After reading Keena’s response to this article regarding the usefulness of iPOD’s at the high school and university level, I couldn’t help but to respond.

I have a friend who goes to Duke University and received a ‘free’ iPOD his freshman year.  He tells me, despite the well-intentioned give-away, he does not use the iPOD for classroom work, nor does he know many students who do, if at all.  He noted that the professors often do not encourage this sort of behavior as few are willing to post their lectures online, for various reasons.  I had this friend in mind as I read this and I was highly doubtful of the usefulness of an iPOD in an educational setting.

After reading Keena’s response and then reading the article itself, I must admit that the potential is there, even if my friend did not need it in his experience.  If there are tech-savvy teachers and professors, it can be used as a classroom enrichment tool, by posting lectures and video casts, as well as the other examples cited in the article.

Overall, however, I do not think the time of the iPOD as a widespread educational tool is not yet here.  Too many people would not think to use the iPOD in such a way, and just think of it as an entertainment tool.

Websites:

Belleville News.  “Colleges Get Smart to iPOD’s Usefulness.”  21 March 2006. http://www.belleville.com/mld/belleville/business/14148976.htm>

Sioui, Keena.  “Personal Reading: Colleges Get Smart to iPOD’s Usefulness.”  4 April 2006.  http://keenasioui.edublogs.org/2006/04/04/personal-reading-colleges-get-smart-to-ipods-usefullness/>

Rob, I agree with what you said in your article, where you state that critical thinking does seem like critical pedagogy ‘lite’ in the manner that you describe.  From my reading, I would agree with the fact that critical thinking is more of a high minded idea, while critical pedagogy encourages students to take action on what appears to be immoral or inconsistent policy made by the ‘institution.’

I, however, took another take on how critical thinking and critical pedagogy relate.  I propose that critical thinking is not critical pedagogy ‘lite,’ but rather an integral part of critical pedagogy.  One must first think critically about the institution, in order to understand what should be changed and why.  After that step is done, then one must use the skills promoted by critical pedagogy and act upon those thoughts and change them for the better of society.

Work Sited:

“Burbules Response” Rob Beckman.  30 March 2006.  http://beckma20msuedu.edublogs.org/2006/03/30/burbules-response/>

Ornstein, A. C., & Levine, D. U. (2000). Philosophical roots of education. In Foundations of education (7th ed., pp. 388-420). Boston: Houghton Mifflin Company.

As I was reading Amy Burger’s comments on this article about today’s youth becoming increasingly rude, I couldn’t help but agree on most of the points that both Amy and the article made.

I would agree, wholeheartedly, that answering a cellular phone call while in lecture is an incredibly rude action on part of the student.  I would also like to note that a Kinesiology instructor of mine stated that because it was so rude, if your cellular phone rang during class, you would have to do pushups until you collapsed.  I would not be heavily opposed to having a similar rule imposed to students in a lecture.

Computers, however, have more grey area.  Just as with cell phones, they have some use,  as I use my computer to take notes (which I find to be much easier than using paper), and if I have internet connection, to do on-the-spot research on topics that I am unfamiliar with.  I am, however, more abashed at the fact that I have used my computer for less wholesome activities during class, by which I mean playing games (although not in my TE class, which I find interesting).  Should the lecture be boring or covering material I have already mastered, and my attendance is forced, I feel that I have no real duty to focus myself wholly on the lecture which I do not feel is required.

In regards to 8^th graders, it seems to me that such rude comments happen for the same reasons.  If they do not deem the material required for their life, they won’t study it, but rather make up excuses.  These students are also at the age of rebellion against authority, as some see it as being ‘cool’.  These facts are exasperated by a lack of discipline instilled into the students, both at home and at the classroom.  When I was in 6^th grade, I once brought home a poor grade because I didn’t find the material worthwhile.  My mother gave me a huge harangue about how spelling is important and I do need to pay attention to it.  By doing so, my mother helped instill some discipline into me about working hard towards classes I don’t feel are useful at the time (even in the classes that I play games in, outside of class I spend a great deal of time mastering the material).  I feel as if students often do not receive lectures like this while they are young and malleable, thus the rudeness that the article, Amy, and I have commented on.

