23 Comments so far

1.    Bob Sprankle on July 17, 2006 11:08 am

   This article is a wakeup call. We (as educators) are either going to accept how students, learning, even *brains* have changed, and adapt our classrooms to those changes, or become more and more distant from the reality that our students live in. As the article suggests,*how will we compete* with the media rich world that our students are more engaged in?

   Ideas to help with the “meme-hopping generation” is to constantly make lessons more engaging and keep direct learning moments short and ever-changing. A good book to read is Marc Prensky’s, “Don’t Bother Me Mom, I’m Learning”, which helps us incorporate game-based learning and game-like experiences into learning. In other words, students are completely motivated to progress in a video game… how can we make our lessons as exciting as those games? What challenges or assistance can we add along the way? Video games are designed to keep kids in the “zone”—where they feel challenged enough, but not too challenged.

   For my age group (3rd/4th grade) I think some of the most important experiences deal with online ethics, safety, and use of “social software”. The Internet has become a “Read/Write Web” where people now interact… Students need to know how to use these new tools and understand that they will be working collaboratively, with people across the globe, in their future jobs.

2.    Michael Richards on July 17, 2006 2:40 pm

   First we have the five second rule kids are exposed to when food hits the floor. Now teachers may need to start a “seven second rule” when it comes to classroom engagement. Kids attention spans have come down ignoring is not an option, trying to change it may be an exercise in futility, acceptance and embracing it may be the best we can do for our students. I’m not suggesting trivalizing this concept but if teachers plan their lessons with LeapPad mentality in mind may produce a generation of thinkers and doers.

   Looking at my classroom “meme-hopping generation” demands instant gratification. Students want their content compacted but delivered in a clear and entertaining manner. The challenge comes from the idea of balancing quality content vs. quantity content. Instead of 1 big topic with several little topics within it, classes have (or trying to) develop into several little topics that fit a common theme. It is hard and challenging to keep students in the “zone”.

   The most important computer-based experiences for students deals with the extensions and applications that they are exposed to in the classroom. I want the computer-based experiences to be see-do-relate opportunity for children. Last year I helped to integration Google Earth into geography lessons with my elementary classes (grades 3-5). I saw immediate attention and amazement with the students. They wanted me to show them more and more. This year I’m putting the software on each student workstation so they can expand their knowledge more from their end rather than watching it on a teacher workstation. I’ve started playing with SketchUp and I think the potential there is even greater.

3.    Ray Grogan on July 17, 2006 2:46 pm

   Yes, we need to keep up with technology. This spring I was displaced from my classroom for 2 weeks during NWEA testing and I was in a classroom with a film strip projector. A student asked me what it was. I expalined what it was. It must have been a very poor explaination, because his next question was, “is it recording me?” We had just finished an iMovie project in my social studies classes and and this teachers class they were doing film strips. Do we have to wonder why I have less behavior problems in my classroom. Students are going to sit and work productively when they are interested in their work. If you are not catching their interest you will lose them. This is exactly what Josh McHugh is talking about. We need to make sure we are on the cutting edge of technology to keep the kids focused. Why would a film strip projector catch you interest when you have an iPod in your pocket with videos downloaded on it? Boys seem to have an even harding time sitting down and staying focused. I am going to try to use blogs as one more tool to connect students to their learning.

4.    Chuck McL on July 17, 2006 3:27 pm

   The Media of “kid’s” choice changed in the 60’s and 70’s. I watched a lot of TV. I learned about the world, how things went together, how they worked, what people were like, what other lands looked like, and much much more. I learned far more from the tube than the schoolbook. There is so much more for today’s student. They need instant feedback and multi-media stimulation. I would like to see teachers looking at their lessons and building tech stimulation into them. I want them to demand of their principal and me more access to what we have and more tech in the room to provide specific multi-media enhancement as well as instant feedback designs.

