Library 3.0 aka Bibliobucks?

http://www.chron.com/disp/story.mpl/metropolitan/7316574.html

Last week our staff received an email from the librarians (goddesses, as they like to refer themselves to) to survey our opinion on whether or not we thought it would be a good idea to section off the library as a silent-zone during finals week.
I must admit, as I voiced my reaction aloud, I heard the bellow of a crotchety old man hit my ears.  Well, of course, it should be a silent-zone during finals weeks and every other week, goshnabbit!
Since the first clay tablets were housed in one place in Mesopotamia for their (rich) citizens to read 5000 years ago, libraries have been halcyon halls for reading, serene sanctuaries promoted by Franklin for the public where one can find solace between the pages of a book, expertly plucked from the shelves if you knew your Dewey decimal system (400s, 600s, 900s being my favorite stacks to peruse ad nauseum).
At the helm, the coveted position of librarian, feared and respected up there with nuns and police officers -at least if your of my generation.  Her vocal training expertly emitted the the sound ssshhh in a low, yet forboding manner, only needed once to get the point across.
But that was 1984 and after reading the article, and with the knowledge that 21st century learning is a social event accomplished, not in individual study carrels, but collaboratively and out in the open, the Lamar High model may not be so far-fetched.
So, here's to our goddesses who just may be part of the pioneers into the 21st century library.  Perhaps, sooner than later I'll be able to take my classes for research tasks to Prep's Saunders library and have a student barista prepare a cafe americano. Oh, and no shushing.

Inspiration Delivers (re-post)

http://principalposts.edublogs.org/2010/11/26/inspiration-delivers/

Lyn Hilt's endeavor to incorporate what Daniel Pink calls a "Fed-Ex Day" came not without its obstacles. They say doctors are the worst patients, likewise, educators can be the worst learners. The term 'buy in' always floats around when innovation or change looms in the air. This principal gave her educators the tools (videos) to buy in and then made them go for it. From my own group of colleagues, those who prefer to have a tidy, pre-packaged, let's-have-this-wrapped-up-by-lunchtime-so-we-can-go-home session, I can imagine the faces of loathing and near disgust when the day came to take on this task, a VERY open-ended one that can bring the most seasoned educator to a screeching standstill, heels dug in and all. Kudos to you, Lyn, I'm now following you on Twitter.

RSA - Drive: The surprising truth about what motivates us (D. Pink)

RSA Animate -- Drive: The surprising truth about what motivates us from Daniel Pink on Vimeo.

The Intentional Path to Headship

The Intentional Path to Headship

Are U.S. students learning the right 21st century skills? - The Business Journal of the Greater Triad Area

Are U.S. students learning the right 21st century skills? - The Business Journal of the Greater Triad Area

A Vision of 21st Century Teachers

My thoughts as I watched this: It's not just about technology itself, that would be purposeless, but rather the relevant possibilities that it can bring into the classroom by way of the learner through the thoughtful and deliberate guidance of an instructor. One who learns, relearns, defines, redefines, engages, inspires and is not afraid to hand over the reins to the learners and serve as a facilitator of an environment of creation, collaboration and discovery.

21st century pedagogy

Can the argument that our 'teaching style' is so engrained in our teacherDNA be the excuse we give to forgo providing what our learners need so that they may be providers and supporters of the future?

Hello? 20th Century Teacher? It's 2010.

Whether you consider the message hyperbolic or spot on, it's still a fact in 2010.

Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff – TechLearning.com

It's not so much the article but the responses that intrigued me. I've had this conversation (oh, so many times) and have responded that, indeed, I, the teacher, could effectively teach with a stubby pencil and a piece of scrap paper if I had to. But that reflects my abilities as the instructor/facilitator. What about the learner? How well do I prepare this young person to be a functional participant of the 21st century. It's not about us. It's about them. We have to look out for their futures, their needs, and their ability to compete with the other learners of their generation.

Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff – TechLearning.com

From the halls of ISTE #1

OK, not really a post about the going-ons at ISTE (later).  But meeting and talking with some interesting people. Another interesting thing is that as we are sitting in sessions, many of us are twittering and sharing thoughts, ideas, etc.

Had to re-post these two sites regarding obsolete products:

21 Thing That Became Obsolete This Decade
and as a follow up, a fellow attendee who I have been following on Twitter, teacherpaperless@twitter.com
21 Things That Will Become Obsolete By 2020
similar to 'buyer beware', educator beware!