Websites:

Amy Burger. “Personal Response to College Rudeness.” Amy Burger’s education blog.  March 20, 2006. http://burgera2.edublogs.org/2006/03/18/personal-response-to-college-rudeness/>

“Campuses of Ids.” Inside Higher ed.  March 20, 2006.  http://insidehighered.com/news/2006/03/14/civility>

I have just read RJ’s comment on a personal reading comment made by Amy Bastarache.  Even though I have made my own comments on this particular blog made by Amy, I feel the need to respond to RJ’s comments.

First, I would like to agree with RJ’s comment that it seems to me that Amy put a great deal of bias into her work, and it would seem to me that Amy did overlook several points that were brought out by RJ and myself.  However, I would also like to point out that her comment was a post in which she made no claim to be unbiased, as well as pointing out that I could see the same sort of bias creeping into RJ’s comments.  One primary example of this bias, RJ, is the claim that since you have not heard of any information that contradicts evolution, that there was none.  You completely dismiss Amy’s claim that evolution has been disproved.  I have heard, from family members, of scientific studies done that do seem to repudiate evolution as something that could not have happened in the manner that is described by scientists.  Since I have not actually seen the reports of this with my own eyes, I do not feel comfortable describing them here.

Secondly, you state that the logical outcome of Amy’s comments is the end of separation of Church and State.  I would like to direct your attention to the end of her comment where she acknowledges that separation and implies that she has no intention of assaulting it.  I would have to agree with her statement.  The first amendment declares that the state will make no law favoring one religion over another.  To this extent, I do not think that the inclusion of Intelligent Design in public education would be violating this.  I would agree with statements of the both of you that this would only enrich the education and encourage debate among the students, so they can form their own beliefs.  However, I still do not think (and I have stated this three or four times within this blog), that a science class is not the place to initiate that debate, but rather a social science or liberal art class would be that place, as it is not a scientific theory, but rather a derivative of a creation theory.

Websites:

“Amy Bastarache Comment.” RJ’s blog. Feb 19, 2006. http://vellarya.edublogs.org/2006/02/19/amy-bastarache-comment-2/>

“’Evolution vs. “Intellegent Design’ in Ohio Schools.”  Amy Bastarache. Feb. 16, 2006.  http://ajb6185.edublogs.org/2006/02/16/evolution-vs-intelligent-design/>

“Response to Amy Bastarache” Christopher Bauer’s Weblog.  Feb 22, 2006. http://cbauer.edublogs.org/2006/02/22/response-to-amy-bastarache/>

As I read RJ’s personal comment on this article, a noticed I had a few comments of my own.

Although I find the opposition to have an incomplete case, I would also be forced to agree that the class would have a heavy teacher bias.  The first, and biggest, hole in the students’ argument is that they have not taken the class, and have only observed once.  The majority of the students’ information has come from other students, which immediately puts their information under a scrutiny of bias as well.  The second biggest hole in their argument was that they called for the immediate end of the class.  For those who completely approve of the class, especially the administration, calling for the classes end would be an immediate way for them to just ‘tune out’ or go on the defensive.

It would also be incredibly naïve to claim that the class has no bias at all.  If one looks at the history of the teacher, you would notice that he is very liberal.  Note that I am not saying this is bad, but it also categorizes many of his arguments and actions.  For example, I am sure that the act of having a live turkey in the classroom during school probably broke more than one rule, and disrupted many of the nearby adjacent classrooms.  Along the same vein, taking the students to protest the war, along a busy highway, seems, to me, to be not only incredibly left-wing, but also dangerous for the students.

Overall, however, I would agree with the spirit in which RJ makes his claim that our country was ‘founded on the principles that war is justified only when it is waged in the prospect of peace.’  I would have to disagree, however, with his next comment that this argument ‘by assuming that peace is a democratic principle and war is naturally republican.’  First I don’t find any evidence that conclusively proves that these students are republican.  Perhaps they dislike the teacher and his methods of teaching.  Perhaps the teacher is actually a terrible teacher who dismisses any students who disagree with him.  Secondly, I believe that you are confusing Democratic principles with democratic principles and republican principles.  This country, by definition, is a republic, not a democracy (recite the last few lines of the pledge of allegiance).  The idea that you were getting at is a Republican ideal. Even with that understanding, I would still disagree with the statement, because even though President Bush has convinced the vast majority of the American people to begin the war in Iraq, many people, including a large percentage of Republicans, disapprove of the war now.