   In my opinion the most important computer based experiences K-3 is learning how software/web-ware interfaces work. The need to turn on the machines and be able to maneuver and manipulate the work space to access information and do basic point and click work. The most important computer based experience 4-6 is the acquisition of computer based tools to do work. They must learn how software/web-ware will help them do specific jobs and build keyboard and file management skills that allow them to maximize their writing and research capabilities. The most important computer based experiences 7-12 is the understanding of data tools and when/how each is appropriate. They should develop the ability to see ways to use computer based tools to create envisioned products. Often these methods may be un-conventional but experimentation as well as in-class instruction should be an accepted norm. This way they are problem solvers as well as tool manipulators. Our students can have the power to cope in a meme driven workplace and entertainment world where they are an informed successful participant.

5.    Ray Grogan on July 17, 2006 3:30 pm

   The computer experiences that are most important for th 7th graders in my classroom vary greatly. The kids come into my classroom with a wide variety of comuer skills. I try to get them all to be able to word process, use presentation software, spread sheet, iMovie and Internet. The iMovie I don’t feel that have to have, but the rest I do focus on. They all come in thinking they know how to use the Internet, but they don’t. Their ability to do a search is very poor. Their ability to judge the accuracy of the informaton of a web site is nonexistant. And lastly their ability to take information from a website and put in their own words is poor. I feel this is the biggest computer based skill i provide the kids. They would not agree. They hate it. They like iMovie or PowerPoint.

   I have 55 minute classes. I do not do many things for 55 minutes. I heard Rick Patino (basketball coach) talk about coaching about 10 years ago and he said that never do anyting in practice for more than 15 minutes. I thought if that was true on the court it is also true in the classroom. If you have a fun thing last and kids know what is coming they will work harder to get to the fun computer activity. Keep the class moving with different activities helps keep their interest up.

6.    Nancy Simpson on July 17, 2006 3:51 pm

   I read this article for the first time last fall while I was taking another course. It reminded me of something that had just happened in one of my 8th grade algebra classes that served to illustrate to me some of the different ways that students think, and how seamlessly they integrate technology into their lives. We were studying irrational numbers and I had told the class a story about Pythagoras and the secret societies that existed back in his day. The class loved the story, probably because they didn’t have to do anything else while I was telling it, and I thought it would serve the purpose of helping them to remember what irrational numbers were. After class a group of boys came up and asked if they could do an extra credit project that weekend about Pythagoras. I thought that was a great idea and assumed that the project would involve more research and a written report.
   Monday morning arrived and with it the extra credit project. To my surprise it was an iMovie where the students reenacted the story I had told the previous Friday. They had costumes and had worked out a script to follow. While the movie was hilarious and had certainly taken some liberties with the details of the story, the lesson for me was clear. Writing a report would have been a drag, while making this movie clearly was fun. Better yet, the resulting extra-credit project was one that not only the boys who made the movie would remember, but also everyone in the class who watched it would remember.
   This is just one small example of ways in which our students are way ahead of most of their teachers in using technology to learn. Many of us are still thinking in terms of computers and other technology as being add-ons to traditional teaching. Our students know that, for them, it is through technology that most learning will take place.

7.    Dick Morrison on July 17, 2006 3:51 pm

   I am not presently a classroom teacher. When I first started teaching it was a combined 5/6 that was essentially a one room school. I had the kids from the time they got of the bus until they left in the afternoon (including eating lunch). We did not have the technology (Did have Commadore 64), my entire day was spent allowing the kids to move from activity to another at their own pace with help from those who were more skilled at whatever project or task that was assigned. I felt my job was to be a facliltator – my pont re: with today’s technology the kids (high school level) are more adept with multiple means of information assimilation and thrive on switching from one to another with me being the air traffic controller. I do know that their a small population that insists on pushing the boundries, but with time and a little positive pushing they get the message and back off from the error of their ways. Working in the Media Center allows me the freedom to be somewhat laidback with certain rules and also knowing that the students like being there and with a 90 minute block of time have the oppurtunity to work in a more relaxed atomsphere.

8.    Paula Vicenzi on July 17, 2006 3:54 pm

   The article makes a point that most adults would find difficult to disagree, kids are growing up using technology that many parents and teachers have not learned to use. They don’t think twice about multi-tasking their way through the day and for many kids, this has become very normal. As parents and teachers, we can either bemoan how the old ways of doing things are slipping away, or we can learn how to use technolgy.