Decompression chamber

OK, so school let out on June 4th (7th if you include having to grade exams and submit grades) and as well, I just sent off my final exam and written assignment for my latest M.Ed. course.
Every year I have gone through what I can only explain as the decompression chamber days during the first several days of summer vacation.  It usually entails waking up and moving my body from my bed to the couch.  I then proceed to lie in a semi-comatose state for the remainder of the day.  I doze in and out of consciousness, the dogs taking complete advantage of my inability to shoo them away.  My first year of teaching I was in this state of Gumby for about six days.  It has now been reduced to two.  But no matter how long the span, the feeling remains the same.  It is a combination of exhaustion and relief coupled with a physical feeling of emptiness for lack of a better term.  During this time, my mind has to make the adjustment as well.  It has to learn to shut off.  At least temporarily, it doesn't need to stir awake in the early morning hours processing the events of the day.  But that's easier said than done.  After ten years of teaching, I think that it's either a reflex or an addiction of the mind to have these neurons firing so early.  But as the first days of summer vacation spell 'relax' my mind is running on the octane fumes that kept it going for the last couple of weeks.
Back to my corpse laying on the couch: it feels as though my bones have disintegrated and I am now a big amoeba.  Sleep and only sleep remedies this unnatural state.  My partner has long since learned to quietly avoid me during this metamorphoses.  The understanding is that when I emerge from this cocoon void of lesson planning, grading papers and last minute changes, before him is a fragile and easily spooked creature.  I can now share in the ritual of morning breakfast, not at the speed it takes a lightning bolt to spring from the sky, but in a relaxed and casual manner.  I can use a spoon for my cereal instead of tipping the the bowl into my mouth and hoping to ingest the majority of the contents.  I'm offered eggs, toast and coffee. The newspaper, it's contents still valid and not eighteen hours old sitting beside me.  Is it Sunday?  No.  Oh the small joys of summer vacation.

Bloom's Taxonomy for instructing, Pt. 1

Between my studies for my master's in curriculum and instruction and the recent task of composing a scope and sequence for the levels of Spanish that I teach, my copies of Bloom's taxonomy have been taking a beating.  But as I emerge from the task of producing the scope and sequence for Spanish, I was left wondering:  could there be a taxonomy specifically for the tasks that an instructing should be doing in the classroom?  I ran across another blog a while ago in which the author mentioned the word 'empower', as in "Teachers can empower students to learn."  My reaction to this statement was much like that of the author's:  By saying that I have the power to empower you, then I have the power to take away such power.  I don't believe that is my responsibility to my students.  Deep down I have felt this way since the beginning of my teaching career.  The situation can be explained in several ways.  For example,  the sage on the stage who 'imparts' wisdom while his grasshoppers sit passively in awe of the flow of words sputtered that bring light to an otherwise dark mind. Perhaps if your names is Aristotle and those boys had the choice of either listening to you or running around pulling down your friend's himation (what the Greeks wore, not togas, that was the Romans).  Other comparisons I've used:  I can give you the bat and throw you the ball, but eventually you're the one that has to swing.
This is what I can and cannot do for learners:  I can tell them information, but I cannot tell them learning.  Likewise, I can give learners information, or better yet, the tools they need to discover the information on their own but more importantly, and the point of this, build a relationship with them, help them gain the necessary skills to survive in the 21st century, create a classroom where learning is student-centered where caring and patience are part of the tools.  When these things are in place, then the learner can empower herself in her learning. The learner can investigate with their own self-empowerment and learn to find their place in the community of classroom, school and beyond.
So, if I were to begin a taxonomy display for educators, I certainly will not be including the term "empower".

Bloom's Digital Taxonomy and Web 2 Tools

Bloom's Digital Taxonomy and Web 2 Tools on Prezi

Education Week: Schools Factor E-Courses Into the Daily Learning Mix

An example of how e-learning is helping students. This type of hybrid course offerings is growing for many different reasons. But one thing is for certain: it is becoming a part of the educational landscape. How many schools/districts are going to be ahead of the curve? How many will be scrambling to play catch up?

Education Week: Schools Factor E-Courses Into the Daily Learning Mix

Technology: Tool or Instruction?

This blog post is a part of the I Heart EdTech Blog Swap brought to you by SimpleK12.com. This post was written by Instructional Technology Specialist Krista Scott to share on my blog. Thanks, Krista!



