Whew! My head is spinning, not only with a volume of new information, some of it still sitting there wondering what to do with it and where to file it, but the rest is energizing my teaching and propelling me into the 21st century.
I think what I will take from all of this as a whole is the idea to just take a risk and try. Try out new technologies like wikis and blogs, try to find ways to use technology with kids not as a separate component, but as a tool to create, and to try to get others to expand their learning and usage of technology.
I've done quite a bit this year to further my "tech"-niques and teaching. I listened to podcasts, watched videos, created a school-center web site, I took classes online, created a blog page, am trying to create a wiki, and I am using a blog on my web page with students to have literature discussions. I also used several videos with students, and shared new websites with other teachers. While there are glitches to work out, I am glad I took the plunge and tried these things. Granted, the responses are weak and they are filled with mistakes, but it is getting the kids to share ideas and they want to write. That's a start. With time, practice, and collaboration, good things will come. I'd like to find the time to explore more and collaborate with other teachers to share strategies, projects, and act as a "support group" in these unchartered waters.
I enjoyed finding so many new things online to use across classes. Similar to a fall participant, Laurie, I agree that as a special education teacher, we've used technology for many years, but now I see so many more potentials for using it as an alternative to, and partner with, traditional educational methods and systems. I also need to allow children time and opportunities to use and develop the skills they will need to be successful in the world outside of school.
Monday, May 19, 2008
Thoughts on Dr. Zhao's Podcasts
This series of podcasts was truly inspirational and one where I nodded and also questioned myself, our government, and our educational system as a whole.
I think what struck me the most is how Dr. Zhao said that most of us are not empowered to make the changes we think we can make- we don't empower the right people, beginning with government and the lack of different educational models. Our system does not have enough competition. The US system is one system- sort of commuisist-like system, yet China, a commuist country, is more democratic in education as there is competition and standards. We try to help with one uniform change- NCLB- the city schools- what competition is there for urban or poverty families? Competition creates change and also accountability, yet when charters or other school systems are discussed, the powers that be cringe- there is not an inspiring broad vision of the future and what demands are to be placed on our students. The idea that more math and science are key vs. creativity, global commitment and communication, and use of technology to access information and to collaborate on global problems and initiatives. We lack innovation, energy, and are limited by what adults know and are comfortable with and what they think are important vs. what kids think is important. We know that computers are more than another "pencil". Kids know more about what possiblilities they have, and that most adults and we as adults are intimidated by that. We should allow children to use the tools they use outside of school- emails, chats, etc. as it is directed into proper channels vs. inappropriate uses. The computer is more than a word-processor.
How do individual teachers get the "powers that be" in their school districts to imagine what's possible? How do we begin to rethink the educational environment...not just fit "new tools into the existing constraints? These are some remaining question.
Which came first, the vision or the technology? Learning is social and students are active participants in the learning community. They need to be active contributors to learning and to progress, which includes integrating technology into what we do to make sense of our world and make everyone able to contribute to society. Possibilities and opportunities exist to have students use technology that are meaningful, that get them motivated to learn, to create, to express themselves, to make discoveries, to solve problems, and to work together to acquiring new learning. It is up to society, schools, communities, and government to press for this and embrace it.
I think what struck me the most is how Dr. Zhao said that most of us are not empowered to make the changes we think we can make- we don't empower the right people, beginning with government and the lack of different educational models. Our system does not have enough competition. The US system is one system- sort of commuisist-like system, yet China, a commuist country, is more democratic in education as there is competition and standards. We try to help with one uniform change- NCLB- the city schools- what competition is there for urban or poverty families? Competition creates change and also accountability, yet when charters or other school systems are discussed, the powers that be cringe- there is not an inspiring broad vision of the future and what demands are to be placed on our students. The idea that more math and science are key vs. creativity, global commitment and communication, and use of technology to access information and to collaborate on global problems and initiatives. We lack innovation, energy, and are limited by what adults know and are comfortable with and what they think are important vs. what kids think is important. We know that computers are more than another "pencil". Kids know more about what possiblilities they have, and that most adults and we as adults are intimidated by that. We should allow children to use the tools they use outside of school- emails, chats, etc. as it is directed into proper channels vs. inappropriate uses. The computer is more than a word-processor.
How do individual teachers get the "powers that be" in their school districts to imagine what's possible? How do we begin to rethink the educational environment...not just fit "new tools into the existing constraints? These are some remaining question.