   Those of us who teach in the middle school in Maine can look back over the past four years and see how giving each student a laptop has changed they way we create a new curriculum. It is no longer which books to buy but which sites can our students use to broaden their learning and get up to date information in this ever changing world. As a language teacher, technology has broaden my students’ learning about other cultures.

   Most of us have quickly learned that if lesson plans for a sub involves the students using their laptops, the students are quieter and more focused and often feel that they had a good day with the sub!

   Although kids can easily move from one type of technology to another, they still need guidance on the safest and best way to use it whether it is inside or outside of school.

9.    Bill Callahan on July 17, 2006 4:04 pm

   MEdia Generation ideas:
   1) School work practice can be done on the internet, and students can get instant feed back on whether they are doing their math work correctly or not.
   2) Have students read, review, critique, and make changes to Wikis that appear to be incorrect. (Prove them right or wrong)
   3) Create useful Blogs that are informitive, and correct.
   4) Improve student writing by having students create Podcasts.

   I would like students to have a much higher ability to share what they are learning in the classroom with other students in their classroom, school or with whoever is interested. Podcasting and Blogging seem to be 2 very good option. I have given students opportunities in the past to make a web page, and even helped them create informational movies that have been posted on the web for all to see. These new methods appear to be a little easier to do and get the job done as far as giving students “motivation” to do their Best work, and to show what they can accomplish.

10.    Deb Arcaro on July 17, 2006 4:07 pm

    As a teacher of very young children, I believe that play is the most important teaching opportunity I can provide for the children I work with. Through play children develop imagination. I believe that the ability to imagine is the greatest tool I can provide to the children for their ability to learn throughout their lives. I have found that children with strong imaginations often have longer attention spans and also the ability to entertain themselves. So many young children are over programmed by parents that think it’s what they need to compete with their peers. It’s dance, rec sports, structured play groups, library groups, fast food, DVD’s to make the car rides easier, toys that make the noises for you, LeapFrog that reads for you, etc. What was wrong with reading a book by yourself up in your tree fort, cuddling with Mom as she read to you, making your own musical instruments from wooden spoons, pots and pans and toilet paper tubes, or cloud watching. Children of all ages need down time. Time to just be without being bombarded by outside stimuli.
    When I use the computer with my young children it’s still all about games. Through this type of play they are learning the beginning of how a mouse works, keyboarding, general computer awareness. They are hopefully learning this is another tool they will use on their learning journey. We play many games which develop thinking skills. These games are fairly quick in regards to time, but with young children we do them over and over and over. This repetition is needed for the learning connections to occur.
    Technology has offered us so much. It has enriched our general lives is so many ways, but it’s also important that we all remember and that we teach our youth that we can survive without all this technology. It’s important for adults to push for youth to let go of the technology for short periods of time. Remember how to do things in the old fashioned way – read a book, use that pen to write a thank you note or letter to family. At the same time we need to be sure that the available technology is used by our youth in a positive manner. For the reality is that without a strong working knowledge they will be left behind in the years to come. Our world is becoming smaller not larger with technology. We all need to learn or remember that technology is just like any other tool that has been developed through time – used well it can enrich one’s life – used badly it can cause major trouble.

11.    Claire Evrard on July 17, 2006 4:13 pm

    I sometime wonder if we are creating a generation of people with shorter and shorter attention span, constantly jumping from one thing to the next not absorbing anything at a deeper level. I confess I find myself jumping from thing to the next, sometimes leaving things incomplete because something else caught my attention. It is very hard to compete with “exciting games” that students are motivated to play for hours but find even 30 minutes of HW too long. However, it is the reality that students will not learn if they are not motivated and if they do not see a purpose to an assignment so it is important that we as educators figure how to connect with the “Media Generation”. It is no longer enough to just use educational software or graphing calculators to help teach mathematical concepts although I believe they still play a role. I have found that students get a better understanding of concepts when I use Applets (such as gizmos that are interactive. Students like the fact that they can go play with the applets on their own time. So for students who need to see things more than once be able to access these on the web has been tremendous. However, we do need to remember not to overdue certain things. I have heard comments from students that they are tired of “blogging” when it comes to assignments, perhaps that will change as we learn to use these tools more effectively.

