The Digital Textbooks link really caught my interest this week. In fact, I followed most of the secondary links, and then did a little research on my own to find out more about this method of getting information to our students.
It seems that nearly every summer our school puts out thousands of dollars to purchase new textbooks. Textbooks are incredibly expensive! Along with the expense, there are other issues to consider:
1. How long will it take before the books are outdated and must be replaced?
2. Do we really get all the information we need for a class from one textbook? Yet we invest a major portion of our budget on purchasing it.
3. Running short of books can cause a student to fall behind until a new book can be ordered and shipped.
4. A printed version of a book is static. I cannot be updated and revised with new facts, or ongoing research results.
5. Kids lug enormously heavy book bags from one class to another. Is this a health risk?
So, when I read about Tucson, Arizona, actually having a textbook-free public high school, I was very interested. The high school's website had interesting information on how the teachers collaborate, and a little about the use of wikis and other internet resources, but it didn't give much in the way of what they use in the place of textbooks. I'm sure they have it all worked out, but I'd like to learn more about how the students function in their classes.
Consequently, I guess I came away with more questions than answers. Are the students all required to have a laptop computer? Do students have electronic versions of textbooks, or do the teachers download and print information for them?
California's Digital Textbook initiative seems to be focused on allowing students to download actual textbooks onto a Kindle, or a similar device. Their motivation appears to be twofold — #1 The need to lower the rising costs of education; #2 Providing access to the latest, up-to-date information, especially in scientific areas.
I'm definitely interested in seeing what happens with this idea. I'll be watching for what may be available to our private schools, as well. I'm wondering if "free" means free to all schools, or only to the public schools. If a new resource makes textbooks less expensive and keeps the information up-to-date, then it's sounding pretty good to me!
Friday, April 2, 2010
Friday, March 26, 2010
T21-Implementation 5
T21 – Week 5 Implementation Assignment: Google Docs | |||
Group 1: Joni, Zaida, Betty, Peter | |||
Benefits of Google Docs | Barriers/Solutions | Suggestions for Google Doc activities | |
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Monday, March 22, 2010
One of the things I am most proud of in my school is our teacher collaboration. "Hats off" to our principal who sees the benefit and encourages our teachers to work together on projects and themes. From curriculum to musical programs to I-Teams (3-4 teachers who meet with individual students and their parents over problems of behavior, academics, etc.), our staff works together to support and improve our school.
When I first arrived at this school six years ago, I taught all of the subjects for a classroom of 24 students in the 7-8th grades. I had been teaching English and Writing at Ozark Adventist Academy for 14 years, so going back to a multi-grade classroom of 13-14 year old kids was a very big change. I have never felt so alone in my job as I did that year. I was miserable, and to be perfectly honest, I don't think I did a very good job. I had nobody to discuss problems or successes with. All the other teachers had multi-grade classrooms, too, and were just as isolated as I was.
In CTER (2009) "Teacher Collaboration" I read that "Often teachers are left to their own devices, struggling to solve their instructional and/or classroom management dilemmas. Their colleagues can be more like competitors and much of the work is done in private and without assistance." That's exactly what I experienced!
But, our school has steadily transformed. We changed principals, and he began marketing to initiate growth in our enrollment. The second year I had 30 kids in my class, and a full-time aide. Finally, I had someone to work with and plan things with! By the third year the 7-8th had grown enough that we split them into two classrooms. Now I had a team teacher to work with! It was marvelous! We talked every day after school and discussed our plans for the days to come. We worried and prayed over students who were struggling. Now, we have incorporated 6th grade into our team. We have a particularly wonderful trio of teachers in our Middle School. We are departmentalized, so that each teacher is teaching in his/her areas of strength.