Which came first, the vision or the technology? Learning is social and students are active participants in the learning community. They need to be active contributors to learning and to progress, which includes integrating technology into what we do to make sense of our world and make everyone able to contribute to society. Possibilities and opportunities exist to have students use technology that are meaningful, that get them motivated to learn, to create, to express themselves, to make discoveries, to solve problems, and to work together to acquiring new learning. It is up to society, schools, communities, and government to press for this and embrace it.
Tuesday, May 13, 2008
Schools 2.0
I have to say this was the coolest resource so far! I feel that many of these ideas are already underway by some teachers, and that teachers would not feel threatened. These ideas across the map are meaningful, realistic, and do not appear to be too difficult to implement, though it takes a shift in the paradigm and philosophy not only at the grass roots classroom level, but at the school board, state, federal, and community levels. It certainly is a positive start for conversation and idea-sparking site.
I felt better after seeing the map about my level of using technology as well as my pursuit to know what is out there and how to use it.
What strikes me most about this vision of tomorrow's school? It extends beyond the classroom walls to the local community, uses real life experiences and is inquiry based and differentiated. The concepts appear to be realistic and in collaboartive settings, probable to some degree, though there will be challenges with "the system " or certain parties. Setting benchmarks andstandards, as well as supplying resources are a challenge. It will be hard leveling the playing field and getting so different populations on board and in consensus, and getting everyone the resources they need.
I see our district on this path through onlione courses, investing in technology resources and training, but when teachers, administrators, students and staff can't work together to improve waste management and recycling efforts, I hedge bets that there will be stumbling blocks and obstacles, but it is worth the investment and pursuit. QUEST and IB PYP were also viewed as blocks and obstacles and we've managed to work through them, under strong, competent, and positive leadership. I do feel that some district administrators will be reluctant, but perhaps they can be pursuaded.
What would I definitely like to see kept from this map? Just about everything, slowly building the model over time, starting small with community conversations, business collaboration, and teacher training, and school resources.
What would I change? Slow the pace of IT development and application. I know it is unrealistic, but the volume and wealth of applications and resources are daunting to many of us. There is so much pressure for students, parents, and schools that you are afraid to take risks because you and your students will be measured by a standardized norm.
I'm not sure, but with a change in LTT leadership and a feel of a more dictatorship/big brother monitoring system, I fear staff will be reluctant to take risks and push themselves to do more. We are expected to do more with less- more paperwork, more staff development, more time spent outside the workday with work, less $ per pupil, less time for balancing personal and professional lives, less resources at the building levels. At some point, the band breaks from stretching it too much and misusing what you have.
Communicating online has its limitations, especially where confidential info goes. Timeliness and our need to stay 'connected' pull us in more directions and away from what is right in front of us. Do we need to Google everything?
Hilton does use IT to inform parents, staff and community, use software, invest in online subscriptions for teachers and students, try to be a paperless community through online storage, create and progress report IEPs and some student data online, offer staff development in IT resources, and encourage teachers to incorporate it in class,.
But, again,...there is so much to learn that it can overwhelm even the best of us.
I felt better after seeing the map about my level of using technology as well as my pursuit to know what is out there and how to use it.
What strikes me most about this vision of tomorrow's school? It extends beyond the classroom walls to the local community, uses real life experiences and is inquiry based and differentiated. The concepts appear to be realistic and in collaboartive settings, probable to some degree, though there will be challenges with "the system " or certain parties. Setting benchmarks andstandards, as well as supplying resources are a challenge. It will be hard leveling the playing field and getting so different populations on board and in consensus, and getting everyone the resources they need.
I see our district on this path through onlione courses, investing in technology resources and training, but when teachers, administrators, students and staff can't work together to improve waste management and recycling efforts, I hedge bets that there will be stumbling blocks and obstacles, but it is worth the investment and pursuit. QUEST and IB PYP were also viewed as blocks and obstacles and we've managed to work through them, under strong, competent, and positive leadership. I do feel that some district administrators will be reluctant, but perhaps they can be pursuaded.
What would I definitely like to see kept from this map? Just about everything, slowly building the model over time, starting small with community conversations, business collaboration, and teacher training, and school resources.
What would I change? Slow the pace of IT development and application. I know it is unrealistic, but the volume and wealth of applications and resources are daunting to many of us. There is so much pressure for students, parents, and schools that you are afraid to take risks because you and your students will be measured by a standardized norm.
