Technology+Leadership+Book+Summary



//Empowering Students with Technology// explores the unique opportunities that technology provides to empower students to learn how to learn and builds on the work of many pioneering educators who are breaking the traditional boundaries of learning. The book contains anecdotes from the field of teaching that provide a glimpse into how to manage the transition of preparing students to work in the digital economy (November, 2010).

More and more students are using the Internet as their personal media choice which in turn is allowing more students to be manipulated by it. Educating students on how to validate or evaluate the information they encounter on the Web is critical. One such way is called MAPping. Students "map" the information they access on the Internet by examining **M**eta-web information, **A**uthors and **P**urpose (November, 2010). Meta-web information involves educating student on Internet sturcture, teaching them how to understand URLs, links and how to use search engines. It is important to investigate the author's credentials and not just assume that information posted by a doctor or professor is valid. Students also need to understand the purpose of a Web site and understand that the purpose may not be entirely obvious (November, 2010). Teaching students about information literacy will help them avoid being manipulated when surfing the Internet.

Expanding the boundaries of learning beyond the classroom will warrant enormous opportunity to motivate and deepen student understanding of complex issues. Students can be taught how to utilize communication technologies effectively from early primary grades through high school and beyond. This will allow them to create partnerships between students within their city, country or even around the world. Skype allows anyone with a computer and Internet connection to connect with anyone else around the world with Skype installed on his/her end (November, 2010). It allows for group work on a project, offers the ability to ask an expert a question, allows students to get help after hours and offers inclusion of students unable to attend school physically. Communication technologies can also help strengthen the school-to-family connections and the school-to-world connections by allowing stludents to experience different cultures through videoconferencing. Publishing student work on the web can also provide a very powerful and positive force for motivating students.

Teachers are digital immigrants. Their students often learn how to use technology quicker than they do because they want to fit in with their peers. As long as teachers can manage many of the technologies used in the classroom, they can still create productive learning environments. Teachers can learn from their students in a process called reverse mentoring. Teachers can also collaborate with colleagues and parents to find the fastest, easiest ways to improve learning. Shifting control to the students gives them ownership in their learning and motivates them more to complete the work. While students have to learn to take responsibility for inventing and managing their own work, teachers need to raise their expectations of what students can accomplish (November, 2010).

Teachers should get students using primary sources through websites and online catalogs such as the National Archives and Records Administration (NARA) or the Archival Research Catalog (ARC). This allows students to explore thousands of possibilities and find as many pieces as possible to the puzzle. As we gain access to more primary sources, the role of the educator becomes more important. Students often miss connections and need help learning how to think critically. The information can be overwhelming and studens need to be taught the language, perspective, database search skills and how to sort fact from fiction. Teachers should lead students to think critically about primary source material by generating questions, encouraging students to examine other information sources and by helping them make connnections with experts.

Online learning is becoming more popular as high schools and higher learning institutions add to their course offerings on the Internet daily (November, 2010). Although online learning is growing, it isn't for everyone. A good online teacher must devote time and energy to students, be available to students, be creative and willing to experiment, breakdown and integrate curricula and focus on concepts. Online students must be motivated, self-disciplined and responsible, have the ability to work independently and have parental support. Online learning is the phenomenon that is making learning opportunities available anywhere, anytime and to anybody (November, 2010)

November, A. (2010). //Empowering students with technology.// (Second Edition). Thousand Oaks, CA: Corwin.