The same article, "Teacher Collaboration," went on to say, "Just as good parenting practices include presenting a united front to children, teachers who work closely together promote shared ideals to their students. This camaraderie sends an unspoken message that the work being done is valued by the instructors, and should therefore be respected by the students. As students sense this consistency behavior and achievement improve. (Inger)
What a true statement. I see it in our own school. The unspoken message is getting through, loud and clear, to our students. They see the three of us talking together in the lunch room — they know we are comparing notes from the morning's classes. They see us conferring in the gym during dismissal — they are totally aware that we are rehashing the events of the day. It gives each teacher much more power, and it gives the students the knowledge that we are a united force, working to make them successful students.
So, the question is, how do we move that same feeling of partnership from the teaching staff to the students? How do we get them to work together in teams, valuing each other's opinions, and trusting each other's skills and abilities?
In the November, 2009, "eSN Special Report: Small-group collaboration" By Ellie Ashford we are reminded that "Everyone needs to be able to collaborate in a group, because that’s how things are done in the real world. No one sits alone and works by themselves any more," said Stan Silverman, director of technology-based learning systems at the New York Institute of Technology.
OK, I get it. Even we teachers are working in collaboration. But I'm afraid that we haven't learned how to teach that to our students. Maybe that sense of losing control is difficult for us. Classrooms are expected to be full of neat rows of orderly, attentive students, right? But are they really retaining those wonderful words of wisdom that come pouring out of our mouths?
The Collaborative Learning Overview contained this little graph:
According to this chart, schools seem to be doing it wrong! I think it is up to us, the teachers in the classrooms, to change the way education is expected to be and move away from the stereotypical classroom setting.
The Teaching Effectiveness Program at the University of Oregon’s Teaching and Learning Center summarized several additional benefits of collaborative learning from various studies:
•Effective groups assume ownership of a process and its results when individuals are encouraged to work together toward a common goal.
•Students’ critical thinking skills improve, along with their retention of information and interest in the subject matter.
•Collaborative learning allows the assignment of more challenging tasks without making the workload unreasonable.
•It provides weaker students with extensive one-on-one tutoring, while stronger students gain the deeper understanding that comes only from teaching others.
•Students are less likely to consider teachers the sole sources of knowledge and understanding. (eSN Special Report: Small-group collaboration)
Hmmm . . . So students can help each other learn?
Hmmm . . . So teachers are not the sole source of knowledge?
Hmmm . . . Do you think we teachers are ready for that?
I think we'd better try.
When I first arrived at this school six years ago, I taught all of the subjects for a classroom of 24 students in the 7-8th grades. I had been teaching English and Writing at Ozark Adventist Academy for 14 years, so going back to a multi-grade classroom of 13-14 year old kids was a very big change. I have never felt so alone in my job as I did that year. I was miserable, and to be perfectly honest, I don't think I did a very good job. I had nobody to discuss problems or successes with. All the other teachers had multi-grade classrooms, too, and were just as isolated as I was.
In CTER (2009) "Teacher Collaboration" I read that "Often teachers are left to their own devices, struggling to solve their instructional and/or classroom management dilemmas. Their colleagues can be more like competitors and much of the work is done in private and without assistance." That's exactly what I experienced!
But, our school has steadily transformed. We changed principals, and he began marketing to initiate growth in our enrollment. The second year I had 30 kids in my class, and a full-time aide. Finally, I had someone to work with and plan things with! By the third year the 7-8th had grown enough that we split them into two classrooms. Now I had a team teacher to work with! It was marvelous! We talked every day after school and discussed our plans for the days to come. We worried and prayed over students who were struggling. Now, we have incorporated 6th grade into our team. We have a particularly wonderful trio of teachers in our Middle School. We are departmentalized, so that each teacher is teaching in his/her areas of strength.