Through my time in education, I have been on many campuses of varying grade levels. Some schools are 1-to-1 and others have one or many computer labs. When I visit classrooms full of computers, I often find kids sitting in rows of desks listening to the teacher lecture. I have heard the question asked, “If we didn’t call it a pen lab, why do we call it a computer lab?” This is such a critical question as we move forward in the field of education and the use of technology. So I start with this…Is technology’s place in education as a tool or an instructional practice?
When I was in school (which was not that long ago), the Internet was still in its infancy compared to where it is today. We used it for some research but books were still the main source. Only wealthier families had computers in their homes. My junior year in high school, I went to my grandmothers house, started the computer with a DOS prompt, and printed on a dot matrix printer. Keep in mind this was only a little more than 10 years ago. Today students have the ability to visit the Internet, complete ALL of their research with constantly updated sources, create a multimedia project over their research topic, and submit their assignment all without touching a piece of paper. I wonder how often this happens.
In Texas, the requirement of a technology class as a graduation requirement has been revoked this year. Many teachers have asked how students are going to learn their technology. Some schools will continue to keep a technology course as a local graduation requirement. My answer is to integrate technology directly in all classroom curriculum. Train teachers in the effective use of technology as an instructional tool. Put technology in the hands of students, rather than just in the hands of teachers.
For this to happen, certain questions must be addressed:

1. How can we afford technology with decreased funding and increased budget cuts?
Use technology that students already have. Use programs such as Poll Everywhere to allow students to provide instant feedback on questions rather than purchasing expensive student response systems (AKA “clickers”). Pair students if not all students have access to a cell phone to ensure equal access. Utilize text messaging for scavenger hunts. Allow students with smart phones to pair with other students and complete research online. Many are concerned about the management of cell phones in the classroom. We must simply train educators on effective classroom management strategies when utilizing technology.
If cell phones aren’t an option, net books and other technologies are drastically dropping in price allowing schools to increase their mobile laptop labs or move to a 1-to-1 initiative.

2. We already have a ton of technology on our campus, but it is not being utilized.
I have a one word response to this question…TRAINING. Technology is not native to most teachers. They need to be trained on proper ways to integrate the various tools on campus. Training must be continuous and backed with support. When I talk to administrators regarding their interactive whiteboards, there are many times I find they are being used as glorified whiteboards. With further prodding, I realize the teachers have only received the one day training provided by the company demonstrating how the product works. Once teachers learn how technology works, they need to be trained on how to use it in their instruction. They need to be showed where they can find lessons, how to effectively use various tools, and examples of effective implementation. When training teachers in technology, they need to be able to use what they learn immediately. As part of the training, require them to create something and use it in their class within the upcoming weeks.

3. My teachers are provided training and support, but they just don’t see the value. How can I change this?
The best way to implement effective practices is through modeling. When there is a staff meeting, utilize the technology in presentations and give small tidbits to teachers regularly. Allow teachers that are effectively using technology to demonstrate lessons or techniques to the staff. Create groups of teachers to roll out various technologies. My philosophy has always been to “bleed” technology. I implement it in a few key areas and support teachers as they come and ask for help. When teachers see the excitement of students attending certain classes, they decide they want to improve their instructional practice and begin using technology also.

Someday I hope to walk in every school and see students effectively using their “classrooms,” not computer labs, to create projects and take charge of their own learning. As we shift technology from just another classroom tool to an instructional practice, classrooms will become more engaging and student-centered. The use of technology will become focused on the learning objectives rather than how to use a piece of equipment. I understand their are a lot of changes that need to be made and many hurdles to jump. However, I know the dialog must begin today for this shift to happen! I challenge administrators reading this post to begin the discussion of how they can implement change on their campus. I challenge teachers not currently using technology to pick one lesson and integrate technology into it, try it with your kids, and see what happens! I challenge teachers already using technology to show off their lessons and share with other teachers so the profession can grow together! Have fun and integrate technology in your instruction today:)

Using 20th century ideas to teach 21st century students?

