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When I first entered the class on that fateful Thursday afternoon, I had no idea what a jolt of technology I would be receieving. I thought I had a pretty decent grasp on teaching strategies and knew about the latest and greatest. Boy was I ever wrong! Technology is always changing, and there are always new applications being released for the classroom. This was the first major insight I gained pertaining to the course.
Technology not only as an application, but as a resource.
Using technology to show students different ways on how to present material is of valuable interest to me. I always hated doing another dreaded, boring powerpoint for class material. I would end up hating the project and the content, and nothing was really gained. But after taking this course and seeing all the great proxy for information display and sharing I know I have more to give to my students.
The thing I valued most in the classroom was the sharing of the web based applications. I thought it was a great idea to create mini experts and then have them come back and give their assessment of a web based application. It's a great way to cover a lot of ground without losing a lot of time. Part of the battle with technology is having exposure, and by providing the concise presentations we are all much more knowledgable of such applications.
Technology is changing, and so is the career of the teacher. Technology has become such an ingrained part of the everyday citizen's life it would be ignorant and detrimental not to incorporate it into the classroom. I intend to make my best efforts to help show my students the value of technology in and outside of the classroom.
Sunday, November 29, 2009
Tuesday, November 17, 2009
Calling all Autobots for the "New Divide." (Thank you, Linkin Park & Michael Bay)
The fact that I even have to answer if as a teacher we should provide students "digital access" is absolutely preposterous. Of course we must! We live in a digital age, and denying our students basic access to technology is absolutely ridiculous. The fact that some students have more technology than they do at home is also absurd to me. Ignoring the technological environment would only spell catastrophe for our future. The world is changing---and for those who don't like technology need to get with he program. We live in a digital world and our students deserve to learn in a digital world. Not everythign needs to be technology based, but a substantial portion should be incoroporated. Why you may ask? I say, WHY NOT? From Webquests to Wikis, Digital History Projects to Zotero, the internet has a plethora of new and exciting strategeies for the teacher to utilize in the classroom. To feign ignorance and continue down the path of resistance is just silly. Is not the overall aim of education to provide a stimulating learning environment using all resources available to the teacher? Every avenue of learning must be explored, and if you're opposed to digital access, ask yourself, why? Do you not feel your students should be provided with as much opportunity as possible? This opportunity for bridging the digital divide comes in two waves, using the technology and having the technology in the classroom. Nothing makes me more irate than a wealthy school selfishly refusing to use technology and just letting it collect dust in the classroom.
As a teacher, I understand new technology can feel overwhelming. But we are teachers, people who love to learn. Why not learn and help our students out? If we choose to ignore the problem of digital access it will only further hinder them down the road when they need the skills the most--in the real world. God forbid we actually TEACH SOMETHING applicable to the real world. I can't tell you how many times of used matrices or had to separate acids from bases in my day to day life.
It doesnt need to start off as a major shift, make it transitional. There's a great website, http://www.educationworld.com/a_tech/tech/tech146.shtml. The site mentions 20 simple ways to start using technology in the classroom, such as a "this day in history moment" or exploring the digital history collections on the Library of Congress website. Also, for those who need some guidance in beginning their transition into the digital age, the site http://www.wtvi.com/teks/integrate/facilitatorssep99.htm has some great powerpoints on how to start becoming accustom to technology.
First and foremost, what are others doing out there to help bridge the digital divide. In Boston, on one of the largest scales, equity towards technology has become a huge issue as part of the local educational reform movement. (http://www.riverdeep.net/current/2002/01/011402t_divide.jhtml) Also, the city of Pittsburgh has been addressing both the physical lack of modern or even working technology as well as a lack of staff training in how to use or maintain computers.
(http://www.post-gazette.com/neigh_city/20010511techcity2.asp) The communities of East Paolo Alto, California (http://clinton4.nara.gov/WH/New/New_Markets-0004/20000417-6.html) and Selma, Alabama (http://www.ed.gov/Technology/digdiv.html) are examples of places where corporations have been the major donor for providing funds for technology in the classroom.