The same article, "Teacher Collaboration," went on to say, "Just as good parenting practices include presenting a united front to children, teachers who work closely together promote shared ideals to their students. This camaraderie sends an unspoken message that the work being done is valued by the instructors, and should therefore be respected by the students. As students sense this consistency behavior and achievement improve. (Inger)
What a true statement. I see it in our own school. The unspoken message is getting through, loud and clear, to our students. They see the three of us talking together in the lunch room — they know we are comparing notes from the morning's classes. They see us conferring in the gym during dismissal — they are totally aware that we are rehashing the events of the day. It gives each teacher much more power, and it gives the students the knowledge that we are a united force, working to make them successful students.
So, the question is, how do we move that same feeling of partnership from the teaching staff to the students? How do we get them to work together in teams, valuing each other's opinions, and trusting each other's skills and abilities?
In the November, 2009, "eSN Special Report: Small-group collaboration" By Ellie Ashford we are reminded that "Everyone needs to be able to collaborate in a group, because that’s how things are done in the real world. No one sits alone and works by themselves any more," said Stan Silverman, director of technology-based learning systems at the New York Institute of Technology.
OK, I get it. Even we teachers are working in collaboration. But I'm afraid that we haven't learned how to teach that to our students. Maybe that sense of losing control is difficult for us. Classrooms are expected to be full of neat rows of orderly, attentive students, right? But are they really retaining those wonderful words of wisdom that come pouring out of our mouths?
The Collaborative Learning Overview contained this little graph:
Where do we learn (hint: it's not in the classroom)
According to this chart, schools seem to be doing it wrong! I think it is up to us, the teachers in the classrooms, to change the way education is expected to be and move away from the stereotypical classroom setting.
The Teaching Effectiveness Program at the University of Oregon’s Teaching and Learning Center summarized several additional benefits of collaborative learning from various studies:
•Effective groups assume ownership of a process and its results when individuals are encouraged to work together toward a common goal.
•Students’ critical thinking skills improve, along with their retention of information and interest in the subject matter.
•Collaborative learning allows the assignment of more challenging tasks without making the workload unreasonable.
•It provides weaker students with extensive one-on-one tutoring, while stronger students gain the deeper understanding that comes only from teaching others.
•Students are less likely to consider teachers the sole sources of knowledge and understanding. (eSN Special Report: Small-group collaboration)
Hmmm . . . So students can help each other learn?
Hmmm . . . So teachers are not the sole source of knowledge?
Hmmm . . . Do you think we teachers are ready for that?
I think we'd better try.
Saturday, March 20, 2010
Tuesday, March 16, 2010
Digital Storytelling - reaction
OK, I admit it. I got hung up at "teachertube.com" in the first article. I was compelled to check it out, and I ended up spending about two hours just watching videos and searching for things that would enhance my classes this week!
Then I got caught up on HotChalk.com, to which I now have a membership. I browsed around that site for a while, too. But ended up bookmarking it so that I can return to it when I have a little more time.
I actually did read on — eventually. But the mere fact that I got so caught up in the storytelling that I found on teachertube.com kind of proves the point of the lesson this week. People are more likely to learn new things when the storytelling approach is used.
I don't know anybody who isn't drawn in by a good story. I know I am. From a good book, to a TV show, to the children's story at church, everybody's ears perk up when they hear a story being told.
The technique is not new. Go back to the Bible and you'll see that the majority of the lessons it teaches are through stories of real people, doing real things. We can relate to that, so it grabs our interest. The Bible uses fiction, too. Jesus told stories in parable form in order to teach a spiritual lesson.
So, it's only logical that we, as 'savvy' educators, should use present-day technology to teach old truths, as well as newly discovered information. Thus, this class finds purpose in guiding us to find the best ways to impart that knowledge to our students.
How digital storytelling might benefit current/future students states that digital storytelling appears to more learning styles. There is a correlation in the fact that auditory, kinesthetic and visual learners all tend to learn better when given the opportunity to take part in digital storytelling.
Cheryl Diermyer, is a learning technology consultant with DoIT Academic Technology. “Digital storytelling forces you to decide what to say in the space of a brief video; there is an intensity there,” she says. “Someone suggested that it’s like poetry — that every part of it must support the theme.”
