Laura+Marusinec

"Teachers will need time and training to learn to use these tools in the classroom, and we’re notoriously bad at spending time or money on this. Even if most of us were all to agree that Web 2.0 is the dramatic revolution that I’m making it out to be, there are still incredibly challenging demands on teachers’ time that will make it hard for them to learn about these things. And because we’re not likely to agree across the board on how important Web 2.0 is in education, adoption by teachers will also not be even or equal." Hargodon


 * I do believe that teachers and schools need to move toward integrating Web 2.0 tools in their instruction but it always comes down to finding time for educators to learn how to use the tools. Unfortunately, there is never enough time provided on inservice days to delve deeply in teachers learning how to use various aspects of technology and having time to developing the curriculum. Usually it is the teachers who have taken a class for credit on the topic that integrates it into their classroom curriculum. I guess staff just needs to keeping reminding the district repeatedly that staff development in the use of technology applications is a need not a want and get technology advocates back on the Staff Development Council to keep pushing for this.**

"The vast amount of data on the Web requires more critical thinking than was needed when I was growing up. In my era of “trusted authorities,” Time Magazine told me most of what I needed to know about the news." Hargodon


 * It has been my experience when working with 4th and 5th graders that it is extremely important to discuss with them the accuracy and reliability of web sites. Many adults think everything they read on the web is the truth and the adults do not know how to evauluate the author or source of the web site. Before we can get students using sites, they need to be taught about site evaluation. Many educators also need to be taught this too. Google is not the answer to all topics needed to be researched in an academic setting. (although looking at the types of research assignment there are, many educators are sending students right to Google-even 2nd and 3rd graders-personal pet peeve of mine). Once again this goes back to Hargodon's previous comment posted above. I am always happy to see sylabi or teachers' web pages that provide the web links their students will need to become successful in their assignments and projects.**

The old crow is getting slow;the young crow is not .Of what the young crow does not know,the old crow knows a lot. At knowing things, the old crow is still the young crow’s master. What does the old crow not know? How to go faster. The young crow flies above, below, and rings around the slow old crow. What does the fast young crow not know? WHERE TO GO.
 * ABOUT CROWS** by John Ciardi


 * This is a great poem and lately I have really been feeling like the old crow. I look at where my daughter is technologically and where I am and I just shake my head sometimes. She has informed me that when she goes to college she will not be able to download the stuff I want her to download all the time. It's not that I don't want to do it, I just don't want to take the time to learn it and as long as she can do it for me, more power to her. I know I am just putting off the inevitable. But as the old crow, I can use my age and experience to discuss with her appropriat****eness, copyright use, netiquette and other things when using the Web, Hopefully she will take these lessons with her when she goes to college.**


 * "Asynchronous Contribution.** The abilty to contribute to discussions after class, or from home, provides a much broader opportunity for participation that the traditional class discussion. Students with different contribution styles, or who process information over time, are now more participative" Hargodon.


 * This is definitely a positive especially for students who may be more quiet and don't feel comfortable speaking up in front of a group. This also allows the student more time to think about their response. How often have we said, " Why didn't I think of that earlier when we were talking?"**