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.
Monday, August 16, 2010
Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff – TechLearning.com
Monday, June 28, 2010
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!
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!
Friday, June 18, 2010
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.
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.
Thursday, May 20, 2010
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".
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".
Tuesday, May 18, 2010
Monday, May 3, 2010
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?
Thursday, April 29, 2010
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:)
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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:)
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