Image via Wikipedia

     The debate about whether integration of technology into every content area is necessary seems to keep nipping at my heels.  I don't know why, since I began teaching eleven years ago I was of the opinion that technology should be part of the curriculum of any subject.   When I was in the college of education, we had to take at least one formal course that centered on developing materials using technological tools.  I was ever so ecstatic when I turned in my set of Hyper Studio cards and saw the potential of such tools as invigorating the practice of teaching and stimulating the minds of learners.  In my mind, curriculum should not be technology-driven but rather technology-assisted and we, the educators, should be at the forefront of exposing our learners to these instruments that can allow them to work either independently or collaboratively.  On the other side of the trenches are those who amid flailing arms and choking gasps are bound to believe that most technology is driving our (younger) population into a state of isolationism.  That the craft of conversation is being destroyed.  That the fancy gizmos and gadgets that some of us bring into the classroom are ruining the opportunity for educator and learners to sit in a circle and just chat.  Well, they're wrong. They're just providing outdated methods to a population that has appropriated further means of communication.
     If these digital natives as they are known are having trouble with the spoken word then the blame is on those educators.  Period.  It is easy to call yourself an educator but how exactly are you educating?  We have to see ourselves in the world that we live in.  It's gone beyond absurd the amount of conversations I've heard in our school hallways that go something like this: "That was so boring.  All he did was talk."  "Did you do the reading?  Neither did I, but I'll just say something and he'll just think I read."  "I fell asleep.  "Well, so-and-so always talks, so I don't have to." Just what is the learning that supposedly going on in these classes?
     Gen Y, our wards, are digital natives for whom technology is a ubiquitous part of life.  There are those from the older generations that thought computers were a fad.  That personal devices should have stopped at the Sony Walkman stage.  That we would benefit from still cranking up our cars (OK, that ones a stretch).  The older Gen X (I'd include Baby Boomers, but it's a stretch) goes online to accomplish a task and then walks away from the computer.  Gen Y goes online and offline seamlessly and does not make a distinction between one and the other.  Younger people expect to be able to communicate with others anytime and anywhere (Shaffer, 2008, p.2)  So then how effective are we if we are not incorporating the methods that this generation uses to communicate into our own classes?  "But I've always taught the works of Irish lit sitting in a circle having them listen to me and then asking them questions about how the reading made them feel."  That may have worked when learners believed that we were the sage on the stage.  Now they know that if they want to learn about 20th century American writers, they can access communication with anyone around the world, maybe even an actual writer herself!  Let me say something:  We are no longer the sole providers of content.  Digital natives have known this since they were in elementary school.  They want to feel as though they are part of the global community and not some deserted islander living in a vacuum void of progressive ideas where mid-20th century pedagogy is the sacred cow.  They may honestly say you're nice but nice doesn't prepare them for the 21st century. As well, they probably view you as effective as a mimeograph machine.
     You want them to communicate?  Put them on Skype with other classrooms around the country or world.  Have them discuss, argue, contemplate the writings of J.D. Salinger with students beyond the confines of the classroom.  You want them to speak?  Facilitate them in acquiring the craft of public speaking but allow them to express themselves by preparing their narratives on VoiceThread and permitting other students to leave comments, questions or suggestions.  Practice writing using Twitter - can they present a concept concisely in 140 words or less? Now there's a measurable goal.  Let them prepare a wiki in which all participants can edit and therefore learn from doing, not just listening.  Just about anything Web 2.0 moves the learner from just being a consumer to a creator/collaborator.
     And perhaps that's where the problems originates.  What are some educators afraid of?  That they will no longer be regarded as the encyclopedia for everything world history?  Our model of education is outdated, learners are no longer consumers (with educators being the sole providers) but producers and what's more, they expect to be producers of their own learning.  Gen X and older were taught under the model of being told to put block A into hole B.   Repeat for the teacher to show him that you had listened and learned.  Good boy.  Today's learners have grown up learning through inductive discovery thanks in part to all the educational toys the same Baby Boomer's would cringe at having to do themselves.  And when you speak of integrating technology into the classroom that's exactly what the goal is:  to provide the opportunity for learners to become producers, to explore through inductive discovery what works and what they can improve on.  Enter the educator in the role of facilitator.  Our role has had a major shift in paradigm from providers of information to those who guide in helping learners acquire and discern from the hundreds of thousands of different sources of information that are out there.  And when you think beyond in terms of the personalized instruction that some lessons that incorporate technology can provide, it's a no brainer.
     Most schools are squeaking by, for now.  My thought is this:  when Gen Y grows up and begins to send their kids to schools, well my friends, the jig is up.  They won't be so forgiving but rather insistent that not only one or two instructors place integration of technology as a general priority, but the entire school.  And for some of us who teach in the private school setting, they will talk with their money.  Maybe then integration of technology won't be regarded as divisive buy a necessity for survival.
I've said it before and I'll say it here:  Technology won't replace teachers.  Teachers who teach with technology will.


Shaffer, J. (2008). Gen Y talent:  How to attract and retain the young and the restless (White Paper).  Redwood Shores, CA:  Saba.  Available:  www.saba.com/resources/white

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Parallel Leadership in Greece, "Opa!"

