The reading from Susan Cramer, "Update your classroom with learning objectives and 21st century skills," was a refreshing  validation of technological use that I am excited to use in my classroom.  Every new generation will become more adept and comfortable with using technology. As teachers, we need to harness their abilities and use that to our advantage.  Furthermore, many of the learning objects, lessons, web quests, and research projects enable the students to employ many skills in order to complete the project.  Furthermore, the opportunity for students to create the content and teach their peers what they have learned will ensure that they have a better grasp of the content. Whenever, students teach what they have learned, then they are at the pinnacle of Blooms taxonomy of knowledge retention. Moreover, using learning objects online will allow for teachers to present their students will materials and viewpoints that are often ignored in textbooks.  The only problem I envision is universal and equal access to the equipment needed to complete the projects.  One part of the her argument that I really liked was Mrs. Cramer's insistence that if the technology does not exist or permission is not granted then teachers should go to the principal and plead their case, after all it is the principals job to facilitate the needs of teachers and students to do their best.  Students really appreciate the change of instructional methods and since they are familiar with technology, this is a logical way to inspire their participation and interest.  However it is important to not replace teaching with the use of technology but to use technology to facilitate and encourage students to explore the learning opportunities available. 


 The article on teaching social issues had some great ideas on group discussion models.  Some of these I have used in my class and many others I will use in the future.  I never was afraid to discuss controversial issues and use non traditional methods when teaching.  The authors give some valid advice which is critical to the peaceful and considerate implementation of a discussion.  For instance, the classroom must be a safe place for students to freely express their opinion without the fear of being yelled down or ridiculed.  Moreover, the discussion should promote fairness, critical thinking shills, learning oral expression shills, listening skills, and the promotion of the democratic process.  In order for this to occur, teachers must put a lot of pre-work into setting up the classroom and the activity.  It may seem easy to just "talk" but organizing a discussion, debate, circle, fishbowl, etc... requires a tremendous amount of preparation.  Most importantly, to engage the students interest and desire to participate, topics and group work must be relevant to the kids and be a topic that they can relate to and will excite them to participate.  If no one cares about the topic, the discussion will go nowhere and it will be very boring will little learning taking place.  However, despite the amount of prep work and difficulty finding relevant topics may seem like a lot of work. Teachers will miss out on tremendous amounts of discussion opportunities and will lose a chance to learn about the viewpoints of their kids that they would have never have known otherwise.  Many of the strategies presented in this article I am familiar with but have not had the chance to implement them.  I can't wait to get started.