Technology+Leadership+Book+Summary

Jana Dugas EDLD 5306 ET 8038 September 16, 2011

I chose to read the book “Teaching With the Tools Kids Really Use” because the book gave a lot of background information on technology tools that kids commonly use. While I knew some of the information I read, but I also learned new information that I had not known very much about. The book was highly organized in that every chapter had the same concepts: basic information about the tool, common objections to using the tool in schools, changing viewpoint, strategies for classroom use, practical suggestions, and discussion points (Brooks-Young, 2010). As I read the book, I noticed that the Brooks-Young suggested that, “teachers need to check the school or district acceptable use policy to ensure that using this type of tool will not be violating any terms of the policy” (p. 62-63). I read statements very similar in several different chapters in the book. This presented an obvious theme from this book, our schools are banning the very tools that kids use; tools that could empower them to stretch their learning into a whole new world. This is a vital thing that is holding back our students from maximizing their education. How can we reach them in the world they are living in, if we aren’t allowing them to use their tools in school? That would be like telling a bus driver to get all the kids to school, but not giving them the key to the bus. How would they start the engine? This is very important to educational technology because the people making these laws and rules are trying to keep the students safe and focused on learning by 19th century standards. But in fact, they are putting them in danger and boring them to death with paper and pencil routines. This is not going to prepare students to compete for jobs when they enter the job force. Not when they are competing for jobs with people all around the globe. Strategies for classroom use was also a very important concept covered in the book. I always read that teachers should be using all these tools, but I had yet to read anything that told me how to implement them in my classroom. Sure, I had my own ideas about how certain tools could enhance concepts I was teaching. Brooks-Young gave great suggestions, as well as good websites to refer to for help. This was valuable information that has inspired me to think about trying new things in my classroom. I know I will refer to this book for the years to come to revisit the information it contains. Another theme that I noticed was the ethics of using these tools. This was woven throughout the book. It is obvious that educators need to talk about appropriate usage of tools; things that are published on the Internet, social network sites, and online gaming. Students are learning this the hard way. Brooks-Young declares, “expectations need to be established” (p. 95) when using online games. The book concludes with two chapters on digital citizenship. These chapters discuss ethical use more deeply. We need to be teaching about privacy, respecting the privacy of others, respecting yourself, cyber-bullying, rules & laws, acceptable use policies & codes of conduct, and finally cheating & plagiarism (Brooks-Young, 2010).

References: Brooks-Young, S. (2010). //Teaching with the tools kids really use.// Thousand Oaks, CA: Corwin.