This is my personal timeline, including picture of my family, friends and adventures. I enjoyed creating it, and hope to continue adding to it in the future. It is a very useful tool for keeping up with events, and the pictures and links only enrich the process and experience!
Don't Teach Your Kids This Stuff. Please? by Dr. Scott McLeod
Dr. Scott McLeod, Associate Professor of Educational Leadership at the University of Kentucky, begins his post by delineating the 'evils' of teaching students how to use the computer, citing porn, cyberbullies and predators as dangers. He also questions the need for shared online writing, programs and social applications. Towards the end, however, he challenges the reader to consider whose children will benefit most, and have a 'leg up' in a decade or so. I pointed out four concepts to validate making computers available, necessary, and a vital part of the curriculum.
First, there are locks and password systems we can put in place to protect against the 'evils' mentioned above. Secondly, if detailed technological proficiency was made a nation-wide (but state ordered) course of study objective to be met, it would force present unwilling or apprehensive educators to 'get on or get out' of the teaching field. Thirdly, many impoverished children do not have access to 'techno toys' or electronic devices like their friends and classroom peers, so provision of them in a classroom and instruction on their use could allow lower SES students to have a chance in the global labor market and possibly break the 'cycle of poverty' that seems prevalent in certain areas of our nation.
Finally, I complimented his delivery of such an important point in an unconventional manner. Some may be taken aback, and several students' comments reflected even a misunderstanding of his meaning. A highly educated leader, he embodies the sometimes obtuse necessity of making a statement by standing out as an "in-your-face" orator; this can be a very effective way to get peoples' attention!
I took some notes on this video, and looking back over them, I am amazed at this very young man's innovative, pioneering, unbelievably forward thinking and extensive research that went into this project!! These are the kind of students that technologically savvy teachers can produce-young adults with productive, workable, sustainable and oh-so creative ideas for a better environmental future, educational system, and a way to streamline thoughts, learning and sharing in a fast-paced world.
Mr. Allen pointed out that many applications are presently available that would be useful in iSchool implementation, the cost for each student would be $150 versus $600, the students and teachers would hold in their hand (literally) everything that takes place in the classroom (assignments, homework, due dates, attendance, school events, books) and the most important idea of teacher and student accountability. I agree with everything that Mr. Allen stated, and would feel inclined to participate as a teacher in the first 'experimental' classroom or school situation that incorporates iSchool as its curriculum. It is an exciting concept, and as with any new idea, there will be problems. However, with innovative thinkers like this young entrepreneur, they will not be hard to solve!
I am amazed....what a wonderful way to synthesize the mellifluous voices of 185 strangers! It is such a beautiful, seemingly effortless harmony. Creative genius is the only term that comes to mind for me. We have news conferences, interviews, reports, meetings, seminars, etc. on the internet, so it is only natural that someone with such vision could compose a unit of many into a voice of one. I think this is a wonderful way to showcase what we can manipulate electronic information into. Numbers and codes digitally maneuvered and captured, become art, a brilliant moment in human history; I think this video demonstrates man's potential quite well, indeed.
The comparisons that Mr. Roberts makes between using technology in the classroom to entertain versus to engage are compelling. His message is one that challenges today's educators to sidestep the conventional classroom ideologies and with a little research, collaboration and sharing, create real-world problems or questions that require students to utilize higher thinking skills to solve or answer. One advantage to a film maker's use of the written word sans the spoken word is that as you are reading it, you are hearing your own voice, instead of that of another person. This technique helps us feel more compelled to seek answers and try new things.
All of the action words he used in this video engage students in higher thinking skills. I imagine it as 'peeling' the layers of an onion; exploring every aspect of a potential problem to commandeer the most plausible solution. Every 'layer' represents a more thorough understanding of the problem or concept, and students who use these tools will have a much better view of the world and their role in it.
New teachers should have this video for quick reference, and view it often. The fresher those ideas stay in our minds, the richer we can make our classroom environments, lessons, interactions and activities. Teachers need a good study guide to keep them focused; I feel this video is a great start.
