Should There Be Limits on a Students Screen Time?

I found this article very interesting, and a common question I often wonder. With all of our technology advancements I find it difficult to imagine that it is all meant to enhance our society to make “in replace of”, not “in addition to”.

Throughout my schooling I sometimes feel that having computer and internet access twenty-four hours a day, seven days a week, there literally becomes no time off. I am constantly reminded of work, school, and personal matters all hours of the day, and given day of the week. Emails, cell phones, and online web pages (i.e. Moodle, teacher web pages) are some means of technology that allows for opportunities of additional communication.

What about the use of technology in a classroom? I feel that educators are provided with an abundance tools that allow for online collaboration, communication, and presentations. This new way and transition into our school curriculum is very similar to the question I possess, are these really new means to “enhance” our curriculum to replace, or to given in addition to the existing?

How do we really calculate our children’s “screen time”, like mentioned in the article, it is literally impossible. Our advance and progressive society has made technology capabilities everywhere, and possible for everyone. We carry them in our pockets, have them in our cars, and surround ourselves around them in our homes. We are fully connected. With these possibilities and the idea that it is still expansive, the need for a healthy balance is crucial. I feel very strongly that traditional methods of teaching and paper creativity are important fundamentals to growth. Disregarding these areas, I think will lead to sad loss. Technology capabilities and options are of great need and of importance, but in moderation, such as, “It is critical to use class time to its fullest and to use computers for only the highest levels of cognitive thought and learning”. Our children’s education should be and become well-rounded and diverse, giving opportunities and lessons with a balance, and not become technology engulfed. For example, as also suggested within the text, “That means we should use computers only to enhance the curriculum and not just because we need a break from classroom management or because grades are due the next day.”

Works Cited

Weinberg, R., & Stager, G. (2010, September/ October). Should there be Limits on a Students Screen Time? Retrieved October 18, 2010, from Iste: http://www.iste.org/learn/publications/learning-and-leading/issues/Point_Counterpoint_Should_There_Be_Limits_on_a_Students_Screen_Time.aspx

Article 9: Learning Connections Telling Stories with Video

How effective is video learning? I would agree that it is definitely a tool that adds to the defined term that examines what English language arts is. This article lists English language arts as being conceived of reading, writing, speaking, listening, performing, and thinking. No including video collaboration adds more complexity and creativity.

Video teaching, learning, and collaborating give multiple purposes in classrooms. It is ways to have a student learn while having the capabilities of stopping, rewinding, etc. As well as being able to visually see what is being instructed. In addition, a classroom can upload and download videos through different online databases that can allow comments, feedback, and more participation worldwide. This type of collaboration will give students a new perspective on learning with more hands on and their personal creativity.

Article 8: Total Technology Immersion

Students are definitely adapting and becoming more visual and kinesthetic learners. With the new technology advantages and integration within our schools we allow this to be more adaptive to their learning preference.

I feel that there is such a strong importance for teachers to be properly trained and educated, in addition to the students, to be able to transmit the knowledge needed to utilize technology advances. Classroom observations and different assessments are also handy when creating a new learning environment for this innovation.

Being able to fully facilitate all the many options via computers, the web, and other technological devices allows students, especially this generation to become creative, collaborative, and fully independent of their work. As mentioned in the article students now feel a sense of pride and value to their work.

VoiceThreads

I would agree with Bill Ferriter and also suggest using VoiceThreads in classrooms. I think that this would be a very beneficial use of incorporate technology in classrooms. As mentioned in the article, students would have fun interacting with their peers by creating new threads, and commenting on others. The multiple ways to participate and editing functions, like the article also mentioned gives the students a chance to think before they speak and to speak confidently.

Moving outside of the classroom this innovation provides students, teachers, and schools in general the ability to collaborate with the world. They can hold discussions, lessons, and projects with other students, and educators. I think that this would provide more opportunities to connect with each child individually, which in turn can create higher levels of retained information, and enlighten a child to want more! Not only would this an interactive, fun, and engaging during class, but I think that this is something that can also be practiced on their own for personal use, or additional assignments. VoiceThread has many opportunities for benefits in schools.

Works Cited

Weir, L. (2008, April 16). VoiceThread Extends the Classroom with Interactive Multimedia Albums. Retrieved October 9, 2010, from Edutopia: http://www.edutopia.org/voicethread-interactive-multimedia-albums