Overall, I don’t think that this class is going anywhere, and nor will it expand any time soon.  The main reason why this class exists, in my opinion, is that that the teacher is not being paid for his services rendered.  Due to this protest, however, the structure of the class might change to provide for a more equal debate during class time.

Websites:

RJ.  “Peace Studies Comment.” R.J.’s Blog.  http://vellarya.edublogs.org/2006/02/27/peace-studies-comment/>

Aratani, Lori. “Students Call for Banning of Peace Studies Class.”  Washington Post. http://www.washingtonpost.com/wp-dyn/content/article/2006/02/25/AR2006022501235.html?nav%3Drss_education&sub=new>

I have just been reading Amy’s article that comments on this article.

Although I have to agree with Amy’s basic idea that students “should be able to investigate all possibilities for the origins of this world, in order to decide what they believe and don’t.”  We, as educators, must accept the fact that there are multiple stories on the origin of the world and note that someone will always disagree with our views.  I, however, support evolution being taught as fact, or nearly fact, because, essentially, it is a fact.  Yes, evolution is a theory, but so is the theory of electromagnetism (the idea of electric and magnetic fields), atomic theory (the existence of atoms), kinetic theory of gases (gas molecules collide), global warming (warming of the earth due to the greenhouse effect), theory of relativity, and plate tectonics.  None of these theories have been proven as the Law of Gravity has, but, generally, all these are accepted as fact.  I do not think that a science class is the proper place to examine all the different stories on how the world is created.  In a science class, students should do what scientists do, learn more about our world and empirically explain what is going on.  Scientists do not debate theories, but rather use quantitative measurements to lend support to them.

So, as I have already stated, I do believe in some form of intelligent design, but I don’t believe the purpose of science classes is to teach students that when we don’t know the whole story we should merely say ‘Some God Figure did it.’  This will not create students who want to figure out what is really going on, but rather it would create students who take the easy way out.

Websites:

Basterache, Amy.  “Evolution vs. “Intelligent Design” in Ohio Schools.”  Edublogs. 22 February, 2006.  http://ajb6185.edublogs.org/2006/02/16/evolution-vs-intelligent-design/>

“Evolution lesson plan goes in for redesign”  CNN. 22 February 2006.  http://www.cnn.com/2006/EDUCATION/02/15/evolution.debate.ap/index.html?section=cnn_education>

Theory.  Wikipedia.  22 February, 2006.  http://en.wikipedia.org/wiki/Theories>

I am writing in response to Rambo’s response to the class reading.

Although I would agree with your argument as you understood the statement, Rambo, I would then have to disagree with the meaning of the quote.  As you state, the quote in question is, “Cultivat(ing) them in what the culture construes as desirable…the demands of the educational system are part of a set of cultural expectations….and are desirable because they are designed to help students develop toward the culture’s image of the ideal human being”.  I would argue over your interpretation of what the ideal human being is.  I would define the ideal human as someone who questions everything including culture, society, government, research.  Although I cannot assume what you thought the ‘ideal human being’ portion means, I would still argue that by socializing students to be questioners and leaders, rather than unquestioning followers, we would be doing a service to the society as a whole.  The students that we are going to be teaching will become everything from senators and CEOs to janitors and cashiers.  Everyone, despite where they lie on the rough ‘spectrum’ I just outlined, would need to question their superiors and commonly accepted ideals.  By doing this is how we are going to correct many of the injustices that plague our nation.

So, in conclusion, I would disagree with your assessment that there is evidence of oppression in our class readings, but rather, if you read it the same way I do, it supports the idea of a progressive, ever improving society.

Readings:

Brophy, J. (2004). Socializing uninterested or alienated students. In Motivating students to learn (2nd ed., pp. 307-334). Mahwah, NJ: Lawrence Erlbaum Associates.

I have just recently read Rob’s post on an article describing rewards for perfect attendance.

Before I read the article, I was against the idea that schools were giving away money to encourage students from doing things that they were already supposed to be doing. Now, however, I understand their argument that when students are there, they will do better on the state tests which affect the school’s funding. Also, giving incentives for perfect attendance mirrors the real world, as employers generally give better benefits to workers who regularly show up and work.

