Healy, Jane M. PH.D.  Failure to Connect-How Computers Affect Our
Children's Minds-for Better and Worse.  New York: Simon & Schuster,
1998.
 Healy talks about the use of computers both in and out of the classroom
and how they affect children. She talks about how they can be not good
for a child if the parent or teacher does not know how to use a computer
properly. She also goes into development and whether or not computers
speed up development or not. She also talks about the pluses of
computers and how they can help children.
 

Papert, Seymour.  The Children's Machine-Rethinking School in the Age of
the Computer.  New York: Basic Books, 1993.

        Papert talks about how computers can provide more advances for
education than the printing press did. He shares stories of how teachers
have used computers in thier classrooms. He also discusses how schools
have resisted computers and why. He sees computers as the future of
education and shares his vision of the school of the future.

Does Jane Compute? Preserving our Daughter's Place in the Cyber Revolution
    by Roberta Furger

This book made me think about how I was already using the technology and where my focus was. In promoting technology so much I took a look at how I was getting the kids involved - both boys and girls. This book talks about the different ways that boys and girls approach the computer and the things that they do and what hooks them. After reading it I kept telling my girlfriends that they should read it so they can help their daughters as they get older and enter school. It talks about stereotypes that we unconsciously foster when using this medium and things that other teachers have done to change the way they approach the class. It is an excellent read for any teacher and parent. One factor that made me look around was "how many female role models are there using technology, and are they computer teacher or school technician?" Girls need to embrace this technology just as much as the boys already have.

"In the 1970s, the nation became obsessed with boys' low verbal scores on standardized tests. The question, 'Why can't Johnny read?' became a rallying cry for parents and teachers, prompting a complete rethinking of the way verbal and reading skills were taught in school. It's time to ask a new question, to marshal our resources to face a new challenge, one that, like Johnny's low verbal scores, affects half teh children in the United States. Individually and collectively, we need to ask, 'Does Jane compute?' None of us should be satisfied until the answer for each of our daughters is a resounding, unequivocal, enthusiastic yes." [Author's Note, page xiii.]

This book takes a very different view on using technology in schools and what she sees as a dependence and widening gap between the haves and have-nots. I agree with some of her claims that our schools are changing into businesses and we need to question the use of technology to some degree, but I also found it to be an informational and eye-opening book. I think for any changes we need to look at all aspects of it and try to find ways to make transitions easier and to question what it is we are doing. It doesn't change my opinion that using technology is a very good and useful tool for students to have, but it reminded me that socialization skills are just as important as are teaching students to use a variety of different resources in their learning, like a good book. The first impression I got when reading it was an attack on the use of technology in schools and that administrators were hurting the overall school environment, by cutting budgets for things like books and teachers.

Below are a couple of excerpts from the text that gave me something to think about:

"According to the University of Toronto's Len Fertak, schools shouldn't be agonizing over empty library shelves. Fertak says books are the past; reading novels and classic literature is not what makes today's students educated, when they can learn more from a CD-ROM encyclopedia than a 'a stack of books.' 'We've given too much honour to the liberal arts in general, ' he says. After inflation, school library budgets have been cut in 75% per cent over the last twenty-five years, and half the remaining budget goes to CDs and other electronic resources." [page 55; Source: Ottawa Citizen, August 21, 1996.]

"According to representatives from twenty countries attending a 1997 teacher-educator's conference at Brock University, the first question the world's prospective teachers are being asked in job interviews is not why they want to teach, or what their qualifications prepare them for, but whether they are computer literate. An affirmative answer can mean almost anything. Theodore Roszak writes in The New Internationalist, 'Computer literacy is a commercial fashion, not a specific skill, let alone a subject matter. If computer literacy does not include material on what computers can't do and shouldn't do, it is advertising, not education.'" [page 186]

"Complaints about teachers' unmet professional development needs surfaced so forcefully at CMEC's 1996 national consultation that the ministers agreed to look into it. A task team representing teachers' organizations, school administrators, ministries, and deans of education was struck in early 1997 to 'outline the principles of teacher education on the use and teaching of IT,' and to examine 'issues and barriers.' Despite the millions of dollars spent on technology by the governments that CMEC speaks for, the project was set at only $25,000, which meant the meetings would be conducted by e-mail.  When the task team reacted with intense criticism to the CMEC's proposed questionnaire to be sent to ministries, boards and universities, one face-to face meeting took place that made considerable progress towards an expanded mandate for the project and new ways of collecting information. Even the technocrats were in favour of something more meaningful than a checklist of 'technological competencies' that teachers should be able to demonstrate, even if they have had no opportunity to learn them. Then the CMEC put on the brakes. No new mandate, no more meetings -- and no minutes from the one that was held. Consultation had concluded." [page 187]

ARTICLE REVIEWS FOR EDU 553, compiled by Amy D. Fatora

Article #1
Executive Summary from "Will New Teachers be Prepared to Teach in a Digital Age?", A
National Survey on Information Technology in Teacher Education. Published by the
Milken Exchange on Education Technology, 1999.