I'm not sure, but with a change in LTT leadership and a feel of a more dictatorship/big brother monitoring system, I fear staff will be reluctant to take risks and push themselves to do more. We are expected to do more with less- more paperwork, more staff development, more time spent outside the workday with work, less $ per pupil, less time for balancing personal and professional lives, less resources at the building levels. At some point, the band breaks from stretching it too much and misusing what you have.
Communicating online has its limitations, especially where confidential info goes. Timeliness and our need to stay 'connected' pull us in more directions and away from what is right in front of us. Do we need to Google everything?
Hilton does use IT to inform parents, staff and community, use software, invest in online subscriptions for teachers and students, try to be a paperless community through online storage, create and progress report IEPs and some student data online, offer staff development in IT resources, and encourage teachers to incorporate it in class,.
But, again,...there is so much to learn that it can overwhelm even the best of us.
Monday, May 12, 2008
Inspiration from Kevin Honeycutt's lecture
What an animated and entertaining speaker. Too bad there was no video to accompany Kevin's lecture. He is fascinating and quite motivating. He'd make a great speaker for a Superintendent's conference day.
I was quite challenged to come up with a collaborative lesson, which is surprising as that is a bulk of what I do as a support teacher. Then it came to me, though it would be more suited for next year's Exhibition.
This year, two groups of students pursued the inquiry of reducing cafeteria waste. One group suggested recycling more, including the milk cartons, and switching to biodegradeable or reusable trays instead of foam. After last year's group's visit to the county's recycling center, the students knew that milk and juice cartons, cardboard packaging, and straw wrappers are recycleable and can/should be sorted for pick-up by our local waste management provider. This year, they learned that the RCSD recycles their milk cartons. The other group suggested beginning a composting area and composting uneaten food, or donating it to a pig farmer. They found a farmer locally who was interested in their idea. They researched what was involved in buying a compost bin, looked into grants for purchasing and operating it, and brainstormed where the composted soil might be used in our community.
Sadly, both groups were quickly dismissed by the director of Buildings and Grounds as well as our cafeteria manager with little regard to the students' data and suggestions. The reasons given by these "authorities" indicated to the children that there is a great deal of misinformation about recycling procedures and policies. They felt they were not taken seriously and were given excuses about costs or issues of pests, though the students thoroughly researched and compared the costs and had solutions to the problems that were brought up by these individuals. They also found out that our district does have a written recycling policy, that it is outdated, and that it is not followed. Our district staff as a whole, is misinformed about what and how to recycle and this leads to less efforts in recycling. Greater efforts with recycling means more money to spend elsewhere.
I think if a group of students could pick up on this next year where these two groups left off, they could be steered into researching and collaborating with other NYS schools that have met with success in this area or are interested in implement these changes. Such a partnership might increase their chances, especially as attention and focus are heightened using a more global and collective bank of resources and audience. They might create a forum to share resources, data, strategies, and be able to unite and problem-solve together.
This communication online involves creating a wiki or through real-time interviews using technology. Local colleges and many elementary schools across NYS and many other states, such as California, already have worked out these issues and can offer ideas. Kids could gather and post supporting data along with locating a greater and more appreciative grass-roots audience with whom to share findings and foster appropriate change.
I was quite challenged to come up with a collaborative lesson, which is surprising as that is a bulk of what I do as a support teacher. Then it came to me, though it would be more suited for next year's Exhibition.
This year, two groups of students pursued the inquiry of reducing cafeteria waste. One group suggested recycling more, including the milk cartons, and switching to biodegradeable or reusable trays instead of foam. After last year's group's visit to the county's recycling center, the students knew that milk and juice cartons, cardboard packaging, and straw wrappers are recycleable and can/should be sorted for pick-up by our local waste management provider. This year, they learned that the RCSD recycles their milk cartons. The other group suggested beginning a composting area and composting uneaten food, or donating it to a pig farmer. They found a farmer locally who was interested in their idea. They researched what was involved in buying a compost bin, looked into grants for purchasing and operating it, and brainstormed where the composted soil might be used in our community.
Sadly, both groups were quickly dismissed by the director of Buildings and Grounds as well as our cafeteria manager with little regard to the students' data and suggestions. The reasons given by these "authorities" indicated to the children that there is a great deal of misinformation about recycling procedures and policies. They felt they were not taken seriously and were given excuses about costs or issues of pests, though the students thoroughly researched and compared the costs and had solutions to the problems that were brought up by these individuals. They also found out that our district does have a written recycling policy, that it is outdated, and that it is not followed. Our district staff as a whole, is misinformed about what and how to recycle and this leads to less efforts in recycling. Greater efforts with recycling means more money to spend elsewhere.
