Under the proposed DREAM Act, college students who are classified as illegal aliens could become eligible for U.S. citizenship.

Even though the Obama Administration is deporting a record-high number of immigrants who have been convicted of crimes, they recently leaked a “draft memo” which discussed different ways college students could avoid deportation.

“In a world of limited resources, our time is better spent on someone who is here unlawfully and is committing crimes in the neighborhood, as opposed to someone who came to this country as a juvenile and spent the vast majority of [their] life here.” explained John Morton, the head of Immigration and Customs Enforcement (ICE).

The purpose of the Development, Relief, and Education for Alien Minors Act is designed to help illegal immigrants who are honor roll students, star athletes, talented artists, homecoming queens, future teachers and doctors, or U.S. soldiers apply for their U.S. citizenship. The Migration Policy Institute estimates that approximately 726,000 “young immigrants” could become “immediately eligible for legal status” under the DREAM Act. However, the bill has been stalled in Congress because not everyone is keen about undocumented college students qualifying for green cards.

According to a report published by Educators for Fair Consideration, titled “An Overview of College-Bound Undocumented Students,” most undocumented college-bound students entered the country illegally as children with their parents, lived in the U.S. for the majority of their lives, and can speak English fluently. Apparently many of these undocumented students fail to learn about their illegal status until they apply for a driver’s license or a scholarship, or enroll at a college or university.

It is estimated by the National Immigration Law Center that approximately 65,000 U.S.-raised students who qualify for the benefits of the DREAM Act graduate from high school every year. However, only 7,000 to 13,000 of these undocumented students pursue a college or university degree because of the cost of education and the fear of being deported.

Experts state that undocumented students who graduate from high school actually “consume more in services than they contribute in taxes.” But according to a 1997 report released by the National Research Council, undocumented students who have earned a college degree could actually save the government money if they find employment after graduation.

As Sen. Debbe Leftwich (D-Oklahoma City) boldly stated, “Why invest all that time and money if we can’t help them complete their education and get a job?”

In order to qualify under the DREAM act, illegal aliens must have:

• Entered the United States before the age of 16
• Been present in the United States for at least five consecutive years “prior to enactment of the bill”
• Graduated from an American high school, obtained a GED, or was accepted into an American college or university
• Been between the ages of 12 and 35 during the time of the application
• A “good moral character”

Once the applicant has been approved and granted a Conditional Permanent Residency, they must either enroll at a college or university to pursue a bachelor’s degree or higher, or enlist in the United States Military.

However, the DREAM Act’s website clearly states that it “DOES NOT include any language about in-state tuition.”

States that currently offer in-state tuition to undocumented students are California, Illinois, Kansas, Nebraska, New Mexico, New York, Texas, Utah, and Washington. Undocumented students from these states can qualify for in-state tuition if they attended a high school in the state for at least three years prior to graduation and obtained a GED, however, this varies depending on the state.

To read up on the various state laws which specify how undocumented students can qualify for in-state tuition click on the following links:

• California
• Illinois
• Kansas
• Nebraska
• New Mexico
• New York
• Texas
• Utah
• Washington

To read up on other state laws which prohibit undocumented students from receiving in-state tuition click here:

• “Financial Aid and Scholarships for Undocumented Students“

Incoming freshmen at five different American universities are using a Facebook application to send roommate requests to other students. The application helps students find a roommate through “online scouting,” and matches each student according to political or religious views, study habits, and even cleanliness.

The creators of RoomBug describe the application as one that allows students to “do their own roommate matching at on-campus residences and off-campus student properties across the nation.”  They explain that their mission is to “empower residents in the roommate selection process.”

As of right now, students at Emory University, the University of Florida, Temple University, Wichita State University and William Paterson University can use the application to fill out a form and describe their living preferences. If they find a “match” on the application which fits their description, the student can then send a request to other users.

Approximately 25 percent of the 5,179 incoming freshmen at the University of Florida are using the application.

“We decided that rather than continue to fight against the social media that is so much a part of our students’ lives, we need to get engaged in that social media,” explained TJ Logan, who works as the associate director of housing at the University of Florida.