When Teachers Run the School
An example of parallel leadership going on in a high school in Greece, also known as distributed leadership, favors the democratic model whereby the faculty is active in decision-making and take leading roles.  Accountability is crucial and this is where the principal's role comes in.  Their role is to serve as coordinator and evaluator of the processes and results.  In a day and age where the principal has a growing range of responsibilities, one may think that this is adding more to the plate.  Quite the contrary, the line between faculty and administration is blurred, and with the full participation of every faculty member, the principal's roles is to help assign, delegate responsibilities and then coordinate the educator's decisions and actions.  Studies show that when someone takes part in the decision-making, their more likely to support changes.  When we look at the institution of schools we sometimes glaze over the proper titles of 'teacher' and or 'faculty'.  Because of our obvious presence, we can get overlooked, much like the rest of the classroom objects.
From the latin,  facultās, it means capability.  Further definition incorporates the term any ability or power, whether acquired or inherent.  If faculty are doing it within their four walls (and 'administration' is trusting us enough to do a qualified job), shouldn't they play a part for the entire institution? Could we make the argument that a group of people who have the capability in evaluating the best school-wide strategies and what is best for the educating practices of an institution should be the ones making the decisions?   And that the structure of the administration (which again does not exist as a separate entity in the Greek school system but rather faculty and administration are one in the same) is to support the decisions of those who are on the front line of providing the learning experience?  
Perhaps my next visit to Greece will not only include my favorite beach on Mykonos, nor another visit to the Parthenon, but a visit to a high school and a nice long chat with a teacher/administrator over a cup of strong Greek coffee.

An Open Mind (to online courses)

Putting free courseware online was a first step in reimagining education. What now? Wiki U’s, smart courses and, maybe, learning.

Several people in the know believe that by the year 2015, almost half of all courses offered at the secondary and post-secondary level will be offered online. To some, that is exciting and invigorating news. To others, those words are like a visit by the Four Horsemen of the Apocalypse.

http://www.nytimes.com/2010/04/18/education/edlife/18open-t.html?ref=education

SWCOLT2010 Tools and Tidbits for the 21st C. Educator and Learner

SWCOLT2010 - Tools & Tidbits for the 21st Century Educator & Learner on Prezi

Web 2.0 in the classroom - Meeting Learners in Their World

Web 2.0 in the classroom on Prezi

and 'ganas' for all - Thoughts on my own eduation

After reading the article on Mr. Escalante, it made me reflect on my own education and teaching career.  One thing I do believe, for every Escalante that's recognized by the media, there exists a hundred other educators who have given their dedication and passion for the craft just like him.

Re: Mr. Escalante  

There is no direct translation of the term 'tener ganas' into English.  The closest is 'to have a desire for' or perhaps what we hear a lot nowadays, "to really want it".  My parents would often tell me, "Hazlo, pero con ganas", and again, with no direct translation the closest I can deliver is "Do it, but like you mean it", which still lacks the true meaning of "tener ganas" or "con ganas".  What I do know is that I did enter the teaching profession con ganas.  I do wake up and what gets me out of bed is my ganas to get to school early enough to prepare for the day with all the crazy ideas and formal educational theories in place.  After nearly twelve years, I have the same ganas to see even that one spark light up.
Similar to Mr. Escalante, my ganas came from my immigrant background, specifically my mother and her mother.  Two women who back in Colombia didn't have so bad, actually, but thought why not look for better?  By the time I was born, New York City was where they called home.  As early as I can remember, I could hear my mother tell me that school and a good education were my destiny and sole reason for existence.  Never mind that Spanish was my first language, that I didn't even begin to speak English until first grade.  Back then, there wasn't the big hoopla of getting tested, IEP this, Bilingual that.  They just stuck me in a classroom and that was it.  I managed to get through kindergarten and first grade and by the time I was in second grade, apparently my English was good enough because I was a straight A student, even bringing a list of vocabulary words that I found helpful to the attention my teacher (the writing was on the wall as a future educator even way back then).  I never dreamed of complaining about school because I saw how hard my family worked to send me to (parochial) school.  Horrors if the teacher sent a note home - I didn't say I was the best of students, I had a chatty side that the teachers would often put as being a 'social butterfly' (I suppose I had trouble staying in my seat, too.  Today, I'd have a doctor's note identifying me with ADHD).  But back then, the teacher was always right, suffer the consequences for being written up both at school and home.  My parents always sided with the teacher, and for good reason, they were right about my performance and behavior!!!  My parents wouldn't hear of any excuses, because that's what they were, excuses.  And my teachers from their perspective knew my potential, because, well, they were teachers and they'd see me everyday.  But  through the extrinsic motivation from my family and my intrinsic motivation to do well, I always knew that education was key to success.  I never received a lengthy explanation about the value of education from my parents.  It was warranted, it was just a fact that I accepted.   Nowadays, most adults seem to think that children need to be given a dissertation on the subject and then given the opportunity to choose whether or not they agree.  I know of this because I've seen it in my own family in my own generation.  I didn't have the luxury to choose or ponder if I wanted to get the type of education my parents were providing for, and I am thankful for that.  My family's ganas and my own is what made me want an education and makes me the educator as well as the continuing student that I am today.