The following chart is her representation of how that story can be mapped out.
There are many different definitions of “Digital Storytelling,” but in general, they all revolve around the idea of combining the art of telling stories with a variety of digital multimedia, such as images, audio, and video.
There are many different types of digital stories, but it is possible to categorize the major types into the following three major groups:
1. Personal narratives - that contain accounts of significant incidents in one’s life;
2. Historical documentaries –that examine dramatic events that help us understand the past;
3. Stories designed to inform or instruct the viewer on a particular concept or practice.
Of the samples I found on our assignment list, I was somewhat disappointed to find so many stories that tended to be dark or sad. At www.storycenter.org I listened to one story after another that reminisced in a sad, melancholy fashion that left me feeling a little 'down' myself.
I would prefer to think that my students would benefit the most from this type of learning experience if they were to choose a light-hearted, even fun, subject that they could get excited about. There are way too many sad stories in this world for my liking.
In fact, I think I may just draw my students into this week's assignment to see if they could be part of my "digital storytelling." We'll see what comes of that!
Then I got caught up on HotChalk.com, to which I now have a membership. I browsed around that site for a while, too. But ended up bookmarking it so that I can return to it when I have a little more time.
I actually did read on — eventually. But the mere fact that I got so caught up in the storytelling that I found on teachertube.com kind of proves the point of the lesson this week. People are more likely to learn new things when the storytelling approach is used.
I don't know anybody who isn't drawn in by a good story. I know I am. From a good book, to a TV show, to the children's story at church, everybody's ears perk up when they hear a story being told.
The technique is not new. Go back to the Bible and you'll see that the majority of the lessons it teaches are through stories of real people, doing real things. We can relate to that, so it grabs our interest. The Bible uses fiction, too. Jesus told stories in parable form in order to teach a spiritual lesson.
So, it's only logical that we, as 'savvy' educators, should use present-day technology to teach old truths, as well as newly discovered information. Thus, this class finds purpose in guiding us to find the best ways to impart that knowledge to our students.
How digital storytelling might benefit current/future students states that digital storytelling appears to more learning styles. There is a correlation in the fact that auditory, kinesthetic and visual learners all tend to learn better when given the opportunity to take part in digital storytelling.
Cheryl Diermyer, is a learning technology consultant with DoIT Academic Technology. “Digital storytelling forces you to decide what to say in the space of a brief video; there is an intensity there,” she says. “Someone suggested that it’s like poetry — that every part of it must support the theme.”
The following chart is her representation of how that story can be mapped out.
There are many different definitions of “Digital Storytelling,” but in general, they all revolve around the idea of combining the art of telling stories with a variety of digital multimedia, such as images, audio, and video.There are many different types of digital stories, but it is possible to categorize the major types into the following three major groups:
1. Personal narratives - that contain accounts of significant incidents in one’s life;
2. Historical documentaries –that examine dramatic events that help us understand the past;
3. Stories designed to inform or instruct the viewer on a particular concept or practice.
Of the samples I found on our assignment list, I was somewhat disappointed to find so many stories that tended to be dark or sad. At www.storycenter.org I listened to one story after another that reminisced in a sad, melancholy fashion that left me feeling a little 'down' myself.
I would prefer to think that my students would benefit the most from this type of learning experience if they were to choose a light-hearted, even fun, subject that they could get excited about. There are way too many sad stories in this world for my liking.
In fact, I think I may just draw my students into this week's assignment to see if they could be part of my "digital storytelling." We'll see what comes of that!
Tuesday, March 9, 2010
Week 3 Blog Post
Week 3 Blog Post
Dr. Ruben Puentedura is an expert in education who presented a lecture entitled, "As We May Teach: Educational Technology, From Theory Into Practice" that is available as a free iTunes video. In it, he explained two methods of integrating technology into education. The first, TPCK, is represented visually with a Venn Diagram that shows how Technology, Pedagogy and Content have common elements that, when united in education, can enhance a student's performance.
