kylee spangler's Profile

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survey by the National Literacy Trust are hardly conclusive, students who engaged in higher levels of social networking tending to consider themselves better writers.

ou can’t downplay the role of self-confidence and peer recognition in education. If the student believes in themself, they’ll try harder which certainly can lead to improvement.

Our students are literally bored to tears in disconnected schools that kill their creativity, force them to power down as soon as they pass through the school doors and are completely disconnected from their passions, talents, and interests.

Fix Boring Schools, Not Kids Who Are Bored

I’ve often suggested that as we move further into digital teaching and learning, and especially as we start to give our students more responsibility in selecting, compiling, and organizing their own learning resources, that one result might be a growing digital library that students graduate with — and continue to use and grow. 

Now this is not new.  We are all building our personal learning libraries.  They include our bookmarks (local and/or social), our blogs, our RSS feeds, the Twitter hash tags we follow, etc.

e concern about "computer literacy," too often at the cost of basic literacy. Other issues are familiar but more clearly documented than usual-the inability of school systems to maintain equipment or train teachers once the hardware is in place. He does give computers credit for some benefits: more efficient record keeping, and better ways to reach children with learning disabilities. But the central message is that computer infatuation has not only drained billions of dollars from more urgent educational needs, but that its misuse actually damages students, turning out a generation of kids with inferior learning and thinking skills.

one wonders whether what Oppenheimer finds unappealing in his classroom visits aren't so much computers, but the endemic problems of this country's neglected public schools, newly reflected in the mirror of technology infatuation.

his centerpiece is the controversial Waldorf method, an unorthodox schooling philosophy that discourages technology of any kind.

Oppenheimer can overstep in his technology-bashing. At one point he suggests that "by 2002, use of the Web, by both developers and consumers, was already starting to decline," a statement that would puzzle most Internet statisticians. And then by way of explanation for this faltering Web, Oppenheimer explains that "what increasingly filled the Internet's void were hundreds of lucrative sites serving up pornography, swindles and various other examples of sleaze."

systematically overbilled many school districts in setting up their Internet services. Oppenheimer describes how, in 2000, the San Francisco school district turned down $50 million in e-rate funds when they found that they could actually build their network themselves, for less than even the small cost they would have had to pay in order to receive the e-rate funding.

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