The "don't ask, don't tell" policy is overturned: What disciplines are involved?

News Web site


The popular news website that I chose to check out was Yahoo! News.  I've always like the layout of Yahoo!--whether it be their hot topics, free webmail, search engine, or maps.  


The article


The interdisciplinary article I chose to read was "Senate votes to end ban on openly gay troops."  This topic interests me because my husband is in the military, and this has been a very controversial topic at his workplace and amongst military families.


Key points of the article

• The Clinton-era policy of "don't ask, don't tell" has been overturned to allow gays to serve in the military.

• Gays will not have a fear of being kicked out of the military for being openly gay.

• A "study, released November 30, found that two-thirds of service members didn't think that changing the law would have much of an effect" (Flaherty, 2010, para. 22).  

• Obama will sign the bill sometime this week.  Changes would slowly take affect over the course of many months.

See the article by clicking here: Senate votes to end ban on openly gay troops


Problem


The interdisciplinary problem that the article addresses is the impact that allowing openly gay members may have on all current military members.  This problem doesn't just benefit gay members of society--it changes the entire way the military functions.


Disciplines Involved


Psychology.  This discipline would be required because allowing openly gay people to serve in the military would affect all current military members.  Both gay and straight military members would feel the repercussions of this change as the "don't ask, don't tell" policy is overturned.  Addressing psychology would help solve this problem because we would see how the ending of the "don't ask, don't tell" policy has impacted military members.


Politics.  This discipline would be required because allowing openly gay people to serve in the military has been a process that has involved Congress and voting.  There has been a lot of back and forth discussion about this topic and it has also been attacked by certain Senators.  Addressing politics would help solve this problem because we would see the role that politics has played on the overturning of the "don't ask, don't tell" policy that was first enacted during the Clinton era.


Law/Government.  This discipline would be required because allowing openly gay people to serve in the military changes a law that has been in effect for almost two decades.  There is a reason that this law was originally approved; therefore, the process to repeal it involves many steps.  It also involved the two of the three branches of government: executive and legislative.  Addressing law/government would help solve this problem because we would see how changes in laws, past and present, make an impact on society today.


Web sites that address the disciplines:


Psychology.  The article Murdered soldier's parents: Repeal "don't ask, don't tell" gives readers a completely different idea of how this law can impact the lives of soldiers and their families.  Barry Winchell, a soldier in the US Army, had been harassed and beaten by other soldiers, including his superiors, because they thought he was gay.  The constant harassment was taking a toll on his performance and ultimately led to his death.  Winchell's parents received letters from other gay soldier's who experienced the same torment as their son; they were all scared to go to their superiors for risk of getting kicked out of the military (Kuttleles and Kuttleles, 2010, p. 2).


This article will aid in solving this interdisciplinary problem by providing insight on the psychological affects that this law has made.  See the article by clicking here: Murdered soldier's parents: Repeal "don't ask, don't tell"


Politics. The article In historic vote, Senate moves to end "don't ask, don't tell," Chaddock discusses the votes and the politics involved in repealing this 17-year old law.  This repeal is referred to as "a move Democrats compare to President Truman's ending the ban on racial segregation in the military in 1948" (Chaddock, 2010, para. 1).  The House passed the repeal by a vote of 250-175 and the Senate passed the repeal by a vote of 65-31.  The votes were dominated by Democrats.  


This article will aid in solving this interdisciplinary problem by understanding how politics have played a huge role in initiating the "don't ask, don't tell" policy and how it will also play a huge role in its repeal.  See the article by clicking here: In historic vote, Senate moves to end "don't ask, don't tell"


Law/Government.  The article Senate votes to repeal "don't ask, don't tell" discusses the overall "don't ask, don't tell" policy and the steps that will be taken to repeal it.  The two parts of the Legislative Branch, the Senate and the House of Representatives, have voted this week to repeal the ban on openly gay people serving in the military.  Obama, of the Executive Branch, will be signing the bill sometime next week.  From there, the Defense Secretary and Joint Chiefs Chairman will "certify that the military is ready for such a change" (NPR Staff and Wires, 2010, para. 21).  This could take several months.


