To use SparkNotes or Not to use them: that is the question

          The film “Revolution in the Classroom and Social Lives” is a wakeup call to alert us that youth today live in a technology-driven world.  The fact is that part of our student’s life is technology whether we agree with that or not.  Some teachers are making an effort to stay afloat while others think it’s too hard and stay away from it.  The youth of today is able to multi-task and use different methods of technology at the same time.  The film mentioned that one of the problems with today’s students is that they no longer read books, instead they read SparkNotes online.  Students think that reading is boring and that it takes too much time out of their busy schedules.  Is it laziness or just a lack of dedication to academics?  As teachers, what can we do to help our students read?

          Leisure reading is a choice people have to pick what they want to read.  The moment a student is told they must read a certain book, it turns them off.  In my opinion, as teachers we must also consider assigning books that will be relevant to the students to keep them interested and engaged in reading.  As teachers, we must also make the reading material we assign relevant to the student.  We need to make an effort to translate the material for our students so they can understand and apply what they read about to their own lives.  Some books are difficult to understand, therefore, some students go to SparkNotes when they are confused about literature or when they don’t have time to read.  One of the students in the movie “Revolution in the Classroom and Social Lives,” stated, “If there were 27 hours in a day, I would read Hamlet.”  At times, students are overwhelmed with homework and after school activities and that may be one of the reasons why they don’t want to read, therefore; they go to SparkNotes.  

          There is opposition on both sides of the aspect.  Some teachers are opposed to the use of SparkNotes and would argue that using SparkNotes should not be an option and that students are just lazy and that they don’t like to read.  They would also argue and say that there have been mistakes found on the website and that it is not as accurate as students think.  Some teachers also argue and say that SparkNotes does not help students with critical thinking skills that readers use to analyze literature. 

          Other teachers are okay with students using SparkNotes.  One of the teachers in the film stated, “You take it as a given that students are going take stuff from SparkNotes and from other sources like that.  The question is how we react to that and we can react and say, okay this is something that we need to fight against.  The other way to react to it is accept is as a reality and say that that’s how the outside world works.”  If teachers don’t want their students using SparkNotes, there are different activities they can incorporate in the classroom. For example, teachers can hold their students accountable by having a short discussion and giving students short quizzes after the reading.  Teachers can also assign students to make journal entries after reading.  Students can write about certain elements of the story or simply write about their thoughts.  In addition, teachers can read to students in class and also have them take turns and ask them questions throughout the reading.  In doing so, teachers can use these activities to do quick assessments and check for understanding.  On the other hand, as a Special Education teacher, I can see the benefits of using SparkNotes in the classroom as a supplement.  Most students in Special Education are well below reading level and it makes reading books like “The Grapes of Wrath” pretty difficult.  SparkNotes can be used as a special modification for students to help them understand the reading.  Another modification can be pairing up students with a partner and go through a specific part of the chapter and fill them in as a review while taking role or doing other classroom duties.  This activity will prepare the students for a good discussion rather than spending most of the period reviewing.  All of these activities will serve as a preparation to do a quiz at the end of the week.  The quiz can also be used as a formative assessment.

          In conclusion, I firmly agree that SparkNotes can be used a supplement, however; SparkNotes should not be used to replace original literature.

Teachers can use SparkNotes as a special modification for students with learning disabilities.

           I really enjoyed reading these two articles written by Prensky and found that I agreed with some of the comments he made as well as disagreed on demeaning statements he made about older generation teachers.  In his article, “Digital Natives, Digital Immigrants,” he refers to this generation as “Digital Natives” because they speak the digital language.  Prensky refers to the current teachers as “Digital Immigrants” because we were not born into the digital world; therefore, we are not native speakers and have an “accent.”  Wow!  Then, I guess that makes me a double immigrant because English was not my first language and neither is the Digital Language. 

            “Digital Immigrants don’t believe their students can learn successfully while watching TV or listening to music because they (the Immigrants) can’t” (p. 3).  As a “Digital Immigrant,” I have to agree with Prensky.  There are some things that we need to be aware of and that is realize that the “Native Speakers” do learn differently.  They are great at parallel processing and multi-tasking as he mentioned in his article.  I see this at home all the time with my own children.  They are capable of doing their homework while listening to their iPods and texting at the same time.  I had a hard time allowing them to do so, but I learned to back off when I received their grades and noticed they were bringing A’s and B’s.  Reading this part of the article made sense and helped me understand where my children and students are coming from. 

The New Way

            Prensky states that in order to confront the issue of teaching Digital Natives two things need to be reconsidered:  methodology and content.  As far as our methodology, he states that, “Today’s teachers have to learn to communicate in the language and style of their students”      (p. 4).  He expects teachers to teach more in parallel, “faster” not “step-by-step.”  I do agree that there could be some changes in the way we teach, but not the way Prensky suggests.   We have to keep in mind the learning theories we learned about in preparing to be professional educators.  We must also remember that children perceive and process information in different ways.  As professional educators we need to design our instruction using methods to connect with the different learning styles and introduce a variety of experimental elements into our classrooms.  Our job is to meet the needs of all of our students.  Keeping this in mind, in my opinion, there will be some students who might not be able to keep up with the “faster” teaching.  And, we must also take into consideration our students with learning disabilities who are mainstreamed into regular classes.  What place do they take in Prensky’s methodology of teaching? 

