Technology and Academic Achievement. I read this article and found it quite interesting. 5 billion dollars a year is being set aside to provide computers and other technology in a classroom. I never would have thought of putting a computer in the hands of a 4 year old until I spent my summer working at a preschool in my town which had two computers in a classroom of about 14 students. It was fascinating to see these students working with computers that had only educational activities on them. They really did help them understand colors and numbers as well as spelling and writing.
I have never understood the concept of video games. Even the “educational” video games seem a little senseless to me. The world seems to be so caught up on video games and things like that, that i feel like we should be teaching our children to read a book or something along those lines instead of video games. Our literacy rates are far from good enough and we need to teach children to read and write and do things somewhat productive rather than handing them a video game controller and letting them sit in front of a computer or television screen for several hours at a time.
While reading the article ” Semiotic domains: Is playing video games a “waste of time” I came across a passage of thoughts that I strongly agreed with. The passage stated, ” The problem of content is, I believe, based on common attitudes about schooling, learning, and knowledge. The idea is this: Important knowledge (now usually gained in school) is content in the sense of information related to intellectual domains or academic disciplines like physics, history, art, or literature. Activities that are entertaining, but that themselves do not involved such learning, are just “meaningless play.” Of course, video games fall into this category.
I agree with this passage because I have never been able to get into playing video games. This may have to do with the fact that growing up my sister and I did not own any video game consoles. The only thing that I owned that resembled video games was a Gameboy. I think that because I wasn’t exposed to video games when I was younger, I just don’t understand them. I honestly just do not understand the fascination with them. I feel like they are a waste of time and energy. While they are fun to play for entertainment once in a while, spending your whole days playing these games seems a little ridiculous to me.
Instead of putting all of your time and knowledge into senseless games why not read a book? I think that our knowledge and brainpower would better be used in academic areas. I feel that important knowledge, which like the author stated, is more important than entertaining activities. The best possible scenario would be able to find a balance in our lives. Let us not wrap and plan our lives around virtual reality games but rather around reality. If everyone can find a balance with video games and their academics, they why not have some fun sometimes? Is there anything here who shares my opinion on video games, or anyone who strongly disagrees with my opinions?
Statistics show that 115 million school-age children do not go to school, and an estimated 770 million people (about 1/7th the world’s population) do not have basic literacy skills. Out of these statistics, women make up 2/3rds, which becomes a problem because usually women teach children. What is being done about this? Individuals in the developed world are using their resources and knowledge to find ways to help the children of the world become literate. Rich countries are setting up projects to bring literacy to poorer countries.
One example of this is Room to Read, a nonprofit organization founded by Microsoft marketing executive John Wood. In 1998, Wood’s job brought him to Nepal, where he witnessed the tremendous lack of schools and books. He had grown up with a love of books and reading, and his education in business led to his understanding of the importance magnitude of global literacy. Because of this, he generated a model for obtaining results in literacy programs. Room to Read donates to building schools, libraries, and computer labs in countries such as Nepal, Vietnam, Cambodia, Laos, Sri Lanka, India, South Africa, and Zambia. It has built more than 5,100 libraries since its beginning in 2000. It utilizes Microsoft-era marketing techniques such as email and online donations. Room to Read is a classic example of how a few American dollars can go a long way in underdeveloped countries.
By: Christopher Jarman M Ed, Dip Ed, Cert Ed.
“These rules apply to all Western handwriting regardless of the so-called copybook style.”
1) Good writing is based on a pattern of ovals and parallel lines.
2) All small letters start at the top.
3) All the downstrokes are parallel.
4) All similar letters are the same height.
5) All downstrokes are equidistant.
6) The space between words is the width of the small letter o.
7) Ascenders and descenders are no more than twice the height of small letters, preferably less.
8) Capital letters are no higher than the ascenders, preferably less.
9) Lines of writing are far enough apart for ascenders and descenders not to touch.
10) Letters which finish at the top join horizontally.
11) Letters which finish at the bottom join diagonally.
12) Letters which finish on a stroke moving left, are best left unjoined.
Multicultural education is essential in today’s learning communities. Students are coming from all types of cultures, whether they are ethnicity, family, socioeconomic status, or their local community. Teachers have to be aware of the cultures represented by their students and learn to incorporate multiculturalism into their curriculum. The following websites are helpful resources for multicultural lesson plans and activities:
1) The Educator’s Reference Desk is a printer-friendly website that provides outlined lesson plans listed by grade level under different subjects. It also has a question archive with a selection of topics teachers may have questions about. There is also a page with resources and other websites for teachers to gain information.
2) Google for Educators provides an index of weekly events that can be used in the classroom. For example, the latest two are Geography Awareness Week and NORAD’s tracking of Santa. It also has links for teaching tools, classroom activities and posters, and a teacher community.