The second method, SAMR, indicates the progress that students make as technology is integrated into a lesson. In it, S equals Substitution, which is the lowest level of technology that simply substitutes a piece of technology for an older form of teaching, but it still has the same basic function. The A equals Augmentation, in which technology still acts as a substitute, but with functional improvement. The M equals Modification, that results in significant task redesign. In it, new uses of technology are put into practice. The R equals Redifinition, that allows for new tasks to be done that were previously impossible before the technology was added.
I would like to consider how I might incorporate what I learned from Dr. Puentedura's lecture in my own lessons. In order to make the best of the project assignment in the class I am taking, I can't help but think that it would be good to follow the SAMR model.
My lesson is for 8th grade reading. The book is Phineas Gage: a Gruesome but True Story About Brain Science.
On the Substitution level, I could download the audiobook of Phineas Gage and play it through the classroom sound system while the students read along in their copies of the book. Using this step of SAMR, students would be using technology, but in essence would still just be reading the book.
On the Augmentation level, students could put sticky notes on words in their books that they are unfamiliar with. Then, after they read / listen to a chapter, they can look those words up on their laptop computers (we have a mobile computer lab) to find the meanings, and share them with other students. They could also do research on the internet to find out more about brain injuries and surgeries. This is information that they would not have access to in our school library.
The Modification level requires a significant task redesign. To take this step students will be introduced to another 8th grade class in Dallas, Texas, that is reading the same book, by way of iChat on the MacBook computer. The two teachers of the respective classes will hook up their computers to the classroom video projector and speakers, so that the students can see each other and get acquainted. They will then discuss the introduction to the book and form teams to work together on the book together.
The Redefinition level will allow students to collaborate between the classrooms via internet, to write reports, design blogs, develop wikis, or create Powerpoint or other computerized presentations that would become reports, teaching tools or enhancements for the book. Teachers will be present to guide and facilitate, but the students will be given the freedom to be as creative as they want with their group projects. When the projects are completed, they will be presented as possible publishable teacher helps for the Pathways reading program that is being implemented in the Texas and Georgia-Cumberland conferences.
Dr. Ruben Puentedura is an expert in education who presented a lecture entitled, "As We May Teach: Educational Technology, From Theory Into Practice" that is available as a free iTunes video. In it, he explained two methods of integrating technology into education. The first, TPCK, is represented visually with a Venn Diagram that shows how Technology, Pedagogy and Content have common elements that, when united in education, can enhance a student's performance.
The second method, SAMR, indicates the progress that students make as technology is integrated into a lesson. In it, S equals Substitution, which is the lowest level of technology that simply substitutes a piece of technology for an older form of teaching, but it still has the same basic function. The A equals Augmentation, in which technology still acts as a substitute, but with functional improvement. The M equals Modification, that results in significant task redesign. In it, new uses of technology are put into practice. The R equals Redifinition, that allows for new tasks to be done that were previously impossible before the technology was added.
I would like to consider how I might incorporate what I learned from Dr. Puentedura's lecture in my own lessons. In order to make the best of the project assignment in the class I am taking, I can't help but think that it would be good to follow the SAMR model.
My lesson is for 8th grade reading. The book is Phineas Gage: a Gruesome but True Story About Brain Science.
On the Substitution level, I could download the audiobook of Phineas Gage and play it through the classroom sound system while the students read along in their copies of the book. Using this step of SAMR, students would be using technology, but in essence would still just be reading the book.
On the Augmentation level, students could put sticky notes on words in their books that they are unfamiliar with. Then, after they read / listen to a chapter, they can look those words up on their laptop computers (we have a mobile computer lab) to find the meanings, and share them with other students. They could also do research on the internet to find out more about brain injuries and surgeries. This is information that they would not have access to in our school library.
