The definition of cloud computing is as follows:
"A loosely defined term for any system providing access via the Internet to processing power, storage, software or other computingservices, often via a web browser. Typically these services will berented from an external company that hosts and manages them." (This is according to www.Dictionary.com, 2011.)
It took me a lot of reading to truly understand how this works. Much like my first introduction to Web 2.0, it seems that cloud computing is already all around me and used in my daily life, and I didn't even know it. Basically, I think I would adapt this definition to explain that cloud computing refers to storage of information, applications, and services on the Internet in a centralized (external) computer, somewhere, that the individual using the service may not even know about.
I think it is inevitable for cloud computing to be used in education, and I'm sure that this is, in fact, already the case. When students are online using a search engine, they do not question where the pages suggested come from; they are merely the end of a chain that we likely cannot even begin to imagine. When students are checking their emails, are using various applications (such as those available for Gmail users, like Blogger), or are using a search engine, the data is coming from somewhere, and is likely being stored there, too. All of this, provided simply by an Internet Service Provider (ISP), basically with any Internet connection.
It seems to me that cloud computing is an efficient way of working with large numbers of files, folders, and applications. Personally, I have no interest where the webpages that I'm looking at are stored when not being searched out, so it is certainly easier for me that I do not have to worry about this. I think it takes a lot of the technicality out of Internet use. In a binder, for instance, if you are looking for a specific piece of paper, you would need to know how the binder is organized, what the different dividers mean, what paper it is you are looking for, what it looks like, what color it is, perhaps even what's on it... which, depending on the size of the binder, could take a while. ESPECIALLY if this is not your binder to begin with. I see this as being the Internet. There are millions of resources available online, and if we as computer users were to try to sift through them ourselves, it would take ages. Often, it may be difficult enough to choose a page as a result of a search, even though they are ordered in "relevance" to your search topic. These are also easy to open, scan through, and close if not exactly what you are looking for. For students, this makes Internet research much easier that journal or textbook research - the Internet seeks out the resource for the student, and it is then only the students' job to use the correct parts.
The concern does come up that students may become "lazy" or will lose the value of searching in a textbook for the answer to a question when Google is at their fingertips. However, as teachers, one of our goals is to ensure our students are prepared for the world they are entering. The fact is that emphasis is no longer placed on how well a student can search out a specific paragraph. The Internet is a widespread and incredible resource, and it would be a waste for us as educators to not instruct our students in its uses. Cloud computing makes it easy for students to access what they need, which adds to their safety and privacy, along with time management and efficiency. Over all, I think this is a crucial aspect of the Internet, especially when it comes to the classroom.
Friday, February 18, 2011
Monday, February 7, 2011
Listserv Use
Similar to any of the Internet technologies we've already covered, I think there are multiple ways for listervs to be used in education, as long as they are used correctly. One of the most obvious benefits I can think of is having a classroom mailing list. Whether this is with the students themselves (perhaps in older grades) or to the parents (for younger students), this provides an easy and instantaneous way to communicate with members of your classroom. This being said, I think there is a fine line between use, and overuse. No one wants to be spammed with emails, so I would enforce limiting this to necessary communication, or utilizing it as a weekly/monthly newsletter and reminder notice. A listserv may also be used to send home event-type messages, such as informing families of parent-teacher-student interviews, or an open-house taking place at the school.
This is, of course, under the stipulation that all students have access to the Internet at home, which is an entirely different issue. Even as technology continues to advance, there are still individuals who are not capable of affording a computer, or have limited computer/Internet access. Rare, sure, but depending on the school, and where in a city it is situated, as educators, we must be aware of all of our students, so as not to alienate or make any students feel inadequate, embarrassed, etc.
Discussion-based listservs also serve a purpose in the classroom (and, are more inclusive, as students may use classtime, or have afterschool computer privileges.) I could see listservs being used in a very similar manner to newsgroups. Many of the examples our class came up with for use of newsgroups translates to listservs, and simply stands to the question of which is more beneficial for students.
I could see listservs being of great use for classes where students are challenged to come up with
-an interesting resource about a country before studying it in Social Studies,
-a science innovation that has occurred in the last 20 years, and how it applies to a Chemistry/Physics/Biology topic,
-a math equation to form a class study-guide for next week's Calculus midterm,
-a comprehensive overview of a novel study, suggesting similar books to other students if they like ___________ or if they are interested in the __________ genre.
This list is certainly not exclusive, and could go on for pages. As well, all of these examples that I've chosen to highlight could easily apply to newsgroups and forums.
I think the biggest advantage of a listserv is that it comes to our inboxes in the form of an email. With SmartPhones and wireless Internet access everywhere, email is a constant. I can honestly say I check my email well over 10 or 15 times per day. While a newsgroup involves students going to an external site to read what has been posted, an email is instantaneous, and can easily be opened, read, and replied to.
I belong to a few listservs, and I find them most beneficial when I am receiving useful information, but my inbox is not constantly being filled with updates. This being said, most of my experience comes from University classes. In searching for listservs online, I found that it was difficult to track down exactly what I was looking for, as not many gave direction of what was being sent out, if the listserv was monitored or unmonitored, and how often new emails are sent. I feel as though being on the moderating end, that is, creating our own mailing lists for our students and/or parents, would be much easier. And, hopefully by having the knowledge of what works and what doesn't on the receiving end, we are able to make the best possible use of listservs in our classrooms.
This is, of course, under the stipulation that all students have access to the Internet at home, which is an entirely different issue. Even as technology continues to advance, there are still individuals who are not capable of affording a computer, or have limited computer/Internet access. Rare, sure, but depending on the school, and where in a city it is situated, as educators, we must be aware of all of our students, so as not to alienate or make any students feel inadequate, embarrassed, etc.
Discussion-based listservs also serve a purpose in the classroom (and, are more inclusive, as students may use classtime, or have afterschool computer privileges.) I could see listservs being used in a very similar manner to newsgroups. Many of the examples our class came up with for use of newsgroups translates to listservs, and simply stands to the question of which is more beneficial for students.
I could see listservs being of great use for classes where students are challenged to come up with
-an interesting resource about a country before studying it in Social Studies,
-a science innovation that has occurred in the last 20 years, and how it applies to a Chemistry/Physics/Biology topic,
-a math equation to form a class study-guide for next week's Calculus midterm,
-a comprehensive overview of a novel study, suggesting similar books to other students if they like ___________ or if they are interested in the __________ genre.
This list is certainly not exclusive, and could go on for pages. As well, all of these examples that I've chosen to highlight could easily apply to newsgroups and forums.
I think the biggest advantage of a listserv is that it comes to our inboxes in the form of an email. With SmartPhones and wireless Internet access everywhere, email is a constant. I can honestly say I check my email well over 10 or 15 times per day. While a newsgroup involves students going to an external site to read what has been posted, an email is instantaneous, and can easily be opened, read, and replied to.
I belong to a few listservs, and I find them most beneficial when I am receiving useful information, but my inbox is not constantly being filled with updates. This being said, most of my experience comes from University classes. In searching for listservs online, I found that it was difficult to track down exactly what I was looking for, as not many gave direction of what was being sent out, if the listserv was monitored or unmonitored, and how often new emails are sent. I feel as though being on the moderating end, that is, creating our own mailing lists for our students and/or parents, would be much easier. And, hopefully by having the knowledge of what works and what doesn't on the receiving end, we are able to make the best possible use of listservs in our classrooms.
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