    At the high school level, I think it is important for students to learn to weed thru all the information that is on the web. They should be able to find reliable sites for particular topics. They should be taught to question the authenticity of a site. They should realize that not all personal information need or should be shared with the whole world. In the mathematics classroom I think it’s essential that students learn to analyze real data with tools such as Excel.

12.    Steve Goulette on July 17, 2006 4:27 pm

    Since I do not teach students this is a bit more challenging to me.

    One of the techniques I used when teaching Logo classes a few years ago was to ask students questions on how to draw geometric figures with the fewest amount of steps. Merely coming up with a solution was not enough. The shortest, thus the highest order thinking solution, was being asked for. Students would have to present their process to the class using the LCD projector. Students were allowed to collaborate with one partner. They found the collaboration factor along with the motivation of presenting their findings to the class quite engaging. Students would have to prove to their partner how their solution was more efficient than the others to have their solution chosen between them as the solution to be presented.

    So for me, part of dealing with students in grade 6-8 classes today is to provide them with the devices to do their work. Then through collaboration with partners and some type of presentation medium, whether it be online or a PowerPoint type, students would engage knowing there would be an audience who would be seeing their work. Rather than teach the students about Newton’s laws of Motion, let them research them online and then present them in a say an iMovie format where they actually demonstrate the law of motion on camera and develop their iMove to present their findings. Then these movies can be posted or shown to the class using the LCD projector.

13.    Michelle on July 17, 2006 4:30 pm

    Review paragraphs 4-8. What ideas do you have that would fit into your classroom that would “optimize lessons for the MEdia Generation’s rapid-fire meme-hopping tendencies”?

    Believe it or not, I was able to teach 6th grade students the iMovie program all in one class period. I did wonder why they learned it so fast, but after reading about the rapid-fire meme-hopping tendencies now I know. The students watch me do something on the screen, and then they are expected to do the same thing. These activities were done in small chuncks which were pretty speedy. When we got to a place where students needed more time to explore (experimenting with sound effects), they were given more time do to this, but were rapidly listening to as many as they could. I need to keep the rapid-fire meme-hopping tendencies in mind when I’m teaching other lessons.

    Spend a few minutes considering what you feel are the most important computer-based experiences for students at your grade level.

    I feel file management has been an important experience for the students at my grade level. Saving to the server, moving files from one machine to the another, transporting electronic work from school to home and vice versa have taught students abstract concepts, something that is very hard to explain. It seems after the students have done these activities a number of times, they have a better understanding of the virtual world surrounding them.

14.    eric walker on July 17, 2006 4:38 pm

    The Media Generation has to be constantly entertained. I am a high school math teacher and I have learned that I can only talk about 8 to 10 minutes at a time we then work on review problems and do group work or other activities. As far as technology I use graphing calculators, manipulatives, dice, card games, and white boards. Teaching in this day and age has become difficult in that the students do not see the importance of memorizing anything. Many of my high school students cannot do simple multiplication or fractions or remember formulas. I find that they also tend to give up on more difficult problems that take more thought or a different approach. I see the importance of technology but it is having a negative effect on the MTV generation.

    The graphing calculator has been an important discovery. It allows the student to study graphs and equations and look at the effect that it has as you change the points or the coefficients of the equation. The student can look at many graphs at once and make conjectures on what will happen when changes occur. This allows the student to do the graphs more quickly and save time and generate thought. It is our job as educators to challenge our students to think.