The Modification level requires a significant task redesign. To take this step students will be introduced to another 8th grade class in Dallas, Texas, that is reading the same book, by way of iChat on the MacBook computer. The two teachers of the respective classes will hook up their computers to the classroom video projector and speakers, so that the students can see each other and get acquainted. They will then discuss the introduction to the book and form teams to work together on the book together.
The Redefinition level will allow students to collaborate between the classrooms via internet, to write reports, design blogs, develop wikis, or create Powerpoint or other computerized presentations that would become reports, teaching tools or enhancements for the book. Teachers will be present to guide and facilitate, but the students will be given the freedom to be as creative as they want with their group projects. When the projects are completed, they will be presented as possible publishable teacher helps for the Pathways reading program that is being implemented in the Texas and Georgia-Cumberland conferences.
Tuesday, March 2, 2010
Week 2 reaction paper
In the past week I have discovered a mountain of information about the 21st Century student and the classrooms in which they study. I have heard and read facts, statistics, and opinions as to what needs to be done to facilitate change in the educational process in order to accommodate the needs of 21st Century learners.
In many ways I was overwhelmed with the demand for change as persuasive speakers revealed the metamorphosis in business, industry, and the world economy presently taking place. People like Thomas Friedman and Mark Pesce made me realize that I have very little personal knowledge of how things are running in the world of business in this new technological age. I felt crushed under the weight of the responsibility given to teachers, like me, who have a great desire to prepare students for a successful, fulfilling life.
In fact, until I heard the lecture by Chris Johnson, from the 21st Century Learning Group, I was beginning to think that I was not only incapable of climbing that mountain of information, but I might not even be able to find the mountain! There were too many questions and no answers being presented until Johnson identified the skills he felt were important for teachers to impart to this new crop of students. Finally, there was something concrete that I could use to evaluate my teaching methods, and adjust my strategies. Johnson listed the following skills as vital for people stepping into the modern-day work force:
1. Critical thinking
2. Problem solving
3. Collaborative learning
4. Communication (written & oral)
5. Understanding of global literacy (what it means to be a citizen in the flattening world)
6. Economic literacy (understanding of economy)
7. Civic literacy (importance of giving back to the community)
I felt most comfortable with the item at the top of the list — Critical Thinking. As a language arts teacher I work hard to form open-ended questions that encourage students to think. I try to develop questions that don't necessarily have a right or wrong answer, but need to be answered just the same.
The fourth one on the list — Communication — had a nice ring to it, too. Obviously, I do my best to teach my students to communicate.
But the others! I think I fall short in Problem Solving. Also, Number 5 — Understanding of Global Literacy — is obviously lacking in my classroom curriculum as I see how one-dimensional I am in teaching grammar, spelling, handwriting, etc. And Number 6? Well, I don't know anybody who understands what's going on with Global Economy these days! So where do I begin? (I say 'I' rather than 'we' because I can't make a change in the world without changing myself first.) Maybe I should begin by rethinking my methods.
Ken Kay, President of the Partnership for 21st Century Skills, says that the skills we need for 21st Century workers are the same skills we teach, but we need to help students relate these skills to real life. So maybe there really is hope. Maybe we don't need to change what we teach. We just need to change how we teach. I'm willing to give that a shot.
But, as "21st Century Skills, Education & Competitiveness" adamantly stated, "We need to act now." There is a new economy that uses knowledge rather than natural resources as the raw material. There are new skill demands that require creativity along with literacy. There are achievement gaps between the information we teach our students and the skills they actually develop to take with them into the work force.
Some people, like Washington Post Staff Writer Jay Mathews, wonder whether this is just another "Buzz Phrase," just another fad that will fade away in time. But even if that is true, I believe that the boost that we get from this shift in focus — even if it is slight — will help educators re-evaluate themselves. That, I believe, is always a good thing.