I think if a group of students could pick up on this next year where these two groups left off, they could be steered into researching and collaborating with other NYS schools that have met with success in this area or are interested in implement these changes. Such a partnership might increase their chances, especially as attention and focus are heightened using a more global and collective bank of resources and audience. They might create a forum to share resources, data, strategies, and be able to unite and problem-solve together.
This communication online involves creating a wiki or through real-time interviews using technology. Local colleges and many elementary schools across NYS and many other states, such as California, already have worked out these issues and can offer ideas. Kids could gather and post supporting data along with locating a greater and more appreciative grass-roots audience with whom to share findings and foster appropriate change.
Wednesday, May 7, 2008
Technology Tools for Classrooms
After viewing and playing with wikis, videos, and bookmarking on del.icio.us, I think I would use the free videos the most in classrooms because I can find them easily on the web. I love You Tube and the other sites that are appropriate for elementary kids- using math and science videos to explain concepts has great potential, even if it is one-sided. It would be a nice way for students to teach others too, and share with parents and the community
My understanding of how to use wikis is underdeveloped to say the least, so until I am comfortable, that's on the back burner. I need to master blogs first. I do enjoy the idea of bookmarking and having the tags readily available wherever I am. I need to continue making categories and making sure that I tag sites as I find them; ones I know I will reuse frequently. I am certain there are tagged sites I will never use and need to purge. I like how I can combine personal and professional tags, hide tags, and share the sites I find with others and see what they have too- the linking is great; time is the key to browsing them yourself and finding people to link with.
My understanding of how to use wikis is underdeveloped to say the least, so until I am comfortable, that's on the back burner. I need to master blogs first. I do enjoy the idea of bookmarking and having the tags readily available wherever I am. I need to continue making categories and making sure that I tag sites as I find them; ones I know I will reuse frequently. I am certain there are tagged sites I will never use and need to purge. I like how I can combine personal and professional tags, hide tags, and share the sites I find with others and see what they have too- the linking is great; time is the key to browsing them yourself and finding people to link with.
Wonderful World of Wiki
Well, just when I thought I was overwhelmed with Smartboards, Blogging, and creating my own web page, then comes wikis. My goodness people have lots of time to create new tools.
I can see that there are places to use these- setting up meetings, documenting information, following up on a task assignment. I liked the Village wiki for some features. Did it catch on or was it cumbersone and hard for some people to use? There were few submissions, but understandably so.
I see lots of potential for older students and need to ponder how it would look in elementary classrooms. Starting small, I can see making class books, sharing reader's responses, and for IB summative assessments. Perhaps it is a forum for Exhibition too where kids document their inquiries, seek global input and research, and post their findings and actions. I'd have to think more on this as I get more comfortable. I still am not getting the "edit this page" because whenever I tried, I was asked for a password and the one for the class didn't work on individual pages. Some pages didn't have much to edit or add.
I can see that there are places to use these- setting up meetings, documenting information, following up on a task assignment. I liked the Village wiki for some features. Did it catch on or was it cumbersone and hard for some people to use? There were few submissions, but understandably so.
I see lots of potential for older students and need to ponder how it would look in elementary classrooms. Starting small, I can see making class books, sharing reader's responses, and for IB summative assessments. Perhaps it is a forum for Exhibition too where kids document their inquiries, seek global input and research, and post their findings and actions. I'd have to think more on this as I get more comfortable. I still am not getting the "edit this page" because whenever I tried, I was asked for a password and the one for the class didn't work on individual pages. Some pages didn't have much to edit or add.
Tuesday, February 5, 2008
Reflections About Blogging as a Teaching Tool
Wow! There is so much out there to read online if you carve out some time- now, what about those magazines and children's books sitting on my nightstand and coffee table collecting dust?
People have a great deal to discuss about education, and just about anything else, if there is an audience willing to listen. In my explorations, I gained a wealth of information about blogging, education, and tons of other topics, some just by chance as a drifter. I found I could lose all sense of time if I were not more discerning about what to read. I am getting better about what to look for. Blogging has great potential if used effectively and within some guidelines and parameters (but what those are, I am not certain of yet), and its possiblities for education in the 21st Century. There certainly are many well-established writers and educators with words of wisdom (no intended alliteration!).