The application allows students to fill out a 5-point questionnaire, so rather than providing a “yes or no response,” users can rate their answers on a scale of 1 to 5. All of the users are asked questions based on their:

• Neatness level
• Preferred bedtime
• Visitor frequency
• Activity level
• Academic vs. social focus

Once they have completed their own questionnaire, users answer the same five questions to describe their “ideal roommate.” For the final question, students must then select whether they would like to live with a smoker or a non-smoker.

Users can choose whether they would like their “lifestyle filter” to be turned on or off. If the lifestyle filter is turned on, all of the answers they have provided about their “ideal roommate” will be applied, and the number of roommate matches will be limited to only those who fit their preferences.

But the RoomBug application isn’t the first of its kind: Over 83,000 students at 775 American institutions are already using URoomSurf, and students can create their own profiles, complete surveys, and then view their online matches. And two years ago Tulane University announced their partnership with a similar application called RoommateClick.

But not everyone is praising the use of social media as a roommate-matcher, as some feel this gives rise to racial, religious, or sexual profiling.

“As you leave behind high school to redefine and even reinvent yourself as adult, you need exposure to an array of different ideas, backgrounds and perspectives — not a cordon of clones,” writes Maureen Dowd, a reporter for The New York Times. “College is not only where you hit the books. It also should be where you learn not to judge a book by its cover.”

“The Science of Roommates”

Picking your future roommate is a serious decision that should not be taken lightly: Studies show that your roommate’s lifestyle could not only have a positive or negative impact on your education, it could also affect your state of mind as well.

According to a University of Michigan survey of 1,600 freshmen at two different universities, college students are more likely to fall into a state of depression if they live with a depressed roommate. Another group of researchers at Harvard found that non-drinkers who live with a partying roommate actually receive lower grades, and this is especially the case if two partying roommates, specifically males, live and drink together.

Also,  if a student lives with a roommate who has a video game addiction, studies show that their grade point average is 0.2 lower than students who don’t live with video game addicts.

In another study conducted with freshmen at Marquette University, it was discovered that females who live with heavier roommates are less likely to gain weight as opposed to those who live with thinner roommates. Margo D. Maine, who is a psychologist and specialist in eating disorders, explained that women between the ages of 17 and 19 are more at risk of developing eating disorders if they live with a “calorie-counting roommate.”

“Peer pressure is intense in that first year of college, probably more intense than in any other year of life,” states Jeffrey Jensen Arnett, a research psychologist at Clark University and author of ‘Emerging Adulthood: The Winding Road From Late Teens Through the 20s.’ “Everyone around you is a stranger and you want to fit in…One way to find that place is to go along with what other people seem to be doing and what they seem to want you to do.”

Michigan State University Federal Credit Union (MSUFCU) Financial 4.0 Podcast

MSUFCU’s podcast has over 40 episodes which discuss employment, financial security, student scams, overdraft protection, and much more.

College Without Going Broke

Learn about financial aid eligibility and applications, identify theft, and some of the most common mistakes students make when applying for financial aid.

Financial Aid Quick Tips

The majority of these podcasts consist of interviews with experts and professionals who discuss student employment, scholarships, and grants.

The Loan Geek

From the Connecticut Student Loan Federation, topics touch on interest rates, payments, benefits, and the most frequently asked questions about financial aid and scholarships.

Financial Survival Training for Students

With a mixture of both video and audio podcasts, listeners get some helpful advice from other students as well as financial experts.

The Scholarship Lady

Kim Stezala, author of “Scholarships 101: The Real-World Guide to Getting Cash for College,” interviews numerous financial aid experts who discuss SAT test preparations, and the most common mistakes students make when applying for college.

Student Debt Relief Series

Even though there are only four episodes, experts discuss numerous important financial aid issues such as how to reduce college costs and become eligible for student loans.

SunTrust Education Loan Financial Aid Audio Series

After listening to these three episodes, students can learn everything about private loans, the Free Application for Federal Student Aid (FAFSA), issuing a Student Aid Report, and how to manage your debt and credit history.