15.    Kate Moffat on July 17, 2006 4:44 pm

    I am still skeptical! Sure, there is a generation gap at work here but are we going to give up books in favor of myspace-like blogging? As a computer teacher, I have diagnosed many students with what I call “click-itis”. They cannot read from a screen because they are too busy clicking to the next big thing. They will not stick around and focus on one site while there are hundreds of more interesting sites to explore. This computer-related ADD is frustrating, especially when subject-area teachers tell me I am so lucky to teach in the computer lab…if only they could tear their eyes from the screen and their fingers from the mouse! So, I’ll need to learn how to capitalize on those ’strengths’ although I am not sure a “fragmented attention span…of 7 seconds” is something teachers should succumb to. Figuring out how to reconcile these competing notions will be one of my goals this week.

16.    Susan Weddle on July 17, 2006 9:00 pm

    Ways to engage the “MEdia 7-second generation” in the classroom:
    •Relate to topics they are intensely interested in to engage them for extended periods
    •Allow students to create learning products and presentations to share with students (social and electronic interaction)
    •Vary the content and type of activity to appeal to a shorter attention span
    •Let learning drive the content by encouraging students to explore and create their own learning opportunities
    •Present content with new technologies whenever possible
    •Challenge students in a competitive, game-like atmosphere.

    The most important learning activities for the 8th grade level are:
    •Learning 8th grade curriculum content using technology wherever possible
    •Learning to critically analyze and question information on the Internet
    •Learning to effectively communicate with others in the Web 2.0 format – safety, appropriate comments, effective uses
    •Mastering computer programs and applications they will use now or in the future
    •Seeing connections between their curriculum, technology, and real world applications.

    One of the most disturbing points made in the article was the 7 second rule. No wonder we are raising a generation with unprecedented levels of ADD and ADHD. I refer to it as the Sesame Street generation. My children (now in college) were raised on Sesame Street where they were exposed to constantly changing snippets. If you use the Sesame Street model, repetition was a big theme. Hit them with the idea for a minute repeatedly, scattered in among other snippets. However, as a teacher I am concerned with this approach.

    Yes, we need to acknowledge their short, ever-changing attention spans. While an elementary classroom may be able to flit from one topic to another, it’s difficult to do that when I teach one subject (math) in a 45 minute block. Since math builds from previous lessons, it’s hard to jump between concepts. I can vary the format of drill and response and I can “hook” students by posing challenging problems they want to solve. An example of the latter is a Math Mysteries computer game by Tom Snyder. Students are given problems with excess information and they need to figure out which information to use and how to solve the problem. The game includes gimmicks to keep kids hooked like the “answer picker”, which picks a group to solve the problem using musical and graphic drama. I use it with my SmartBoard and the students love it. By the way, the students are much more riveted to lessons on the SmartBoard because it is a novel technology they don’t see in every classroom.

    I also coach the 8th grade math team. We compete in an oral math league where students go head to head trying to answer questions orally. This is intensely motivating for students. The questions run the gamut of topics covered during the 8th grade. I am planning on trying this type of competition in my regular math classes as a motivator to learn and retain the material from the entire year. Game formats definitely hook the “MEdia generation” (I always thought they called it the “me” generation because they were such self-absorbed learners!)

    The most important way to engage students and overcome the 7 second rule is to find a topic so riveting to them that they don’t want to tear away from it. I would love to have a schedule where students were able to immerse themselves in a topic that interested them, approaching it from all disciplines. For example, students could investigate global warming by analyzing data in math, studying the science behind it, writing persuasive essays to politicians, and learning about the political and geographical implications in social studies. Students need to take ownership of their learning by designing learning opportunities, as well as responding in the media format. Since they are so media oriented, challenging them to come up with a learning plan to investigate a topic is a great way to have them discover research skills on their own. I love Nancy’s example of making the iMovie about Pythagoras. This is the kind of learning that students remember long after the class is over. However, it’s tough to find the time with the ever increasing assessment pressure in our district.

    I agree with Steve that presentation is a big motivator for students. They love to present multi-media presentations to share with others. Students also enjoy watching presentations and it is a great way to convey information in a “MEdia generation” format. I could challenge students to create word problem scenarios about math concepts used in the real world. They could explain the topic, and pose problems using their chosen application in a multi-media format (similar to the Math Mystery games, but student-generated.) I currently have students create a notebook with illustrated examples of geometric terms. Every year several students do it in PowerPoint. I use the student PowerPoint presentations as a review for the test and in subsequent years as part of my lessons. The students love to see what other students have created.

