldridge

My school is really big into having the children move in groups from station to station, which is great. It not only allows for the teacher to work with small groups, but lets the kids get up and and stretch their legs every 15" or so. Still though it takes time for the children to understand that they are responsible for getting work done when they are at these independent stations. Alot of children can not handle working independently. They still do not comprehend the consequences that arise for not getting their work done, especially younger children. This concept alone is something to be learned let alone the learning which is/was supposed to get done while at the non-teacher center.
We are also involved in the concepts put forth by Baldridge. Basically this philosophy tries to get students to become responsible for their own learning. By setting and displaying goals and by charting progress which is also put on display around the room for the kids to see research indicates that this can be the catalyst which gets the children to comprehend the idea that learning is one's own responsibility.
I would like to know myself though if the fact that classroom achievement is displayed for all to see how it helps or hinders. Do the other children themselves encourage those who lack meeting certain goals/benchmarks (and thus lower the overall average) to get on the ball or if those who are a bit slow bring down the overall average are not known is the class just to assume that they are not as a whole smart enough? Should children think of themselves as "a whole?" Is individualism discouraged?
Would a child who excells have to say that "our class didn't make it this time" because of someone(s) unbeknownst to him brought the overall grade down? Would some sort of pressure be put on the child who is holding the class back? Is that a good thing? If so, how is that pressure to be applied?
I've got alot more to learn about this. Hopefully I'll have some answers to questions before too long.

Adoption phases of tools

In regards to Dr. Norton's lecture concerning the "phases" in which tools go thru leading towards their adoption by a society, I believe that this is primarily determined by expense. I propose that if a "tool" where priced at a more affordable/acceptable amount then the "rejection" as well as the "gimmick" phases would be less a part of the adoption phase, if at all. A "seqway" for example priced at $3000 may well not be rejected if sold for $500.

1st blog

This is my first blog. Hello All