Going Somewhere? The Knowledge You Need for College

The Education Services Foundation gets expert advice from “Captain Obvious” about the basics of the FAFSA and how to avoid student scams.

American Indian College Fund’s Video Podcast

American Indian students get updated on scholarships, the Think Indian campaign, and various educational statistics.

College Planning Power Hour

Experts discuss several important tips and tricks every current or future student should know about before applying for college, as well as how to cut down on college costs.

Deonte Bridges has had his fair share of trials and tribulations: his brother died of an enlarged heart when Deonte was four, his mother was diagnosed with Leukemia nine years later, and since 2008 he has been too scared to leave his house after being robbed at gunpoint.

But despite all of this, Deonte has worked hard to make the most of his life. He has won so many awards in basketball, (37 in total), that his father had to carry all of them in a box to ship home. He also wrote a rap song criticizing racists and bigots, and was invited to perform at the 2009 Anti-Defamation League Dinner in Las Vegas.

And during his senior year in high school he graduated with a 3.9 grade point average, and became the first African-American male valedictorian of his high school in over a decade.

Over the past few months Deonte has been offered 26 scholarships worth more than $1 million in total. Some of the scholarships include the Anti-Defamation Unsung Hero scholarship, the George W. Brumley scholarship, the Emory University MLK Ford scholarship, the BTW Freedom Writers scholarship, the Kappa Alpha Psi Phi fraternity scholarship, the Gates Millennium Scholars scholarship, and the Omega Psi Phi fraternity scholarship.

And even though Emory University offered him a scholarship worth $201,000, he ended up taking the Gates Millennium scholarship offer of $360,000 so he can study at the University of Georgia and have all of his living expenses paid for.

After his valedictorian speech Deonte has become an overnight YouTube sensation, and his speech has received over 100,000 views since June. (Click on the picture at the top of the story to watch Deonte’s valedictorian speech). He has been mentioned on numerous radio stations in the U.S., and was even profiled on several television stations.

“So many of my friends fell by the wayside no matter how hard I tried to help,” explained Deonte. “Then I realized it’s all about decisions. I just wanted to make my family proud.”

On August 4^th, the U.S. Government Accountability Office (GAO) published a report which unleashed a storm of controversy surrounding recruiters at for-profit colleges. In the study, government investigators posing as students were sent to 15 randomly selected for-profit colleges and reported that they were given misleading and/or false information about program costs, quality and graduation rates.

The colleges were randomly selected according to whether they received 89 percent or more of their total revenue from federal student aid, or whether they were in a state that was listed as one of the top 10 recipients of Title IV funding.

The 15 colleges that were randomly selected are:

1. University of Phoenix (Arizona)
2. Everest College (Arizona)
3. Westech College (California)
4. Kaplan College (California)
5. Potomac College (D.C.)
6. Bennett College (D.C.)
7. Medvance Institute (Florida)
8. Kaplan College (Florida)
9. College of Office Tech (Illinois)
10. Argosy University (Illinois)
11. University of Phoenix (Pennsylvania)
12. Anthem Institute (Pennsylvania)
13. Westwood College (Texas)
14. Everest College (Texas)
15. ATI Career Training (Texas)

The low-down on for-profit colleges

The GAO report defines for-profit colleges as “institutions of post-secondary education” that are either privately owned, or owned by a public traded company.

The report also states that their net earnings tend to “benefit a shareholder or individual.” Approximately 1.8 million students have been lured to for-profit colleges because of their online courses and open admission policies. In 2009, students who were enrolled at these colleges received more than $4 billion in Pell Grants and over $20 billion in federal loans which were provided by the Department of Education.

But apparently the “scale and scope” of these colleges has changed during the past few years; originally they offered certification programs such as cosmetology and business administration, but now the report states that they have “expanded” their programs to bachelor’s, master’s and doctoral level programs as well.

The report also states that students who were enrolled at for-profit colleges are more likely to “default” on their federal student loans than students from other colleges. (The average annual tuition at for-profit colleges in 2009 was approximately $14,000, while the annual tuition at community colleges was around $2,500). Because of this, students who enroll at these colleges tend to have more problems with their credit record which in turn harms their chances of applying for auto loans, mortgages and credit cards.