According to Mathews' article, "The Rush for '21st-Century Skills'," the best learning happens . . ."when students learn basic content and processes, such as the rules and procedures of arithmetic, at the same time that they learn how to think and solve problems." I think that's a reasonable request to place before our teachers, and a challenge that they are ready and willing to tackle.
Sunday, February 28, 2010
MEC - Video
"Doing things differently vs. Doing different things"
I really like that play on words. Torres and Henderson gave a poignant presentation that, in my estimation, fits arm-in-arm with the message of Mr. Winkle.
The bottom line is that even though we update the mode of teaching, we are still teaching with the same dreary methods. As educators, we need to learn to do different things!
But again, I ask the question — is anybody going to tell me how? At least give me a hint. Where do I begin?
I really like that play on words. Torres and Henderson gave a poignant presentation that, in my estimation, fits arm-in-arm with the message of Mr. Winkle.
The bottom line is that even though we update the mode of teaching, we are still teaching with the same dreary methods. As educators, we need to learn to do different things!
But again, I ask the question — is anybody going to tell me how? At least give me a hint. Where do I begin?
The Children of Cyberspace: Old Fogies by Their 20s
Most of this article concerned itself with worries and concerns for the NetGeneration ('80s children) and the iGeneration ('90s+ children) who are doing so much technological muti-tasking that they may be hard pressed to be able to focus on one thing.
However, I found one bright spot in the article. The author, Brad Stone, admitted that kids are taking a more active part in their entertainment than other generations who tended to be simple observers — TV watchers. He said, "That could give them the potential to be more creative than older generations — and perhaps make them a more challenging target for corporate marketers. He quoted Dr. Mizuko Ito, of the University of California Humanities Research Institute, “It’s certainly no longer true that kids are just blindly consuming what commercial culture has to offer." I'm glad to know that. Somehow that makes me feel better about what our kids are learning. Maybe they are learning decision making and critical thinking as a by-product of their refined communication skills.
However, I found one bright spot in the article. The author, Brad Stone, admitted that kids are taking a more active part in their entertainment than other generations who tended to be simple observers — TV watchers. He said, "That could give them the potential to be more creative than older generations — and perhaps make them a more challenging target for corporate marketers. He quoted Dr. Mizuko Ito, of the University of California Humanities Research Institute, “It’s certainly no longer true that kids are just blindly consuming what commercial culture has to offer." I'm glad to know that. Somehow that makes me feel better about what our kids are learning. Maybe they are learning decision making and critical thinking as a by-product of their refined communication skills.
Learning to Change, Changing to Learn
I watched the video, "Learning to Change, Changing to Learn," from Project Tomorrow, that was listed in the resources for our class. Again, I was a bit discouraged by what I heard. One expert after the next agreed that our present-day classroom setting is becoming less and less relevant to the true educational needs of our young people.
But one person gave me a spark of hope. Ken Kay, President, Partnership for 21st Century Skills, e-Luminate Group, said that around the world people are testing out the ingredients to determine how to develop a new model for education. He said that stunning things are taking place already. I appreciated his positive attitude as he said "It's an exciting time for learning . . . It's the dawn of learning that makes me very happy."
But one person gave me a spark of hope. Ken Kay, President, Partnership for 21st Century Skills, e-Luminate Group, said that around the world people are testing out the ingredients to determine how to develop a new model for education. He said that stunning things are taking place already. I appreciated his positive attitude as he said "It's an exciting time for learning . . . It's the dawn of learning that makes me very happy."
The world really is FLAT!
I have considered myself to be a fairly 'modern' thinker. I have adapted quite well to the age of technology — using computers, etc. in my classroom in various capacities; keeping up with FaceBook; designing our school yearbook with an online program; and even owning an iPhone and utilizing dozens of aps that are at my disposal.
But, the rug was pulled out from under me when I listened to the video "The World Is Flat" and realized that I am just doing chin-ups on the bottom rung of the technology ladder!