Ms. Davis posted that she and each member of her faculty read a book* this summer that outlined the steps to making change in an organization. Incorporating the three simple concepts that affect behavior, she detailed how she planned to follow through and communicate openly to ensure success. Since everyone was familiar with the steps and willing to embrace them, she challenged her staff to work hard, diligently, andkeep her informed on their progress and needs. A plan is necessary to be successful, and I emphasized that her plan sounded well-thought out and executed. Her "Plus One Challenge" set the tone for her faculty to strive for positive change; the group as a whole can be more productive when motivated. An organized leader, Ms. Davis models what driven team members seek as their inspiration. I wished her good luck, and a future report on the faculty's success!
*The book she and her staff read was Switch: How to Change Things When Change is Hard, by Chip & Dan Heath.
Ms. Davis pointed out that in the article that the single school used as a sample to represent the whole is not a valid measure of success, because one school does not represent a whole district or state, as far as implementing technology to raise test scores. She had a valid point; the strength of research is in its unbiased and group representative nature.
I agreed with her, and stated that an article like this can negatively affect our policy-makers' and parents' view of the benefits of technology in our classrooms. In my opinion, Ms. Davis understands well that the teachers' knowledge and willingness to utilize this new technology is key to its success, and her argument reflects that viewpoint.
I listened to three podcasts and was amazed how closely I paid attention to the information being given. The music added depth, and interest, smoothly transitioning from one subject to the next. I really like the fact that each podcast had a "Vocabulary Vault", where a related word was defined and used in sentences for better understanding. The students' voices were excited, and they seemed to really be involved and enjoy what they were doing.
Podcasts are a wonderful useful way for students to showcase their learning, and the fact that they can be accessed from any computer means that parents can access what their children are learning. The people in and facts about history 'come alive' in podcasts; they are a creative way for students to take a subject and make it exciting to research and share with others. I cannot wait to use podcasts in my classroom, and give my students creative freedom in their learning and sharing!
I saved the website "Cirriki" and became a member after listening to the two podcasts on the page. They were entertaining, informative, and allowed students a chance to be creative when studying the digestive system and a safari project, complete with voices (some fuuny), sounds and appropriate music. A virtual field trip idea, these podcasts made learning fun and taught real facts with a touch of humor and silliness (the burp!).
With complete and detailed instructions on making your own podcasts, easy enough to be in handout form (supplied on the Curriki) so that students can become familiar with the creative process, Mrs. Scharf's in-depth analysis on podcast production is a valuable tool in any classroom curriculum. I will use her detailed how-tos in my PLN and share it with as many educators as are willing to listen and learn. I cannot wait to work on my class podcast and then introduce them to my future classroom!
The Benefits of Podcasting in the Classroom by Joe Dale
Joe Dale presented the benefits of using podcasts in the classroom in a very simple and effective way. He pointed out that students no longer have to miss important information when absent, as any computer can be used to listen to a podcast from home. He explained how simply they can be created, showing a group of students actually recording one; and the dramatic affect of making a book reading come alive when used in unison with other teachers' voices, and enhance the drama and interest for the students.
The principal in the video also mentioned that podcasts are a great way for parents to be involved actively in what is going on in the classroom. One student mentioned that she and her family listen to podcasts in their vehicle on family trips! How wonderful that is for her learning experience and confidence in the classroom!
Mr. Dale makes a very convincing argument for the effective use of podcasts in ANY classroom. They are a useful tool to create, inform, review, entertain and dramatize educational material to make it easily accessible and more interesting to students, other classrooms and schools, and parents. I am enthusiastic about using podcasts and teaching my students how to create and use them throughout the school year.
My student's blog was short and gave a quick synopsis about the 3rd grade book she is reading, "Junie B. First Grader Cheater Pants". She stated that she was anxious to read and find out what happened to the main character when she copied a schoolmate's homework, and she felt that what the main character did was wrong.