Teacher leadership - the end of my course, the beginning of its application

Feeling of accomplishment now that I have just submitted my final exam and three-part assignment to signal the end of my second course, the theme of teacher leadership.  This course provided some very interesting details about the paradigm shift from top-down leadership to parallel leadership.  This, by its own nature, requires that the instructor venture outside his/her walls of isolation (i.e. their classroom) and engage their colleagues more openly and collaboratively (and by that, it is explained beyond the formalities and obligatory niceties).  As well, that entails a recognition by administrators that educational leadership is a profession; that professions adhere to a set of standards (autonomy is a bad word); that professionals interpret standards into a set of practices (with the goal of student learning); and practices are evaluated for impact.  Amid some gasps and groans, there should be the ability to recognize that this form of leadership is a benefit to the student:  witnessing adults model democratic, participatory forms of engagement they are the beneficiaries of higher teacher morale and student life because their teachers are more centrally involved  in decision making and other forms of leadership.  And by engaging each other we as teachers are learning, and it has been posited that when teachers learn will their students learn, too. 

Teacher Magazine: Study: Video Games Could Hurt Boys’ Schoolwork

Teacher Magazine: Study: Video Games Could Hurt Boys’ Schoolwork

Decisions, decisions, decisions...but never hasty

     I'm sure that some of my colleagues are certain that I have already pre-ordered an Ipad and am impatiently waiting for it to arrive on April 3.  Well, think again.  Although I must admit that I have been eyeing the device with interest and thinking about the educational-in-the-classroom possibilities, the Ipad really hasn't brought me to my knees and responding like one of Pavlov's dogs.  Quite the opposite in fact.  As soon as I saw the leaks on the internet, I began a search for similar products and found these as contenders.  Now, I do admit that when it comes to "shiny" new technologies I can flutter around like the best of them. But in reality, I tend to weigh heavily on the pros and cons.  This goes for both my personal gadgets and the devices I use in class.  My Droid phone is one example (purchased 12/09):  I held out buying an Iphone all this time.  I'm a Mac user but when the Iphone went from being a trendy device to a ubiquitous one, well then the underdog attraction of Mac lost some of its appeal.  So Droid it was and I love it, but not after doing extensive research and of course waiting for my phone provider to give me some sort of discount.  The interactive whiteboard in my classroom is another example.  That device was purchased last year, the technology has been around for some four to six years,, right?  I had to go to conferences, see it in action, ponder on its applications in my classroom with my style of teaching and in the end, yes, I wrote a proposal for one and it got approved.  Some at my school have only heard of my IWB, never having seen it with their own eyes, like some urban legend.  I use it extensively (as do the students) from everything basic (fill-in) to manipulating data to show multiple possible outcomes.
    But back to the Ipad.  The pre-order version is only for wi-fi - red flag.  A lot of us in educational institutions know what a challenge that can be to work with in the classroom.  The later versions will offer wi-fi and 3G.  I'm good with the 3G (don't know how happy IT would be - it's a control thing), but we are fast approaching 4G.  Another reason I'm holding off is that I tend to prefer to incorporate the use of the technology on a personal level first, that is, a level where I feel comfortable and with a certain level of knowledge in its use.  I'm not the type to haul in a classroom set of Ipads and then wonder where's the on/off button with fifteen pairs of eyes looking on.  Finally, perhaps the real reason I'd hold off on an Ipad is that Microsoft has plans to come out with its own tablet device, the Courier.  Now, after looking at the videos and reading the articles, yes, Pavlov has rung the bell.  I think I'm drawn to it because of its Franklin Day Planner qualities of which my generation has fond memories (I had attended the workshop and my Classic One-Page-Per-Day planner never left my side).  That product isn't due out until later this year, plenty of time to do the research, make the comparisons, and find a way to get it into the classroom.

Bloom's Blooming Orange Taxonomy

     At the beginning of the school year, my department chair had asked us to submit a document listing our goals and expectations for professional development.  I mentioned the "Blooming Orange", an updated version of Bloom's taxonomy - very familiar to all of us who studied either elementary or secondary education.  This newer version, created by the people at Learningtoday.com depicts the verbs in a circular form as opposed to a hierarchical list, given that these skills don’t often occur in isolation and are interconnected.  This is how I have used it: instead of beginning at the (old) bottom of the hierarchical level and work up, with this model I have implemented two (or three) verbs opposite each other, much like using a color wheel, to present, teach, and assess information. 