Technology has exploded and FLATTENED the world! If I'm not careful I may be one of those who falls off the edge into the abiss.
I wish that Thomas Friedman had given us some solutions to the problem educators are facing today. Instead, I feel like we teachers are using methods that are quickly becoming obsolete, and nobody has a clue how to update them to make them relevant for this new crop of techno-savvy kids.
I've already gone to Amazon.com to find the book. I need to know how it ends! Since Friedman only gave an overview of the first few chapters, I'm hoping that somewhere in the book he will give us some hope, some clue, some revelation of how we can make the change into the 21st Century!
If not, then I'm afraid he's left me frustrated, and a little bit alarmed.
But, the rug was pulled out from under me when I listened to the video "The World Is Flat" and realized that I am just doing chin-ups on the bottom rung of the technology ladder!
Technology has exploded and FLATTENED the world! If I'm not careful I may be one of those who falls off the edge into the abiss.
I wish that Thomas Friedman had given us some solutions to the problem educators are facing today. Instead, I feel like we teachers are using methods that are quickly becoming obsolete, and nobody has a clue how to update them to make them relevant for this new crop of techno-savvy kids.
I've already gone to Amazon.com to find the book. I need to know how it ends! Since Friedman only gave an overview of the first few chapters, I'm hoping that somewhere in the book he will give us some hope, some clue, some revelation of how we can make the change into the 21st Century!
If not, then I'm afraid he's left me frustrated, and a little bit alarmed.
Wednesday, February 24, 2010
Tuesday, February 23, 2010
Wacky Kids
I totally agree with the "Wacky Kids" video, but I have very little insight into how to fix the problem in my classroom.
Mark Pesce placed the problem square in my face, but then left me with no real answers. I have to admit that he's right when he says the "hidden curriculum in the 20th century was timeliness and orderliness." As a student, I got that message. As a teacher, I'm trying to get the same message across to my kids. But, for many kids, it's just not working.
So, if Pesce is right — if the "hidden curriculum in the 21st century needs to be teaching them [students] focus and how to control their hyperconnectivity for their best benefit" — then I am still a 20th century teacher. Somehow I need to move my teaching methods into the new century.
In my classroom, I feel like learning is taking place when my kids are disciplined and in order. Am I wrong? Can there really be a way to do as Pesce says and "accept the hyperconnectivity and figure out how to use it, rather than discard it"?
It looks like I have a lot to learn from this class. I'm looking forward to gaining new insights. I want to open my mind to the possibility of change in my classroom. And yet, how will my coworkers judge the change? Could this be a dangerous move? Can I still keep control of my students, but give them the freedom of communication that they depend on throughout the rest of their 'real' lives outside of the classroom? Will they actually learn the material in that atmosphere? We'll see . . .
Mark Pesce placed the problem square in my face, but then left me with no real answers. I have to admit that he's right when he says the "hidden curriculum in the 20th century was timeliness and orderliness." As a student, I got that message. As a teacher, I'm trying to get the same message across to my kids. But, for many kids, it's just not working.
So, if Pesce is right — if the "hidden curriculum in the 21st century needs to be teaching them [students] focus and how to control their hyperconnectivity for their best benefit" — then I am still a 20th century teacher. Somehow I need to move my teaching methods into the new century.
In my classroom, I feel like learning is taking place when my kids are disciplined and in order. Am I wrong? Can there really be a way to do as Pesce says and "accept the hyperconnectivity and figure out how to use it, rather than discard it"?
It looks like I have a lot to learn from this class. I'm looking forward to gaining new insights. I want to open my mind to the possibility of change in my classroom. And yet, how will my coworkers judge the change? Could this be a dangerous move? Can I still keep control of my students, but give them the freedom of communication that they depend on throughout the rest of their 'real' lives outside of the classroom? Will they actually learn the material in that atmosphere? We'll see . . .
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