This article will aid in solving this interdisciplinary problem by understanding how law and government will help or hinder the repeal of this 17-year ban.  See the article by clicking here: Senate votes to repeal "don't ask, don't tell"

References

Chaddock, G.R. (2010, December 18). In historic vote, Senate moves to end "don't ask, don't tell." The Christian Science Monitor. Retrieved from http://www.csmonitor.com/USA/Military/2010/1218/In-historic-vote-Senate-moves-to-end-don-t-ask-don-t-tell


Flaherty, A. (2010, December 18).  Senate votes to end ban on openly gay troops. Yahoo! News. Retrieved from http://news.yahoo.com/s/ap/20101219/ap_on_go_co/us_gays_in_military;_ylt=Am57Mgkf7N_oD5I_TdeEnFys0NUE;_ylu=X3oDMTNqcmVnNGJ1BGFzc2V0A2FwLzIwMTAxMjE5L3VzX2dheXNfaW5fbWlsaXRhcnkEY2NvZGUDbW9zdHBvcHVsYXIEY3BvcwMxBHBvcwMyBHB0A2hvbWVfY29rZQRzZWMDeW5fdG9wX3N0b3J5BHNsawNzZW5hdGV2b3Rlc3Q-


Kuttleles, P. & Kuttleles, W. (2010, August 17). Murdered soldier's parents: Repeal "don't ask, don't tell." CNN Opinion. Retrieved from http://articles.cnn.com/2010-08-17/opinion/kutteles.dadt.son_1_barry-winchell-fort-campbell-army-commendation-medals?_s=PM:OPINION


NPR Staff and Wires. (2010, December 18). Senate votes to repeal "don't ask, don't tell." NPR. Retrieved from http://www.npr.org/2010/12/18/132164172/-dont-ask-dont-tell-clears-vital-hurdle?ps=cprs


DISCLAIMER: This blog is an assignment for an Interdisciplinary Studies course at National University. It is not a real blog.

Digital Natives versus Digital Immigrants

Introduction

Digital Natives and Digital Immigrants are terms coined by Marc Prensky for use in his articles Digital Natives, Digital Immigrants, Part I and Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently?  While reading these articles, I've come to find out a lot about who I am and who my future students will be.

Digital Natives

Digital Natives are "native speakers" of the new digital world we live in (Prensky, 2001a, p. 1).  All of the students in school today would be considered Digital Natives because they've grown up in a world full of technology.  Because of this, they've been predisposed to learning in spurts and having immediate gratification when it comes to finding answers to their questions.  As future teachers of these students, we have to change our teaching instruction to match the needs of these Digital Natives.

Digital Immigrants

"Those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology" are Digital Immigrants (Prensky, 2001a, pp. 1-2).  Many teachers today would be considered Digital Immigrants.  While technology can be educational and interesting, it can also be a challenge to master; because of this, many established teachers may find it hard to incorporate technology into their lesson plans and daily instruction.

Which one am I?

I consider myself a Digital Native.  Born in the 80's, I was exposed to computers, video games, television, and the Internet at a young age.  I began using a cell phone as soon as it was reasonably affordable--I even remember a $29.99 unlimited talk and text plan back in 2000--and have had one ever since.  When I want to find the answer to something, I don't jot down the question to look up later.  I pull out my cell phone and immediately "google" what I want to find out.


Prensky (2001a) states "Digital Natives are used to receiving information really fast" (p. 2).  This describes the type of person I am and the kind of student I've always been.  I love having the world at my fingertips!  I'm a tech-gadget freak and am always on the prowl for new "toys" that use the latest technology.  Finding answers quickly is very important to me and I feel that these new gadgets help me get things done more efficiently.

Do Digital Natives and Digital Immigrants learn differently?

Simply stated, yes, Digital Natives and Digital Immigrants learn differently.  This is largely because the two have grown up in completely different worlds.  Prensky (2001a) states "Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now" (p. 3).  Sadly, this puts both teachers and students at a disadvantage.  Teachers have students who seem bored and unfocused while students feel that they have teachers who are boring and lectures tend to go in one ear and out the other.


"We now know that brains that undergo different developmental experiences develop differently, and that people who undergo different inputs from the culture that surrounds them think differently" (Prensky, 2001b, p. 3).  This quote goes to show just how much of a difference that culture--including things like technology and lifestyle--make a huge difference in the way that the brain works.

Why are Web 2.0 technologies more effective for digital learners?

Web 2.0 technologies are more effective for digital learners because they address the learning styles, high-speed demand, and visual needs that are intrinsic to Digital Natives.  Web 2.0 technologies provide students with ways to create and share their work, whether in groups or as individuals.  Digital Natives can find research tools, collaborative tools, drawing tools, and graphing tools to aid them in their school work without leaving them bored or uninterested.  Web 2.0 technologies will definitely keep students engaged and motivated in the learning process. 

How can you teach digital learners effectively in your classroom? 