In the time spent flipping through established blogs, some more appealing and reader-friendly than others, I certainly see how children can be motivated to use them for sharing learning and communicating within our community and globally. At times, the sophisticated language became overwhelming for this Mensa member, and if people could just use spell-checker every now and then, I'd appreciate it!
However, as course participant, Julie, said, it's really difficult to sort through and separate the good from the bad, the treasures from the trash if you will. If it takes me time to sort, imagine what is needed to guide young and impressionable minds who rush to print or post anything without thinking first. Cyberspace can lead to disaster if not handled and treated with respect and caution.
As a consultant special education teacher, I may not have the flexibility for planning and delivering instruction, but I can see blogging as a tool for students. Reluctant writers may invest in it if there is a known and larger audience to share ideas and recieve feedback from. With younger students, the act of writing ideas can be challenging, and often the act of keyboarding is timely.
I know I want my students to blog about great books they read and invite comments, but when everyone is busy these days, will others find time to respectfully and critically comment on what they write without "having" to? I think my first attempt to use blogs with students will be a book study or through a 'quick-write" topic of the day- something related to what is going on at school or in the community- anything that is open-ended and invites kids to share ideas without fear of being wrong. Since my students often have attention, motivation, impulsivity, receptive and expressive language delays, I hope I can guide them through it successfully. Blogging may be a way for my "enabled" students to show what they know and not whine about not having HW or a pencil. Actually, I'll get whines about not having time or a computer!
Blogs can be places to pose wonderings and wanderings, new discoveries, ideas they have for making the world a friendlier and more positive place, as well as to blog reflections on their strengths and areas to work on as learners. Ultimately, I want students to use the web to look for ways to connect on a socially responsible level globally, and express their ideas safely.
I found myself looking for positive articles related to education changes, my daily classroom teaching, best practices research and how young children learn, and on occasion, some humor as life is too short.
People have a great deal to discuss about education, and just about anything else, if there is an audience willing to listen. In my explorations, I gained a wealth of information about blogging, education, and tons of other topics, some just by chance as a drifter. I found I could lose all sense of time if I were not more discerning about what to read. I am getting better about what to look for. Blogging has great potential if used effectively and within some guidelines and parameters (but what those are, I am not certain of yet), and its possiblities for education in the 21st Century. There certainly are many well-established writers and educators with words of wisdom (no intended alliteration!).
In the time spent flipping through established blogs, some more appealing and reader-friendly than others, I certainly see how children can be motivated to use them for sharing learning and communicating within our community and globally. At times, the sophisticated language became overwhelming for this Mensa member, and if people could just use spell-checker every now and then, I'd appreciate it!
However, as course participant, Julie, said, it's really difficult to sort through and separate the good from the bad, the treasures from the trash if you will. If it takes me time to sort, imagine what is needed to guide young and impressionable minds who rush to print or post anything without thinking first. Cyberspace can lead to disaster if not handled and treated with respect and caution.
As a consultant special education teacher, I may not have the flexibility for planning and delivering instruction, but I can see blogging as a tool for students. Reluctant writers may invest in it if there is a known and larger audience to share ideas and recieve feedback from. With younger students, the act of writing ideas can be challenging, and often the act of keyboarding is timely.
I know I want my students to blog about great books they read and invite comments, but when everyone is busy these days, will others find time to respectfully and critically comment on what they write without "having" to? I think my first attempt to use blogs with students will be a book study or through a 'quick-write" topic of the day- something related to what is going on at school or in the community- anything that is open-ended and invites kids to share ideas without fear of being wrong. Since my students often have attention, motivation, impulsivity, receptive and expressive language delays, I hope I can guide them through it successfully. Blogging may be a way for my "enabled" students to show what they know and not whine about not having HW or a pencil. Actually, I'll get whines about not having time or a computer!
Blogs can be places to pose wonderings and wanderings, new discoveries, ideas they have for making the world a friendlier and more positive place, as well as to blog reflections on their strengths and areas to work on as learners. Ultimately, I want students to use the web to look for ways to connect on a socially responsible level globally, and express their ideas safely.
I found myself looking for positive articles related to education changes, my daily classroom teaching, best practices research and how young children learn, and on occasion, some humor as life is too short.
Thursday, January 3, 2008
Welcome to My Blog
This is my very first blog for an online class and I am a bit excited. I am not really one to post topics, but do enjoy reading them when I find the time :)
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