    I agree with Eric that students are not taking the time to memorize anymore. This has a negative effect when many students don’t know simple multiplication facts. Yet this generation has a zillion websites with math flashcards, math basketball, etc. Even though there are many online games to practice multiplication facts, students are still not motivated to learn them. They figure “Why bother?” when they can use a calculator to multiply. They don’t realize that multiplication facts will help them factor algebraic expressions and solve other complex problems in later years.

    Technology is great but it is not going to replace rote learning – they still need to learn reading, writing, and arithmetic. However, we can excite today’s students to learn using a multi-media interactive approach.

17.    Jerome on July 17, 2006 9:23 pm

    There is nothing more disheartening then to see the blind stare of a student not actively engaged in a lesson. In order to engage students we must use their tools. Some ways that I might use “their technology” are:

    1. I struggle with many students to develop science lab reports. The conclusion is one of the most important components of the lab report, but very often students will include only a sentence or two. As we learned today, using a class blog can engage all students. All conclusions could be submitted and receive comments from classmates or other science classrooms in our school or even other schools that subscribe to our class blog.

    2. I plan to require my oceanography students to find a marine related article. Instead of students presenting orally to the class, they could post it on a class blog. They could comments on the article including visuals as well as additional links on the subject. Fellow students would have an opportunity to share their knowledge on the subject and any additional links they found.

    3. In order for students to recognize the marine algae or marine animals, I have a slide series in iPhoto that I use. It would be ideal if students could work at their speed instead of the speed of the slowest student in class. The students would be given the picture and choices concerning phyla, class, common and scientific name. They would be given immediate feedback as to the correct answer.

    4. Create a community of information gatherers. For a homework assignment, I like to have students do research on a subject prior to it being studied in class. Students could build resource lists on the specific topic.

18.    Jerome on July 17, 2006 9:47 pm

    At the high school level there is still too many students utilizing computers as wrd processors only.

    In my classroom I would like to:

    have student use real-time data from online sources to process the information and make predictions.

    use interactive modeling programs where students can manipulate variables.

    be able to prepare students to make responsible comments to peer blogs, so that it can be a constructive exercise for all stakeholders.

    be able to utilize all componts of the iLfe suite to make quality presentations.

19.    Nancy Talbot on July 17, 2006 10:05 pm

    What an idea—instead of pining for the “good old days” when students had much longer attention spans, and when parents used to spend more time “just talking” with their children, educators need to change their ways! Educators need to recognize that the ways students process information has changed, and we need to find ways to use kids’ love for technology to hook them into learning.

    As a kindergarten teacher, I do not have to contend with students wanting to check their e-mails during class, using sites like MySpace inappropriately or checking cell phones for messages while I am trying to teach. However, it is clear that the ways in which children process information is changing.

    In general, I do feel a pressure to keep up a fast pace when I teach, in order to hold children’s attention, and I do a lot of modeling of how to communicate with others “face-to-face,” as many children have fewer oral language skills than children in the past.

    In terms of technology use for my kindergarten students, they use LeapPads, (I had never realized it before, but as a matter of fact, they do seem to follow the “seven second rule!”) we have some computer software for children to use (KidPix, Tabletop Jr., Math Keys, to name a few) and students have opportunities to use web sites such as Starfall.com. In past years, when I have had the opportunity to take my class to our computer lab, children have been thrilled to see so many computers in one place, and they love the chance for everyone to use a computer all at the same time. (In the classroom, children have to take turns on our two computers) They love it when I print their work so they can take it home.

    I would love to find ways for my students to share their learning with their families through technology, but I’m not sure how to do it. Obviously, their writing skills are limited, so I would need to transcribe for them, or perhaps a pod cast would work. I am limited by a very tight time frame—we still have a half-day kindergarten program. Any suggestions, anyone?