This article highlights the findings of a survey of colleges and universities with teacher
preparation courses.  The results highlight five shortcomings of teacher preparation in the
fiels of Information Teachnology.  Firstly, the survey found that most pre-service teachers
recieve their training on computers in stand alone classes rather than integrated in all
teacher preparation courses.  Secondly, institutions only focus on facilities when planning
teacher preparation, not on the integration of technology in teaching and learning.
Thirdly, pre-service teachers are not given adequate opportunities to apply technologies
in their field experience because the majority of supervising teachers are not qualified.
Fourthly, faculty in higher learning centers should be encouraged to model & integrate
technology.  And finally, in order to provide models for change, researchers, professional
societies, and education agencies should - on an on-going basis - identify, study, &
disseminate examples of effective technology integration.

Article #2
"Computer-Based Testing on Campus." Barua, Jibak, (April 1999) Syllabus, pg.51.

This article discusses two types of computer-based testing being implimented at the
University of Akron.  Type one is a mainframe model.  It is successfully being used for
sequentially taking tests.  Test I must preceed Test II.  Also, the question must be
answered in a linear fashion.  Type two is a microcomputer model.  Tests do not have to
be completed sequentially, however, students can not access tests until the are entered by
the professor.  An advantage to this model is the student's ability to choose which
questions the want to answer first.  In both cases, students are required to take the tests in
a supervised lab and to show identification to prevent cheating.  The university is
currently working on test models that will provide for short answers questions, matching,
and ranking.

Article #3
"Keeping Kids Safe on the Internet."  Gaines, Susan (August 1999) Better Homes & Gardens,
p. 70.

This article attempts to educate parents to the dangers of allowing children to explore the
internet unsupervised.  It gives several suggestions.  By restricting searches to kid
friendly sites such as 'Yahooligans' a parent minimizes the chances of the child running
into an unsavory character.  The author also suggests working with your child on searches
so you can censor any unwanted information.  The most important piece of advise is do
not use the internet as a babysitting service.  Just as you won't leave your child at home
alone, you should not leave your child on the internet alone.

Article #4

"Teachers Learn About ADHD on the Web." Smith, Sean Joseph, LuAnn Jordan, Nancy L.
Corbett, Ann S. Dillon, (August 1999) Teaching Exceptional Children, p.20.

This article serves as a resource for information about a web site on ADHD.  The article
discusses how people with ADHD, family members of people with ADHD, and teachers
of people with ADHD can find information at this site. The article goes on to discuss other
resources available on the web for these people.  It truly shows the value of having this
kind of information literally at your fingertips.
 

THE AMERICAN SCHOOL BOARD JOURNAL JANUARY 1999
"PLUGGING INTO ENERGY SAVINGS"
BY MERRILEE HARRIGAN
REVIEWED BY TERRI WAZER

THIS ARTICLE TALKED ABOUT MANY WAYS TO SAVE ENERGY IN OUR SCHOOLS.
THE ALLIANCE TO SAVE ENERGY IS ONE PROGRAM THAT HAS BEEN HELPING MANY
SCHOOLS REDUCE ENERGY CONSUMPTION.  THE ARTICLE TALKED ABOUT EIGHT
SMALL STEPS TO BIG ENERGY SAVINGS.  THE FIRST IS TO TURN OFF LIGHTS
WHEN NO ONE IS IN THE ROOM.  IN A COMPUTER LAB THE STUDENTS MIGHT
PREFER HAVING THE LIGHTS OFF ANYWAY TO REDUCE A GLARE ON THE COMPUTER.
  NEXT YOU SHOULD INVOLVE THE WHOLE SCHOOL.  THIRD IS TO SHOW THEM
THE MONEY.  IF YOU CAN SAVE SOME EXTRA MONEY YOU COULD BUY SOME MORE
FUN THINGS FOR THE STUDENTS.  DON'T BLOW HOT AND COLD.  KEEP THE
SCHOOL AT A COMFORTABLE SETTING.FIFTH IS TO STOP LEAKS AND THE SIXTH
IS TO TURN OFF COMPUTERS.  MONITORS ACOUNT FOR 80% OF THE ENERGY USED
BY COMPUTERS SO IT IS A GOOD IDEA TO TURN THE MONITORS OFF BETWEEN
CLASSES.  SEVEN IS TO DON'T LET SAVINGS SLIP DOWN THE DRAIN AND THE
EIGHTH ONE IS TO RECYCLE.  I FOUND THAT THIS ARTICLE TAUGHT ME A LOT
ABOUT DIFFERENT WAYS TO SAVE ENERGY AND OUR ENVIRONMENT.  WE NEED TO
ACT LOCALLY AND THINK GLOBALLY TO PROTECT THE ENVIRONMENT THAT WE
LIVE IN.