I encouraged her anticipation and excitement about what will happen to the main character, Junie B., and agreed with her feeling that Junie's actions were wrong. I assured her that good writing evokes feelings like hers and that I would like to know the outcome of the book.
My first student's blog had was a short story about his class's activities that morning. I commented that his story was exciting to read and I thought he used descriptive words well to capture the students' actions and excitement. I reminded him to observe good grammar and make sure his writing was grammatically correct, and encouraged him to keep writing well and keep up the enthusiasm.
My second student's blog was a short synopsis of the book she is reading. I commented that her feeling about the main character's action was admirable, and that the book sounded exciting. I also said that her anticipation of what will happen to the main character is a sign of good writing; I encouraged her to keep reading, and stated that I would love to know what happened (to the book's main character) in a future blog myself.
This website offers virtual tours, lesson plans, stories, and a host of exhibits. It could be used in a multitude of classes, and give students a chance to "cyber explore" historical documents, important places and people, and see many contributions to keep history alive! I highly recommend it!
Larry Ferlazzo is a published author and inner-city high school teacher in Sacramento, CA who offers some good resources re: English language learners, engaging parents in their children's learning and helping students motivate themselves. Very useful, especially for first-year educators!
In Mr. Goerend's first blog, he discussed a thought about who is accountable for students' learning, when the what is given but we as teachers must discover the how. He compared how we teach ourselves as adults to how we determine (as educators) to teach children.
I commented that we as teachers can use self-reflection in the classroom during and after instruction by keeping a mental log of the students' participation in activities and learning to know which modes(s) work best for each individual student. That will help make the learning interesting and facilitate lifelong learning.
In his second blog, where Mr. Goerend and some friends were at a HS football game, he commented on the different types of dads he saw, and the characteristics of each. He then mentioned his father and the relationship they had, reflecting that he would embody the sport-fanatic spirit he wants to share with his son as they watch games together.
Never having played sports, I mentioned my participation in other activities where my father was present and always encouraging. He was a proud dad, although not outspoken about it. I stated that now that Mr. Goerend was a dad, he had the chance to stand at the fence and cheer his son in the future the way his father had done in the past.
These are some forms teachers can use in their classrooms to assess and get to know their students. They could especially be useful in the beginning of school.
This website features author Jim Trelease's books, including the Read Aloud Handbook. Great resource for early childhood reading activities and teachers.
This website features games, illusions, puzzles, etc., that can be used in the classroom. Some of them could be used for language arts activities, and to familiarize students with navigating electronic media into graphic representations (crosswords done on the computer) and many fun learning opportunities that meet several course of study objectives. The students would have fun while they were learning and be challenged! I can't wait to try more of them out!
Josh Stumpenhorst posted this video from You Tube on Twitter, and it is thought-provoking. It made me feel inspired in a profession that can sometimes seem dismal in its practices. I think every education major should watch it. Thanks!
In reading Deena's Martin's C4C #1, her reaction was short, but not very detailed. I would have to go to the original source (Taylor Lane's Post) to get a better idea of what he stated if it was available. It is important to point out specific ideas or statements when summarizing or reacting to another's writing; if perhaps Deena had quoted the 'descriptive and informative words' she alluded to in Taylor's writing, I would have gotten a deeper understanding of his meaning.
Since we are not in a group setting other than online, detail is what we depend on to share ideas and responses to others' insights and reactions. I think a few more details in Deena's C4C comments will better showcase her feelings, thoughts and opinions. She has a good overall understanding of classmates' comments, but could benefit from a more detailed interview of the material.
This website is constantly changing, and validates the amazing ways that technology and digital media touches our everyday and moment-to-moment lives! Thanks to my online classmates for the address!!