As teachers, we have to be aware of the changes in needs of today's students.  Prensky (2001b) states "The cognitive differences of the Digital Natives cry out for new approaches to education with a better--fit" (p. 5).  This means we need to include technology, such as Web 2.0, into the classroom as much as possible.  We can present information in digital presentations using Slideshare, pull up information found on in Internet using Info Please and share it with students, and allow students to play educational games to grasp concepts.  As long as we try to incorporate technology into the classroom, we will see it's benefits and continue to do so.

Conclusion

I'm excited to include technology into my future classroom.  I grew up with very little technology in the classroom; actually, it was limited to playing the Oregon Trail on an old Apple computer.  Teachers used chalkboards and chalk for the most part, but sometimes incorporated an overhead projector.  In the classrooms I see today, I usually see whiteboards, dry-erase markers, and digital projectors.  I've even seen touch projection screens and computers for each and every student.  I hope to find a school that embraces technology and tries to fulfill the needs of today's Digital Native students.

References

Prenksy, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Prenksy, M. (2001b). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9(5), 1-6. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf

DISCLAIMER: This blog is an assignment for an Interdisciplinary Studies course at National University. It is not a real blog.

How Interdisciplinary Lessons and Technology Enhance Learning

Introduction

In a world where being an interdisciplinarian is practically essential to being a well-rounded person, teachers must focus on teaching interdisciplinary lessons to their students.  Gearing lessons that fulfill the concepts of many disciplines ensures that students are better able to make connections between disciplines and concepts.  "Many educators agree that interdisciplinary units further the development of higher-order thinking skills" (Educational Broadcasting Corporation, 2004, para. 5).  

Interdisciplinary Lesson Plan

One lesson plan that really interested me was "Cloudy With a Chance of Meatballs."  This lesson takes place over the course of five days and gives third graders the opportunity to cover multiple disciplines after reading the book "Cloudy With a Chance of Meatballs" by Judi Barrett.  

This lesson plan covers Science, Language Arts, Health, and Social Studies in the following ways:

Science

Students discuss different types of weather, weather forecasts, and weather-related disasters. 

Language Arts

Students write weather words on a word wall, read various books, write and illustrate a story, and write a pancake recipe.

Health

Students discuss various types of food, simulate walking on peanut butter and jelly on gym mats, and make pancakes.

Social Studies

Students discuss a past weather-related disaster that caused people to immigrate, define and explain immigration, and find out the country of their ancestors.

To view the lesson plan, click the following link: Cloudy With a Chance of Meatballs.

Using an interdisciplinary focus in this lesson plan enhances learning because it encourages students to make connections through the four disciplines that are covered in the book "Cloudy With a Chance of Meatballs."  Students are able to read one story and relate it with the topics of weather, food, immigration.  Additional books are also read to further enhance understanding of immigration.  

Technology to Enhance this Lesson Plan

Ways that I might adapt this lesson to include some form of technology would be to have students use classroom computers to look up weather forecasts and view pictures of different types of weather and weather-related disasters.  Because this lesson is geared toward third graders, creating PowerPoint presentations wouldn't be grade-level appropriate although they would be an excellent way to assess student learning.

Students can use classroom computers to go to The Weather Channel's Web site to view the 10-day weather forecast.  The Weather Channel  

Students can use classroom computers to view pictures of different types of weather and weather-related disasters by going to the National Geographic Kids Web site.  National Geographic Kids

The use of technology enhances learning by providing students with various ways to research about topics they are covering in the classroom.  This also allows children to improve their computer skills (such as typing and navigating Web sites).  Using technology is a way of life for many Americans today.  To expose students to technology and its place in research and education will allow students to gain necessary skills that they can build on as they continue their educational journey.

Conclusion

The importance of an interdisciplinary focus in instruction, along with the addition of technology, ensures students find the content exciting and relevant (Educational Broadcasting Corporation, 2004).  Keeping students engaged should be a top priority for teachers because it can predict success in the classroom.  For those of you who feel apprehensive about writing interdisciplinary lesson plans, remember "though achieving integration is not easy, it is achievable, even for those new to the field" (Repko, 2005, p. 68).

References

Educational Broadcasting Corporation. (2004). Concept to classroom: Interdisciplinary learning in your classroom. Retrieved from http://www.thirteen.org/edonline/concept2class/interdisciplinary/index.html


Repko, A. (2005). Interdisciplinary practice: A student guide to research and writing. (Preliminary ed.). Boston, MA: Pearson Custom Publishing.


Teacherplanet.com. (2010). Cloudy With a Chance of Meatballs. Retrieved from http://www.sites4teachers.com/links/redirect.php?url=http://www.eduref.org/Virtual/Lessons/Interdisciplinary/INT0116.html


DISCLAIMER: This blog is an assignment for an Interdisciplinary Studies course at National University. It is not a real blog.