ELECTRONIC SCHOOL SEPTEMBER 1998
"VISIONS AND DECISIONS THE SCHOOL BOARDS ROLE IN IMPLEMENTING
TECHNOLOGY"  BY DONALD C. WOLD AND RICHARD E. WINDSOR
REVIEWED BY: TERRI WAZER

THIS ARTICLE DISCUSSED HOW IMPORTANT IT IS TO HAVE TECHNOLOGY IN THE
CLASSROOM AND HOW MANY INDIVIDUALS SHOULD GET INVOLVED, ESPECIALY
BOARD MEMBERS, IN INTEGRATING TECHNOLOGY IN CLASSROOM.  THE MAIN PART
OF THE ARTICLE TALKED ABOUT HOW SCHOOL DISTRICT NUMBER 201 IN
WESTMONT, ILL WENT ABOUT PUTTING A NEW TECHNOLOGY PLAN INTO ACTION.
THE BOARD WAS VERY INVOLVED AND SUPPORTIVE AND HELPED WITH MANY OF
THE DECISSIONS.  THE RESPONSIBILITIES OF THE SCHOOL BOARD WAS TO
ESTABLISH A VISION FOR THE TECHNOLOGY PROGRAM, DETERMINE HOW TO
FINANCE, COME UP WITH POLICIES ON USING THE COMPUTERS, BUDGETING,
SELECTING SOFTWARE, AND GATHERING INFORMATION.  THIS ARTICLE WAS
INTERESTING TO LEARN THAT NOT ONLY DO TEACHERS GET INVOLVED WITH
TECHNOLOGY BUT EVERYONE WHO WORKS IN THE SCHOOL OR WITH CHILDREN KNOW
HOW IMPORTANT TECHNOLOGY CAN BE IN ONES LIFE.

Citations developed by Donna Bourque:

Wold, Donald C. & Windsor, Richard E. "Visions and Decisions:  The school board's
role in implementing technology"  Electronic School. September 1998.
http://www.electronic-school.com/199809/0998sbot.html

The article expresses the point that "school technology is everyone's business."  The
authors explain that in their school district, the school board was involved and
supportive throughout the entire implementation process.

They believe that when the school board makes a commitment to technology, it sends
a strong message to students, staff and community about the importance of
up-to-date technology in schools.
 

"Technology: The Training of Staff." National Education Association. 1996.
http://www.nea.org/cet/BRIEFS/brief1.html

This article explores the problems associated with the lack of adequate training
offered to teachers.  The authors discuss successful staff development models that
include components of the best programs; access; time; funding; framework; content;
and support.
 

"Technology and gender inequity." National Education Association. 1996.
http://www.nea.org/cet/BRIEF5.html

The National Education Association studied gender inequity in both the
technological use and proficiency between male and female students.  According to
this article studies show that inequalities continue to occur.

Specifically, boys continue to outnumber girls at computer camps; computers in the
home are more likely found in the boy's room; computer and video games are
designed around the interests of boys and there are fewer female role models in
technological fields.

Topics include the computer's strength and recommendations for creating a more
equitable environment. The authors believe progress is being made toward equitable
representation.
 

Coons, Albert "A better way to graph piecewise functions."  National Council of
Teachers of Mathematics-Mathematics Teachers. October 1998  Vol. 91, No. 7.
Technology Tips. (p. 628)

This article provides an explanation of improved ways to use graphing calculators to
graph piecewise functions.   The author explains a step-by-step approach that is easy
to follow.