An article on CNN. com (http://archives.cnn.com/2000/TECH/computing/10/11/digital.divide/index.html) shows how detrimental the lack of technology can truly be on a person. This simply must not happen, and I will not be one of those teachers who sits by blindly aiding this plague of vacuous ignorance. The U.S. Department of Education even provides a "tool kit" for teachers, showing them how technology can become apart of the classroom. (http://www.ed.gov/Technology/tool_kit.html). This is one of the first steps I would take, grant writing. Grant writing seems less difficult and more tedious, but it would be worth it to provide further access to students. Also, I would seek out the wealthiest companies in the community and ask for their help. Afterall, tax donations are a large part of tax write offs for all corporations. I would also consider writing a letter to big technology companies, such as Apple, Microsoft, or Cisco.I would even send out a letter to parents letting them know of the dire situation in the classroom and provide reasons why we need technology and ask for their networking help. Parents themselves may night be able to help depending on their socioeconomic status, but they might know someone who can. Finally, I would get the government involved. How might 100s of letters addressed to a congressmen (eventually in a year of re-election) begging for technology help the situation? Politicians love a good publicity stunt and ways to enact their "humanitarian" side. Why not take advantage of the preposterous political climate, they certainly do!
All in all we are teachers and we must be creative! There are tons of ways to get technology in the classroom!
As a teacher, I understand new technology can feel overwhelming. But we are teachers, people who love to learn. Why not learn and help our students out? If we choose to ignore the problem of digital access it will only further hinder them down the road when they need the skills the most--in the real world. God forbid we actually TEACH SOMETHING applicable to the real world. I can't tell you how many times of used matrices or had to separate acids from bases in my day to day life.
It doesnt need to start off as a major shift, make it transitional. There's a great website, http://www.educationworld.com/a_tech/tech/tech146.shtml. The site mentions 20 simple ways to start using technology in the classroom, such as a "this day in history moment" or exploring the digital history collections on the Library of Congress website. Also, for those who need some guidance in beginning their transition into the digital age, the site http://www.wtvi.com/teks/integrate/facilitatorssep99.htm has some great powerpoints on how to start becoming accustom to technology.
First and foremost, what are others doing out there to help bridge the digital divide. In Boston, on one of the largest scales, equity towards technology has become a huge issue as part of the local educational reform movement. (http://www.riverdeep.net/current/2002/01/011402t_divide.jhtml) Also, the city of Pittsburgh has been addressing both the physical lack of modern or even working technology as well as a lack of staff training in how to use or maintain computers.
(http://www.post-gazette.com/neigh_city/20010511techcity2.asp) The communities of East Paolo Alto, California (http://clinton4.nara.gov/WH/New/New_Markets-0004/20000417-6.html) and Selma, Alabama (http://www.ed.gov/Technology/digdiv.html) are examples of places where corporations have been the major donor for providing funds for technology in the classroom.
An article on CNN. com (http://archives.cnn.com/2000/TECH/computing/10/11/digital.divide/index.html) shows how detrimental the lack of technology can truly be on a person. This simply must not happen, and I will not be one of those teachers who sits by blindly aiding this plague of vacuous ignorance. The U.S. Department of Education even provides a "tool kit" for teachers, showing them how technology can become apart of the classroom. (http://www.ed.gov/Technology/tool_kit.html). This is one of the first steps I would take, grant writing. Grant writing seems less difficult and more tedious, but it would be worth it to provide further access to students. Also, I would seek out the wealthiest companies in the community and ask for their help. Afterall, tax donations are a large part of tax write offs for all corporations. I would also consider writing a letter to big technology companies, such as Apple, Microsoft, or Cisco.I would even send out a letter to parents letting them know of the dire situation in the classroom and provide reasons why we need technology and ask for their networking help. Parents themselves may night be able to help depending on their socioeconomic status, but they might know someone who can. Finally, I would get the government involved. How might 100s of letters addressed to a congressmen (eventually in a year of re-election) begging for technology help the situation? Politicians love a good publicity stunt and ways to enact their "humanitarian" side. Why not take advantage of the preposterous political climate, they certainly do!
All in all we are teachers and we must be creative! There are tons of ways to get technology in the classroom!
Monday, November 9, 2009
"Greetings, Earthlings. Take me to your teacher leader."