The status quo no longer suffices: An open letter to the Ames (IA) School Board

http://www.dangerouslyirrelevant.org/2010/03/the-status-quo-no-longer-suffices-an-open-letter-to-the-ames-ia-school-board.html

A link to a letter written to the The Ames (IA) Community School District   McLeod, J.D., Ph.D., is an Associate Professor and Coordinator of the Educational Administration program at Iowa State University. He also is the Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the nation's only center dedicated to the technology needs of school administrators, and was a co-creator of the wildly popular video, Did You Know? (Shift Happens).




And a link to an on-point video:

21st century teaching for 21st century learning

"Building a Better Teacher" (NYTimes)

Article from NYTimes Sunday 3/7/10

http://www.nytimes.com/2010/03/07/magazine/07Teachers-t.html?scp=1&sq=building%20a%20better%20teacher&st=cse

Self-esteem, self-destruction: Lighten up on overparenting kids

This article appeared in Friday's (3/10) Albuquerque Journal editorial page titled, "Lighten up on Overparenting kids" http://www.greenbaypressgazette.com/article/20100304/GPG0706/3040634/George-F.-Will- column-Self-esteem-self-destruction

An open letter to educators

Doing research for an article on student learning and educational response in the Information Age and a cohort sent this to me.

Intriguing commentary:




and you may have had a reaction of some sort. Dan Brown responds:

my mind wanders: understanding what we don't know

Some thoughts I had as I was preparing to leave on our two week spring holiday on Friday 3/12/10

my mind wanders: understanding what we don't know

In the right hands of a person with experience and knowledge to offer guidance, digital instruction can be a wonderful opportunity to enhance student learning. In the wrong hands it can be difficult to process and admire. To those unfamiliar with its potential to foster curiosity and learning, it has the ability to generate resentment, hostility and be a downright affront on their very nature of keeping things unchanged. When a lesson that incorporates this technology is implemented there may be those that hope it will not work, or that it falls flat, or that students react unfavorably and just may even serve as saboteurs. Technology is a tool and like most tools, it can be used productively or destructively. Likewise, their products can be used for thesame purposes. The skilled teacher, like the skilled carpenter, matches the tool to the task in order to accomplish an important purpose. At the same time as we consider our own uses of technology, we need to focus on our students and their need to use technology effectively.

Sure, we can all ferret out the negative element about anything if we put our mind to it. For some people, it is their natural reaction to lambaste something which exists outside their circle of knowledge or have very little practice on the subject. Do we call the study of the female nude titillating or wonderful examples of classical art? Why does society view Michelangelo’s "David" as a great sculpture, but act shocked when we view Titian's "Venus of Urbino " from the same time period? Film throughout its rather short existence has found itself in the crosshairs of censorship and condemnation (All Quiet on the Western Front, Birth of a Nation, The Last Temptation of Christ) only later to be accepted as critical visual works that represent society in a true light (take a look at what educators can do with movies: http://www.edutopia.org/reading-film-story-movies). Libraries across the nation (ours included) take part in Banned Books Week, the annual event celebrating the freedom to read and the importance of the First Amendment. Most of us are old enough to have seen the banning of books like Catcher in the Rye, Of Mice and Men, The Adventures of Huckleberry Finn, Forever, A Clockwork Orange, and more recently And Tango Makes Three (penguins?) and Captain Underpants. Intellectual freedom—the freedom to access information and express ideas, even if the information and ideas might be considered unorthodox or unpopular—provides the foundation for Banned Books Week. Fortunately, while some books were banned or restricted, in a majority of cases the books were not banned, all thanks to the efforts of librarians, teachers, and members of the community to keep the books in the library collections.

Similarly, intellectual freedom, while precious and vital to teaching, coupled with technology is where we are in the 21st century. Our school community trusts inherently that we as professionals are competent in implementing this particular tool like we would any other in the classroom. We give the guidance for enrichment. No doubt, our responsibility is to serve as the filter, much like when we assign a certain book, show a particular film in class, or invite a speaker into our classroom. Hysterical fanatics may have ripped out the page with the text in question; thrown themselves in front of the screen to block out the scenes or turned off the sound. To do such an act with the technology would mean much simpler acts: just turn off the power or cut the cable line.