Undercover applicants uncover “deceptive and questionable marketing practices” at for-profit colleges

Due to Federal statutes and regulations, colleges and universities are required to provide information about their graduation rates if it is requested. However, at 13 out of the 15 randomly selected for-profit colleges, undercover applicants were given false or misleading information about the school’s graduation rates. Also, nine out of the fifteen schools did not provide their graduation rate information either in person or online, and four out of the thirteen colleges did have information on their websites, but the GAO reports that it was quite difficult to find.

One investigator pretending to be an applicant reported that recruiters from three different colleges told him to lie about his savings so he would qualify for financial aid. Another undercover applicant reported that recruiters used “high pressure marketing techniques,” by scolding the applicant after she stated that she wanted to speak to a financial aid representative before enrolling;  in another case two representatives grilled the applicant about his “commitment level” for half an hour.

“College representatives exaggerated undercover applicants’ potential salary after graduation and failed to provide clear information about the college’s program duration, costs, or graduation rate,” the report stated. “Admissions staff used other deceptive practices, such as pressuring applicants to sign a contract for enrollment before allowing them to speak to a financial advisor about program cost and financing options.” And just to make your blood boil even more, here is a list of some of the most ridiculous statements told to GAO’s undercover applicants by these for-profit college recruiters:

• Paying $14,495 for a computer-aided drafting certificate was “really low.” (The GAO reports that completing the same certificate at a nearby public college costs approximately $520).
• If you recruit other students to our school you could win an MP3 player or a gift card to a local store.
• Signing an enrollment agreement doesn’t necessarily mean that you are legally binded to the school.
• After graduation, getting a job is a “piece of cake.”
• Community colleges force students to take classes that may not be helpful for their career.
• Student loans are different than car loans because “no one will come after you if you don’t pay it.”
• Paying back student loans “should not be a concern.”

As the baby boomer population slowly drifts into retirement, more and more of these retirees are heading back to college to upgrade their job skills and educational background.  Unbeknownst to some, many colleges and universities are now offering scholarships for seniors so they can enroll in a course at a cheap cost, or at no cost at all.

Depending on the college or the university, senior citizens can apply for tuition waivers or discounts, or enroll in continuing education classes which last anywhere from four to eight weeks. Some schools allow senior citizens to audit a class for free, (meaning they can attend a lecture but they do not have to complete any assignments). In order to qualify, a senior citizen may be required to provide proof of age, state residency, retirement documentation, bank statements, or their high school diploma.

According to a survey conducted by the American Association of Community Colleges (AACC), approximately 84 percent of community colleges in the U.S. offer courses for students aged 50 and older. States that currently offer tuition waivers for some of their public colleges are: Alaska, Arkansas, Connecticut, Florida, Georgia, Illinois, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, New Hampshire, New Jersey, North Carolina, Ohio, Rhode Island, South Dakota, Texas, Vermont and Virginia, and Washington, D.C.

The GO-60 Program at Penn State University offers free tuition to those who are 60 years and older. In order to qualify for the program the applicant must be a Pennsylvania resident who is retired or working part-time, or a former Penn State alumni or employee.

At Northern Michigan University, Michigan residents who are 62 or older can apply for free tuition through the Senior Citizen Scholarship Program. However, applicants are still required to pay the student discretionary activity fee which costs $30.26, and the program does not apply to online courses.

The University of Delaware has an Over-60 Tuition Free Degree Program which offers free tuition to Delaware residents aged 60 and over. Seniors who are currently taking classes as Continuing Education students are not eligible for the program, and the applicants still have to pay for late registration charges, fees, and textbook costs.

The Prime Timers Program at Georgia Perimeter College allows those who are aged 62 or older to complete an associate degree program for no cost at all, however they are required to pay for their own textbooks as well as various activity, technology, athletic and student support fees.