After a day spent in professional development, Mr. Russ Goerend, a 6th Grade Language Arts teacher at Waukee Middle School in Waukee, Iowa, blogged a query regarding accountability for students' learning. He discussed the problem that we as educators are given "what" to teach, and that it is our duty to provide the "how". He touched on the fact that when we reach adulthood, we usually have mastered the best way to teach ourselves; he then solicited ideas or reflections on how to get students to own their learning when the "what" is given but not the "how".
I responded that my father, a PhD, knew he was an auditory learner, and so he used that information to record his voice to learn State of Alabama license plate county numbers, so that mode worked for him. I continued by saying that it is up to teachers to make the material interesting and therefore help the students want to participate, to facilitate life-long learning and pursuit of knowledge, and find in ourselves the best way to monitor participation, interest and enthusiasm. Using on-going self-reflective practices, during instruction (in conjunction with testing) was my suggestion as a part of overall assessment, using a kind of mental log to look for response in all areas from each child. This type of personal observation can be key to isolating or combining learning modes to help children stay motivated to learn.
to go to the blog by Russ Goerend Mr. Goerend brings up some key questions about who is accountable for students' learning, and addresses important aspects of how we learn as opposed to what we learn. As adults we ideally understand the best way which each of us processes new information and we can use that skill to learn. For example, my father is an auditory learner, so he recorded his voice repeating the state-issued license plate numbers for each county in Alabama onto a cassette and listens to it numerous times daily until he memorizes them. He determined what he wanted to learn and how, and used that knowledge.
As teachers, what we teach is determined by authorities and state mandates; it is up to us, though, to use innovative technology and diverse assessment techniques to realize how best to assist each student in reaching his potential, and ideally, facilitate a lifelong desire to learn beyond what is expected.
Self-reflection is a positive way to provide feedback on observable student experiences. We can ask ourselves questions before, during and after instruction, making notes in our minds. If we maintain a "mental log" on students' individual levels of interest, participation, enthusiasm, and most importantly, willingness to try and fail, we can help pave the way for students to become productive, self-confident contributors to man's general body of knowledge. In simple terms, if a child enjoys or shows interest in what he is learning, he is apt to seek out learning experiences and chances to grow intellectually.
I saw this website on Dean Shareski's Tweet, it looks like it has many good resources for incorporating technology in the classroom. Thanks Mr. Shareski!
As my Foundations Of Reading Instructor, Dr. Kinniburgh had some really good websites and resource materials on her Delicious Bookmark. I copied her link so you can utilize them too! Thanks Doc!
I have discovered that Diigo is like having a favorites tab! It was easy to download and install, and makes my life a lot easier and quicker! I can click onto something and open it without having to open a new tab, look it up, etc. I am really enjoying learning this Macintosh system!
This handout seems to have a lot of valuable information regarding technologies available to users with sources, prices, and usage materials at the touch of a button. It would be wise to have this list and these links to refer to.
As I read Faun's blog post #2 about the videos we were assigned, I realized that she understood the main point of each author or video, and I like the way she restated the action or idea of each. She quoted several facts or concepts which shows that they stood out in her mind. Using simple sentences and first person, Faun explained her opinions and agreements with the videos, which showed clearly her feelings about what she read and saw.
I think Faun's writing would be easier to read if there more of a flow, a smoother transition from one paragraph to the other. Each paragraph needs a topic sentence, then the body, then a conclusion. The reader can follow easier and understand better what she is saying.
There were a couple of sentences that were without a subject and verb, or incomplete; they should have come after a comma or semi-colon as part of the sentence before.
Faun expresses her thoughts well, using expressive language, which makes reading her blogs enjoyable. With a few adjustments, and observation of grammatical rules, her writing will be exemplar to those she teaches and communicates with.
This teacher is definitely an asset to our public education system! Her statements about technology in the classroom are summarized: Limitations of computer media make for limitations of learning (you're as good as your media allows); customize your education to reflect the students' actual needs; students need to be comfortable with technology, encouraged to be thinkers and brainstorm when necessary; and most importantly, teachers can learn from and as well as students about new advances in technology, which empowers students as the two share new ideas and knowledge with one another.