Favorably, most in our profession know that in order to educate, we must first educate ourselves about the world that we live in and not shut it out. As a facilitator for learner we jeopardize our mission when we become anachronisms and do not represent positive and current role models. We as teachers have an advantage - we work most closely with the consumers of the world of today, our students. These consumers, in our hands, are the producers of tomorrow. Are we as educators taking advantage of this close relationship?

Our families want to know that we are preparing their child for the world of tomorrow, a world where the ability of writing a strong argument, the ability to relate the aspects of our human history must co-exist, if not converge, with the integration of technology in the 21st century. Our employers demand it and our economy's existence depends on it. As teachers, we serve on the front line of this endeavor. We need to be those ‘right’ hands. How can we expect a student to accept that technology is worthwhile for learning or producing if they don't see it being implemented in at least some of their classes?

I invite you to visit the web sites listed below. Some have articles written by educators and the others are created samples of the uses of technology in certain subject areas. Some are student produced and a few are teacher-generated. Some share just a few images and/or words. In others, the author inundates the space with thoughts and visuals, sometimes even sound. What I see when I read these is the opportunity for so much learning and expression to occur, but perhaps most of all, I realize that one wonderful useof this particular technology tool (blogging, specifically 'glogging') is that it can give a voice to what could have otherwise been a silent voice in a classroom. So many educators and students use digital instruction, one can be part of the solution or stay on the fringes while casting an obtuse shadow.

I share a quote by Technology Integration Facilitator, K.L. Evans:

"As this technologically driven world moves forward, the need to adapt the role of the educator, as well as meet the demands of the future, are imperative. In going from old school to new school, the majority of educators are modifying their baseline teaching approach by facilitating learning, instead of simply dispensing knowledge.

Today, technology in the classroom is an instrument utilized to deliver instruction/information to accommodate all learning styles. This said, technology has opened the door to a wealth of information that has the capabilities to enhance the educational structure we offer to our students. Most of our students are entering the classroom with a wealth of pre-exposed knowledge to technology and are aware of what the internet has to offer. As educators, it is essential for us to evolve with this generation and with the evolution of technology into our daily lives."

Welcome to the Dovewhisper (2007). K.L. Evans. Retrieved March 10, 2010 from Welcome to DoveWhisper.com

Website: http://www.dovewhisper.com/index.htm

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Why use technology in the English classroom?

http://www.montanaheritageproject.org/index.php/MichaelUmphrey/why_use_technology/

An Ethical Argument for Using Emerging Technologies to Promote the Participation of Women in ICT

http://bibliotecavirtual.clacso.org.ar/ar/libros/raec/ethicomp5/docs/htm_papers/63Wardle,%20Caroline%20E.htm

Integrating Technology into the Language Arts Classroom

http://www.glencoe.com/sec/teachingtoday/subject/int_tech_lit_la.phtml

50 Ways to Anchor Technology in your classroom

http://sites.google.com/site/anchortechnologytomorrow/home/50-ways-to-anchor-technology

Why not try GlogsterEDU?

http://edu.glogster.com/

How to use Glogster

http://www.scribd.com/doc/14750322/how-to-use-Glogster

Glogster Samples

ENGLISH/WRITING ASSIGNMENTS

http://anne1964.glogster.com/Start-of-Smarty/

http://inyoungc.glogster.com/I-am-poem/

(especially like the last line)

http://pookeypam.glogster.com/I-had-a-thought/

http://libbey.glogster.com/canterbury-tales/

http://afeveryoucantsweatout.glogster.com/The-Raven-by-Edgar-Allen-Poe-Not-full-poem-beacuse-not-enough-room/

http://cook4chs.glogster.com/ScarletLETTERinProgress/

http://obadiah.glogster.com/Seamus-Heaney/

http://cathieezy.glogster.com/Voltaire/

http://lilmisssunshine101.glogster.com/English-Project/

http://h2oficus.glogster.com/English-III-Transcendentalism-Project/

http://chrissyb.glogster.com/walt-whitman-/

http://cass57.glogster.com/william-yeats-9240/

http://orangy.glogster.com/Night-Poem/

HISTORY

http://apst495ru.glogster.com/history/

http://brinabina.glogster.com/History-project-/

http://oliver12.glogster.com/elizabethanera/

http://rdalton119.glogster.com/the-written-word/

CLASS WEBSITES AND NEWS

http://mackrellr.glogster.com/WhyUseGlogster/

(professor from MIT)

http://pagesage.glogster.com/storytellers/

RESEARCH PROJECTS

http://ladylia.glogster.com/NO-FUR/

POSTING ASSIGNMENTS

http://amitybeane.glogster.com/spanish3-001/

http://janeec14.glogster.com/CI/