Over 3,000 senior citizens have already applied for the Senior Citizen Tuition Waiver at the University of Connecticut, Connecticut State University, or at one of the 12 community colleges. In order to qualify the applicant must be a Connecticut resident and aged 62 or older.

The Evergreen Program at Boston University allows those who are 58 and over to audit undergraduate classes for $100 per course or attend “special seminars” taught by the university faculty.

Last year as part of the Edward M. Kennedy Serve America Act, a senior scholarship program was created to help support those who are 55 or older get funding for their education. The program awards $1,000 to a senior citizen who volunteers more than 350 hours out of the year, and they can choose to use the money for their child’s, grandchild’s, or foster child’s education.

The Osher Lifelong Learning Institutes (OLLI) currently offer 93 non-credit senior citizen programs which can cost anywhere from $25 to $450. Seniors can enroll in a course at any of the 118 participating colleges and universities, some of which include the University of South Dakota, San Diego State University, Texas Tech University, and Florida International University. (To find the one closest to you click here).

These are just some of the many programs that are available for seniors who are interested in applying for tuition discounts or scholarships. Because many colleges and universities generally do not publicize these opportunities, senior citizens are encouraged to call their local college or university to see if they are eligible for any scholarships or tuition waivers.

Some of the most prestigious colleges and universities in the country have re-introduced the admissions interview to help them pick out “one straight-A student from another.” Interviewing college applicants used to be quite common up until the 1990s, but thanks to the economy and applications coming in at record-high numbers, it seems as though the admissions interview is making a comeback.

There has been much controversy concerning the validity of these interviews: Admissions officials claim that the interviews are less important than grades or test scores, but others believe it is a form of profiling.

Interviews have always been common at small, private, or regional colleges; but in the past few years other institutions, such as Hood College and William and Mary, decided to re-introduce their interview program to help with the applications process.

William and Mary stopped interviewing their applicants during the 1990s, but they decided to “revive” the program in 2004. Wendy Livingston, the senior assistant dean of admissions, stated that they interview approximately 36 students a day, (or 11 percent of the 12,500 applicants), and that the students who participate in the interviews are “twice as likely” to get accepted.

“It seems like everybody who applies is the captain of their cross-country team, is a section leader in their orchestra, is in National Honor Society, has 1450 SAT scores, has a four-point-something ridiculous grade-point average,” said Nick Velleman, the senior interviewer at William and Mary. “When everyone is like that, then we start looking for the people who really stand out.”

Officials at American University have been using “non-evaluative” interviews for “informational purposes only,” and the University of Pennsylvania interviews approximately 25 percent of their applicants.

As of right now some universities, such as the University of Maryland or the University of Virginia, do not conduct interviews at all, while others like Georgetown University have made it mandatory for all future students to meet face to face with an official before getting accepted.

“We pride ourselves on a ‘holistic admissions process and this personal contact between school and applicant is one of the most important symbols of that and one I hope we don’t lose in pursuit of ever higher numbers of applicants,” said Charles Deacon, the admissions dean for Georgetown.

At Harvard and Yale applicants are “strongly encouraged” to participate in an interview even though it may not be mandatory. Approximately two-thirds of all Harvard applicants are interviewed, but due to Harvard’s growing applicant pool, admissions director Marlyn McGrath stated that admission interviews are “more important than ever.”

In the past there have been complaints that the admissions interview puts an unnecessary burden on students who are forced to pay for travel expenses and re-arrange their summer schedules. So in 2008, Stanford University started an alumni interview program in six different cities which reaches out to approximately 5,000 of Stanford’s 32,000 applicants.

Other universities have started to embrace technology to help students with the interviewing process: Two years ago Wake Forest University in North Carolina started interviewing future students through Skype or webcam chats, and as of this fall Towson University will start interviewing all of their applicants via WebEx videoconferencing.

What to expect for your admissions interview

On average, a typical interview can last anywhere from 30 to 60 minutes. Applicants are usually interviewed by an admissions officer, but some schools have started asking students, alumni members, or staff to conduct the interviews as well.