Ms. Davis would be an invaluable mentor for today's pre-service teachers. She embodies the enthusiasm and willingness to learn "along with her students" as she teaches. Obviously a forward thinker who is always searching for unexplored avenues of instruction, she is representative of how an effective modern teacher should support her students throughout their education. Her ability to excite students about learning on the computer is exemplar!!
I found the interview by going to Laura Scott's Blog from Fall 2010. I think it is wonderful and interesting that he summarizes and disagrees with the three myths of creativity. He then follows up by suggesting ways to improve public education to meet the demands of a new world. He emphasizes that the young people of today are simply more technologically savvy due to daily exposure, where those of his generation find it more challenging because computers arrived much later in their lives.
I agree that everyone is creative, creativity should be nurtured and allowed to blossom and that creativity is not limited to the labels we have manifested to represent it. I have been in art classes where those who were adament that they "had not one single creative bone in their bodies" surprised themselves and their classmates when given the opportunity to embrace unconventional art in perhaps an unconventional way. The available visual cues afforded them allowed their creativity to blossom and unfold, where it would have been stifled or even absent in a conventional classroom setting. The interview was short, informative and gave valuable insight to the whos and hows of facilitating creative thought.
"We need to rethink the fundamental principles on which we educate children", states Mr. Robinson, as he speaks on the limitations of the present pigeon-holing practices unknowingly carried out on students in today's classrooms. Absolutely correct are his observations that the creative side of the human brain takes a backseat to the importance of mathematics,language arts and humanities. The programs that suffer, unfortunately, are sometimes the ones that facilitate learners' success in other areas; art, music and dance are a few examples of various learning modalities that can be the catalysts to spark a child's chance to be successful in all subjects.
Mr. Robinson's use of humor makes his lecture enjoyable, and I agree wholly that intelligence is diverse, dynamic and distinct. His anecdote about the now famous and successful choreographer of Andrew Lloyd Weber's "Cats" is a stunning example of how successful an individual can be when the usual bonds of conventional thought are broken, even for a moment. Creativity is, in my opinion, the pre-curser to intelligence. Persons who tend to be creative, by incident, tend to be intelligent, in my personal experience. I enjoyed this film very much, and stand as a vigilant supporter of his views on the nurturing of creativity in public education today.
The short film is a narrative that showcases the discoveries of someone who has awakened after a century of sleeping, and in so doing, bypasses the emergence of the technological age and its impact on everyday life. Visible everywhere are the signs of computers and their roles in modern civilization, making our Mr. Winkle uncomfortable. When he arrives at the local school, however, it seems to be faniliar, much like his century-old remembrance of what school was like for him, as he gazes at a dusty, unused "machine".
I believe the film maker is simply suggesting that the distance that modern human life has come in so short a period as a century is indicative of how far it will have come, again, in another century. In the human time-line, 100 years is but a moment, and if we ignore or do not substantially embrace that moment, and be vigilant as to the lightning-quick changes that modern technology brings, we will fall behind, individually and as a nation. It was a simple way to bring home an important observation regarding the importance of the electronic world to modern education.
The makers of the film compare statistical figures of today with those of a handful of years ago and those of centuries ago to emphasize how quickly and largely the technological age has and will effect human civilization. They explore immense variables including: information regarding the exploding population(s), computer-based exchange of data, educational necessities involved in future job markets, and present problems or challenges facing human beings. The overall theme is that we must ready ourselves for the new age of technology presented through factual data given in exponentially-based statistics.
The success of human beings, individually and as a race, is dependent on our ability to "keep up" with changes in technology, and navigate the quickly-advancing world global markets we find our nations must be part of. All aspects of our lives will be affected, including labor markets, social networks and even products we buy to stay in touch with our modern society. Some of the figures and percentages were frightening; others were interesting and even mindboggling! It was a very effective way to use research and present it in a graphic manner to inspire viewers to think!
