CHAPTER 5 Power Point Presentation

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CHAPTER 5

Points & Paraphrases

Internet AccessSixty-five percent of U.S. Citizenscan access the I nternet from home,

and the average user spends 12.5hours online per week.Twenty-four percent of home usershave high-speed access, and itappears that high-speed accessmakes a qualitative difference inhow the I nternet is used.

Even though thosewith high-speed

connections canget the informationthey need morequickly, they spend4 hours more per

week online thanthose with dial-upconnections.

Home usersHome users usethe I nternet

most frequentlyfor email, butalso commonlysearch for

information andvisit sitesproviding news.

High-speed accessStatistics indicatethat high-speed

access is makingthe I nternet moreappealing; speedand convenienceare encouraging

greater reliance onthe net for information andservices.

Low income technologyTeachers from high-poverty schools alsomore frequently listed student skill in usingtechnology as a barrier.

I t is important to recognize that studentsfrom low income families have less accessto technology outside the school and thatone consequence of this lack of opportunity may be a difference in theskills these students bring to theclassroom.

High poverty schoolsThirty-four percent of teachers from highpoverty schools saidthey mandated that

their students usetechnology outside theclassroom to completeassignments.The truth remains: low-

income students haveless outside access totechnology than their wealthier peers do.

videoconferencingThe videoconferencingtool is designed for point-to-point

communication.A point-to-pointapplication connectsone computer with oneother computer, incontrast to anapplication such aschat, in which manycomputers are able tosend messages tomany computers.

Even so, it is possible to use point-to-point videoconferencing for conferences in which all members of

a class participate.As one example, the teacher mightwant to engage the class in a

conversation with a subject expert.

V ideoconferencing, Cont.

V ideoconferencing providesstudents with theopportunity to open their

classroom to the world.

V ideoconferencing allowsstudents to communicate tothe other side of the world;instructors can choose topair a student with an e-mentor, thereby enablingthe student to interact andlearn from someone in thenext town³or on the other side of the globe

V irtual Chat

I n chat, conferencing, ande-mail discussions, anynumber of students canwork on the preparation of their comments at thesame time

Each can be assured thather comment willeventually be added to thediscussion.

The first student to click´Sendµ does not block outother participants.

Responding to e-prompts

Allows any number of students to prepare their comments, simultaneously, without censure.

The first student to click ´Sendµ will not block hisclassmates.

Nor will his reply influence or discourage other students.

Eventually, when they, too, click ´Sendµ there answerswill be read³and deemed equally valid.

Technical GraspTechnology instructorsmust have a firm grasp of the potential pitfalls of their hardware, or methodology.

Become familiar with allaspects of thecommunications systemand software.

Try using the system indifferent places--from your computer lab or office, toyour home, over a modem.

Technical grasp, Contd.Or add yourself to the system

as a ´student,µto encounter any limitationsor problemsthat a studentmight face.

« The Other Golden Rule

Remember:

´Put oneself in their shoesµapplies to the virtual worldas well « .

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