Some of the most common questions are:

• “Why are you interested in college?”
• “What did you do this summer?”
• “Who is your hero?”
• “Why did you choose your specific field of education?”
• “What are your plans for after graduation?”
• “Do you plan on participating in any campus activities?”
• “What sort of activities do you do outside of school?”
• “Where do you see yourself 10 years from now?”
• “What is your biggest weakness?”
• “Why did you choose our college/university?”
• “What was your high school experience like?”
• “What books have you been reading?”
• “Tell me about your family”
• “What courses do you enjoy the most/least?”
• “Do you have a job?”
• “What was your favorite/least favorite class in high school?”
• “What other schools are you applying to?”

Earlier this week the Department of Higher Education announced the scholarship levels for the Access Missouri Financial Assistance Program, but they are below the minimum amount established by a 2007 state law.

For the upcoming school year, the minimum annual scholarship amount will be set at $275 for students who are enrolled at community colleges, $950 for students at public institutions, and $1,900 for students at private institutions. However, according to state law, the minimum amount is supposed to be at $300 for community colleges, $1,000 for public institutions, and $2,000 for private institutions.

Many are blaming a “decrease in state funding” and an “increase in eligible students” as the reason behind the reduced amount. Apparently the number of students seeking the program’s scholarship funds jumped from 86,000 to 102,000 in the past year alone. Also, due to “massive statewide budget cuts,” Access Missouri lost 60 percent of their funding thanks to Gov. Nixon slashing $50 million from the program.

“It kind of is what it is,” stated Leroy Wade, the assistant commissioner of financial aid for the Missouri Department of Higher Education. “Given the amount of students we’re anticipating will receive awards and the available funds, this was the amount we felt confident we would be able to pay.”

But the program has been under criticism for quite some time due to the fact that students who attend private institutions can apply for twice as much funds as students who attend public institutions.

In 2008, students enrolled at private institutions received 52 percent of Access Missouri’s scholarship funds, but they only represented 29 percent of the total recipients.

Because Access Missouri is the state’s only “need-based college financial aid program,” the majority of the students who received scholarships from the program are classified as “low or “middle-income students,” and have “little or no” assistance from their parents.

There are currently two bills in the Missouri legislature that will tackle the issue of “equalizing” Access Missouri’s scholarships, which has been an ongoing debate since 2007. (Click here to read House Bill 1473, or here to read Senate Bill 784). If the bills are passed, it would set the scholarship amounts between $1,500 and $2,850 for students at four-year public institutions within the next four to five years.

Sen. Kurt Schaefer, R-Columbia, the man behind SB 784, believes that both public and private school scholarships should be equal:

“There isn’t a justification to use taxpayer dollars to spend twice as much money on private school students,” he stated.

SMART Boards, also called interactive whiteboards because several different brands exist, are wonderful. I enjoy using an interactive whiteboard. The problem being that I do not have one within my classroom. They are much too expensive for our school to have one in every classroom so we share 4 among 35 teachers.  I have to sign up for it, bring it in from another room, hook it up, and after using up my entire planning time I am ready to use the interactive whiteboard. Pretty labor intensive for one or two lessons. I mostly sign up for several lessons at once so that it makes it more worth my time. Thinking about my favorite topic, 21^st Century Skills, how does the interactive white board aid in the delivery of these skills?

What is a SMART Board?

For those of you who are not aware of what an interactive white board is think of it like a giant mouse. Many people incorrectly think that it is a monitor, or its own computer. It is is connected to a computer, and the computer screen is projected upon the SMART Board. Once activated and calibrated the it can be interacted with in a way where you can touch the whiteboard and that works as the mouse for the computer.  The whiteboard can be used with any program on the computer or flip chart lessons can be created. The Internet is swimming with a variety of lessons ready to be used immediately in the classroom using the whiteboard.