This idea, in my opinion, can only really effective if the punishment for missing class is the same as before and the prizes are worthwhile. For example, Chelsea High School had its attendance rates drop. Some students do not care for the small amount of money received for perfect attendance. Fewer, but larger, prizes seem to be in order. Here, again, caution seems to be in order. I think that giving away prizes that promote, or can be used to promote, education would be preferable to other prizes. To that end, I would support prizes such as computers, educational games, or educational software.

A better answer to this, however, is not money, but the parents. Teachers attempt to show students the value of an education, and how it will help them create a better life for themselves. I believe that we also need to target parents, showing them how an education will help the student. From the three pressures, the ability for upward mobility, the teachers punishing students for absentness and parental motivation, I believe that students will go to school out of pressure, and thus attendance will again rise.

Websites:

Beckman, Rob. “’And for Perfect Attendance, Johnny Gets… a Car’ from NYT 2/5/06” 7 February, 2006. http://beckma20msuedu.edublogs.org/2006/02/06/and-for-perfect-attendance-johnny-gets-a-car-from-nyt-2506/>

Belluck, Pam. “And for Perfect Attendance, Johnny Gets… a Car.” 5 February, 2006. New York Times. 7 February, 2006. http://www.nytimes.com/2006/02/05/education/05reward.html?ex=1296795600&en=2f0361b43f0fe378&ei=5088&partner=rssnyt&emc=rss>

I have just finished reading RJ’s post about the CNN reports about a conservative man offering money to students in exchange for class notes and lectures of teachers who push liberal agendas. The CNN articles are here and here.

I must agree with you RJ over having discomfort over this whole mess. I don’t think that offering money to students so that they will break the regulations of UCLA (as taping the lectures of professors without their permission is) is a good idea. I would also claim that it is a bad tactic altogether. I would also agree with you that we must provide good role models to our students because they will probably still be looking for that one person they would like to be like.

I, for one, plan on doing this by keeping my political beliefs to myself, and not push them on any of my students. I would even go so far as to contend that this guy is actually doing the rest of the population a favor by drawing attention to certain teachers who push their political agendas. It is my belief that teachers shouldn’t push their ideas onto other students, but rather educate each student in the different ideologies, and give them the skills to sift through the different ideologies to find one that makes the most sense to the individual student.

I also don’t believe that this has anything to do with President Bush and his wiretapping scandal. I think it is just some coincidence that some guy in California got enough money scraped together to further his own political agenda. Although I would agree that unethical dealings at the political acme will trickle down to form a corrupt whole eventually, I don’t see this happening at the moment.

Websites:

Ryan Vella. Published 25 January, 2006.
http://vellarya.edublogs.org/2006/01/25/cnn-comment/> 31 January, 2006.

Expose ‘radical’ UCLA teacher, get $100. CNN. Published 19 January, 2006. http://www.cnn.com/2006/EDUCATION/01/19/ucla.radicals.reut/index.html> 31 January, 2006.

Activist drops reward for info on ‘radical’ professors. CNN. Published 25 January, 2006.
http://www.cnn.com/2006/EDUCATION/01/25/professors.targeted.ap/index.html> 31 January, 2006.

First off, Jessica, don’t become offended by news articles, especially those in which use averages and statistics, they don’t apply to everyone. Also, when you make these types of posts, would you be willing to supply a URL for the article. Thanks.

Even with that said, I must also express my displeasure with the article, but for other reasons. Although we haven’t had to deal with those “real life” experiences, one must also know that we, as college students, are supposed to be the smartest in the United States, and should be able to figure out how to balance a checkbook, calculate a tip, or interpret credit card offers. For example, I have never had to interpret several credit card offers, because I always destroy them, but if I decided that I wanted a new credit card, I would amass several offers and read them over carefully, comparing the different rates and with a little help from the internet for definitions, I would be able to pick a reasonably decent credit card offer.

I don’t want to seem too cantankerous with your comments, but our generation does need to use some logic even currently. I don’t see any reason why we should not be able to read a chart, or calculate a tip. I can’t think of a subject matter that wouldn’t use a table at some point, or a person who hasn’t eaten in a restaurant.

However, I would agree with you that the article is harsh with our lack of “real world” experience, for example understanding what systolic and diastolic pressure (blood pressure) means and which of those is more important to keep low. I would also agree that the number of students polled seems kind of low (only 1,827 students) to be a significant portion of the population.

Website:

Study: College Students lack literacy for complex tasks.

http://www.cnn.com/2006/EDUCATION/01/20/literacy.college.students.ap/index.html