           In terms of “content,” he says that there are two kinds:  “Legacy” content which refers to our traditional curriculum and “Future” content which refers to digital and technological teaching.  Prensky questions if “Digital Immigrant” teachers are prepared to teach “Future” content.  Teachers, especially at the high school level, need to be highly qualified to teach single subjects.  They have absolutely no problem in teaching “Legacy” content.  As far as teaching “Future” content, I think many teachers are prepared and use PowerPoint presentations, overhead projectors, document cameras, promethean boards, etc.  What about teachers who are not so familiar with technology?  How are they to learn?  I feel that districts need to provide professional development opportunities where they bring teachers up to date who are not familiar with technology.  I do feel we need to learn how to better communicate with “Digital Natives.”  That is the source of my motivation to be in this class.  I hope to learn as much technology as I can so that I can apply it in my classroom and have different alternatives to engage my students and help facilitate their learning. 

            Finally, I think it would be very interesting to see how education is going to continue to evolve with the use of technology.  Personally, I think that “Digital Natives” would be fascinated by the idea of using computer games to learn content.  However, I think that should only be a portion of the instruction.  As human beings, we should not learn only from machines.  We must not allow our children and students to become desensitized from humanity.  While technology is so wonderful and innovative, it’s sad that the old-fashion ways of doing things are virtually disappearing.  While I had to walk to the library to check out books, information is only as far as the nearest keyboard and Internet access. Today’s students can just go to the computer, Google information on any subject and the information is instantly at their fingertips.  I think this is great and love it myself!  But, at the same time, today’s students spend excessive amount of hours glued to the computer with numerous distractions such as Face book, YouTube, MySpace or the Internet.  This is also preventing students from exercising and that’s one of the reasons why we have such a huge problem with obesity today.  Why do children need to play outside and get fresh air when they could be playing from the comfort of their living rooms with the Nintendo Wii?  So, when Prensky suggests that students should learn content from games, I think it’s a great idea, but we must keep in mind that continuous use of technology can cause dependence.  Many students joke around about being addicted to Face book or texting.  Technology is without a doubt the greatest invention that has grown so rapidly, but I do wonder how much is too much? We all know that too much of anything can’t always be good.  Therefore, even when it comes to technology, we have to remember that we must do everything with moderation.  Technology is a simply a tool for automation and connectivity. However, the true knowledge and power source is within the user, not the device.

Let's not get stuck in the old way!

           My main goal in doing this Masters program is to become more knowledgeable with technology in general.  I hope to learn different programs that will allow me to reach every student in my classroom and to meet his or her individual needs.  As I reflect on my personal goals about life itself, my family, school and work, I feel a little overwhelmed.  I think that at times, I am my own worst enemy because I demand and expect so much of myself.  However, technology humbles me because I know so little about it. 

            I think that the first thing I need to ask myself is, what do my future students need to learn, and how can technology promote those learning goals?  Well, this is the reason why I’m in this class.  I am determined to learn as much as I can about technology to be able to keep my students engaged.  Many of the classrooms within the OUHSD have Promethean boards and one of my many goals is to learn how to use it.   I’ve seen what the Promethean board is capable of doing and it’s a powerful tool that can truly assist a teacher in enhancing the learning and achievement of students. 

            Before this class, I had never heard or knew what a blog was.  One of my goals is to learn how to create my own blog and learn how to get the best use out of it.  In addition, I think it will be a useful tool and a great experience for students.  Posting their writing will develop self-confidence as well as a sense of fulfillment from publishing their work.  Another goal is to learn how to create my own wiki and learn how to use it.  I’m also really excited about learning how to use Facebook as well.  I thought that Facebook was forbidden in the world of education, but now see how it can be a tool for creating on-line professional networks.  Soon when people ask me if I have one and I’ll be able to answer was always “Of course I do!”  Another one of my goals is to learn how to use Flickr.  I enjoy taking pictures and would love to post pictures of fieldtrips, guest speakers, or special projects I might do with my students.  From what I understand, I can also post my student’s work for everyone to see.  Along with this goal I would also like to learn how to approach parents with a disclaimer.  Prior to taking this class, I don’t really recall hearing the word podcasts so; I have decided to add this to my list of goals of things I want to learn.  My mission is to learn what it is and find out if I can use this type of technology in my classroom.  I’ve also heard about videoblogging and would really like to learn how to use this type of technology. 

            I have to say that my greatest goal is in this class is to have an open mind so that I can learn as much as I can about technology and most importantly figure out how I can incorporate this new knowledge in my class.  I want technology to be a powerful instructional tool, not a drain or a burden.

The Aguilera Family

           I have been happily married for 23 years to the most wonderful man on earth, Raul, and we have three wonderful sons Raul, Christian, and Joshua.   One of our favorite things to do is to travel.  My family and I love the beach and have been blessed with the opportunity to visit different beaches in Mexico.  Our favorite beach is in the Peninsula of Yucatán.  The beaches are of course the biggest draw in Cancun with their white, soft, cool sand even in the blazing sun and the most amazing turquoise water.

          For the last 20 years of my life, I have been working for the Oxnard Union High School District, however; for the last 10 years, I have had the pleasure of working with students with learning disabilities.  I’ve always known what I wanted to do in life, I wanted to teach.  After I started working with students with learning disabilities, I knew what I needed to do.   In June 2008, I graduated with a Bachelor’s Degree from California State University Channel Islands.  That same year, I started the Special Education Teaching Credential Program at Azusa Pacific University.  Last quarter, I completed the credential program and started the Master of Arts in Education:  Digital Teaching and Learning.  My goal is to some day have my own classroom and do what I love, teach.                                                                                       

My Favorite Book!