Advantages

The interactive whiteboard fits nicely with some  21^st Century Skills in that it really promotes creative as well as innovative  ways to present lessons. Utilizing it is an excellent form of communication with the students. Students love the giant screen of the computer and interacting with the lesson being taught. I have found that even with a CHANCE of maybe having the opportunity of MAYBE touching whiteboard engages even the most distracted child.  As a teacher my planning is rejuvenated and I am always looking for ways to enhance my teaching with interactive whiteboard lessons. Students just plain have fun working on the whiteboard and teachers have fun presenting lessons. If you really think about it this is probably where education is heading. Students’ lives happen on a screen. Whether it be a video game, social networking, watching TV, or on a cell phone they are most captivated by a screen. A whiteboard is a large screen right in the front of their classroom. The reason for this mode of information gathering is that visual literacy is processes at hundreds of times faster than text.  It is no wonder that students area much more knowledgeable about the world around them. An interactive whiteboard is just one more way that students can gather visual information.

Disadvantages

Many schools who are struggling will see bringing in a school set of interactive whiteboards as a fix all for low test scores and unsatisfactory teaching. This is not possible. A poor instructor with an interactive whiteboard is still a poor teacher only with an expensive tool.

Although the whiteboards are engaging and motivating technology, misuse exists with the use of these tools. Teachers are substituting the use of the interactive whiteboards with their typically dull lessons. Glorified poor lessons are not simply better because they are on an interactive whiteboard. Critical thinking and problem solving are not automotive with the use of them either. Teachers wrongly assume that if they use the whiteboards they are utilizing the 21^st Century Skills. Unfortunately this is not the case. Many lessons are surface level or group forms of “drill and kill.” 

Interactive whiteboards are also too expensive for many schools to have one in every classroom. When teachers are planning an isolated lesson for an interactive whiteboard they are not being integrated into all that is done in the classroom. This is when it can seem forced or not as authentic as a classroom where the whiteboard is being utilized in all that is done in the classroom.

Whiteboards also require massive amounts of professional development for teachers to properly use. This goes back to the expense of them and also encounters the problem of teacher’s lack of time.

Alternatives

Currently, many schools are utilizing Wii motes, paired with a blue tooth capable computer, and a projector to use the as an interactive whiteboard on any surface. This less expensive alternative works well, and teachers and students are both happy with the results. As a second grade teacher I enjoy the 30 second set up time and the ways that I can use the computer with my students without having to roll the whiteboard down the hall. This less expensive way to use the board gives the advantages without the cost of the whiteboard, however, the professional development for proper use is still needed. This is a great way for teachers to dip their foot into the pool of interactive whiteboards at a fraction of the cost.

In the End

Teachers need to be sure that they are using technology to enhance their teaching not just putting a fresh shine on a bad lesson. Whiteboards are an excellent resource to have within the classroom and the facts are that within ten years most classrooms will have one. If not a whiteboard then some form of a less expensive substitute. It will not fix poor lessons or bad teaching. What it will do is provide an excellent tool for excellent teachers to reach greater excellence. Teachers also need to realize that the whiteboard is not a technology tool, rather it is a presentation tool. It is a FUN presentation tool.

  I was waiting for the Metro today in Washington DC. It is obvious that practically everyone has a cell phone. What was shocking to me today was the fact that EVERYONE has a cell phone. Waiting for the metro to arrive I counted approximately 100 people. Of those 100 people there were two people who were not using a cell phone. Most were not talking, they appeared to be reading.  It really made me think about the world that we live in.

So often we hear people say things like, “People can’t communicate anymore. All they do is stare at their phones. We are losing the human touch. I am not sure that I agree with these people. I don’t think we are losing the human touch. I think that we are gaining efficiency.

See,  all of those people were using a typically boring time to do something productive. In turn freeing up another time when they will  have the time to talk or interact with someone. The argument then being that they will be in front of a computer screen once they get off of the metro. That aside it is totally amazing the access that people have today that they didn’t have four years ago. We are a much more productive society.

What this really makes me think about is the impact that this technology has on our students today. I imagine that shortly I will have to explain to my students that there was a time when you didn’t have internet on your phone. Similar to the conversations my teachers had with me about not having CDs when they were little.  I have many students who are second graders who already have cell phones of their own! When I was in second grade we still only had one phone in our house, and it had a cord! AND, there was no such thing as e-mail on it.