20.    janeen Chin on July 18, 2006 12:31 am

    While kids today have a different way of thinking and learning, they also need balance in their lives. I like to balance the presentation, the movement and the environment. A bit of change can go a long way to help kids focus for a while and then sit on the experience. They are used to getting their information from many sources and filtering out what they want, so I like to expose them to many modes of learning that incorporates technology, physical movement and quiet reflection. They are very good at combining these pieces into complex projects which allow them plenty of ownership, and stimulation.

    I’m learning many new applications, so I’m not sure that what I consider the most important for fourth grade today will still hold true on Friday or in a month, but two very important experiences are: learning the tools of the trade for proficiency and online safety . I’d like to see this age group know what to do before they are overly confident.

21.    Susan Weddle on July 18, 2006 2:52 pm

    Here’s the math behind RSS hits to servers. It’s an interesting idea. I wonder how much extra energy is being consumed by this phenomenon.

    From: http://scoble.weblogs.com/2004/09/08.html

    Wednesday, September 08, 2004
    A theory on why RSS traffic is growing out of control

    Nathan Wallace: RSS is sticky

    Nathan’s right, the problem is the stickiness of RSS and the fact that the aggregators automatically poll the servers every hour (some are really bad and poll more often).

    Here, let’s talk about a population of 1000 people. Let’s assume these are all developers and are all interested in MSDN. I would assume their usage pattern might break down something like this:

    20% will visit at least once a day
    40% will visit at least once a week
    20% will visit at least once a month
    20% will not visit in any one month (assuming these folks visited before but just aren’t revisiting)

    These are made up stats for the purposes of explaining the RSS bandwidth issue.

    So, if my math is correct, per month we’ll see the following hits:

    200 x 30 (visits per month) = 6000
    400 x 5 = 2000
    200 x 1 = 200
    200 x 0 = 0

    But, what happens when these folks use an RSS news aggregator?

    Let’s assume all 1000 will subscribe to the RSS feed.

    Now the usage model changes quite a bit

    20% will leave their aggregator on all day long pulling down the feed once per hour (200 people x 24 pulls a day x 30 times per month) = 144,000
    20% will leave their aggregator on at least one hour a day, pulling down the feed at least once (200 x 1 x 30) = 6,000
    30% will leave their aggregator on at least a few hours a week (let’s say five hours) (300 x 5 x 5) = 7,500.
    10% will only pull down their feeds once per month (let’s say five hours a month) (100 x 5 = 500).
    10% won’t turn their aggregator on at all. 0.

    So, that comes out to 8,200 hits for HTML vs 158,000 for RSS. Again, if my math (and theories/assumptions) are correct.

    This gets worse over time because on most sites HTML traffic will go down as people move away (at least until the site reposts interesting content that’ll bring back more traffic) while RSS just grows and grows even if new content doesn’t get posted because people subscribe and don’t move away.

    Another problem is aggregators. I’m hearing some are pinging too often. How about we do a survey of what the defaults are on your favorite aggregator? Here, I’ll start:

    1) NewsGator: every 60 minutes.

22.    Susan R. Blake on July 19, 2006 2:10 pm

    “Synching Up With the iKid”

    I believe I can update the old “Weekly Geography” questions (Which they have been doing since 6th grade.) to the new “Weekly Geography” questions by posting them on my blog and have them respond to them there. They will be able to jump to a variety of web sites to find the answers. Responses to US and world events can also be set up with my blog. I would like my students to either have their own RSS or have access to mine for their current event assignments, and in preparation for the weekly News Bowl competition, and current event reflections. I’m sure I will come up with many other uses, once I dig into the new curriculum.

    Some of the most important computer based experiences at the 8th grade level are as follows:

    ~ Learning how to search the web for specific and accurate information.
    ~ Responsibility…how they use their computers is totally their responsibility. It is in their possession and they know the right and the wrong way to handle them.
    ~ Computer and Internet safety…no, they are not invincible!
    ~ Exploration of new computer technology.

23.    TechIntegration » Class Blog Post -Syncing up with the ikid on July 21, 2006 10:34 am

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