Teacher leadership. It sounds nice enough, but what does it really mean? Is it something necessary or unessential? Although this may seem to be a poor question, often times it can be treated this way. Some people don't give any thought to the idea of teacher leaders. Teacher leadership is something we all need to examine, and the following two resources helped me attain a better grasp on the concept.
The first resource used was an interview conducted by Kate Reber and answered by Dr. Betsy Rogers. Dr. Rogers actually obtained her doctorate in educational leadership( http://www.teacherscount.org/topic/topic-rogers.shtml.) Essentially, teacher leadership is a phrase with a prolific definition. It can be anywhere from athletic coaches or policy making teachers. Teacher leadership not only includes being a superb instructor, but also being a leader outside of content and classroom. First and foremost, increasing and improving upon the quality is the most essential component of teacher leadership. A teacher always keeps in mind what is best for the students, not for his or her self. Dr. Rogers strongly advocates the creation of safe, and intellectually gratifying learning environments for her students.
The second resource used was an excerpt from the blog of Sheryl Beach. (http://21stcenturylearning.typepad.com/blog/2007/02/teacher_as_lead.html) Essentially a teacher leader reaches outside the four walls of the classroom and into the community. Beach talks about the link between teacher leadership and school success. She contends effective teacher leadership correlates strongly with school academic success. Beach also discusses how some teachers and administrators are being held accountable in the wake of No Child Left Behind. Beach also brings about the variegated definitions of teacher leadership by quoting some different references. First, describing it as"the ability to encourage colleagues to change, to do things they wouldn't ordinarily consider without the influence of the leader " and also as “teachers who are leaders within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others toward improved educational practice.” The resource also talks about the process of teacher leadership, contending that early leadership instruction is essential to teacher quality.
In looking at these two articles, it seems the general consensus is that there is no strict, definitive nature to being a teacher leader. But essentially it furthers the growth of educational development inside and outside me classroom. Personally, I concur that effective teachers try their hardest to be good teachers and participate in their community. Personally, I plan on obtaining a doctorate in curriculum and instruction so I can further the implementation of educational success. I believe there is a great deal of reform in education, and we musty begin with the teachers. What better way then have our instructors become more qualified? That being said, teachers need to be recognized and financially rewarded for such advances. Without the proper rewards and financial backing expanding teacher leadership could continue to move at a snail's pace.
Both resources talked heavily about participation outside the classroom and in the community. To play Devil's advocate, what are some of the potential pitfalls to teacher leadership? Are there any potential power abuse problems? Should all teachers be required to become qualified "leaders?" If so, how should this be implemented?
The first resource used was an interview conducted by Kate Reber and answered by Dr. Betsy Rogers. Dr. Rogers actually obtained her doctorate in educational leadership( http://www.teacherscount.org/topic/topic-rogers.shtml.) Essentially, teacher leadership is a phrase with a prolific definition. It can be anywhere from athletic coaches or policy making teachers. Teacher leadership not only includes being a superb instructor, but also being a leader outside of content and classroom. First and foremost, increasing and improving upon the quality is the most essential component of teacher leadership. A teacher always keeps in mind what is best for the students, not for his or her self. Dr. Rogers strongly advocates the creation of safe, and intellectually gratifying learning environments for her students.
The second resource used was an excerpt from the blog of Sheryl Beach. (http://21stcenturylearning.typepad.com/blog/2007/02/teacher_as_lead.html) Essentially a teacher leader reaches outside the four walls of the classroom and into the community. Beach talks about the link between teacher leadership and school success. She contends effective teacher leadership correlates strongly with school academic success. Beach also discusses how some teachers and administrators are being held accountable in the wake of No Child Left Behind. Beach also brings about the variegated definitions of teacher leadership by quoting some different references. First, describing it as"the ability to encourage colleagues to change, to do things they wouldn't ordinarily consider without the influence of the leader " and also as “teachers who are leaders within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others toward improved educational practice.” The resource also talks about the process of teacher leadership, contending that early leadership instruction is essential to teacher quality.
In looking at these two articles, it seems the general consensus is that there is no strict, definitive nature to being a teacher leader. But essentially it furthers the growth of educational development inside and outside me classroom. Personally, I concur that effective teachers try their hardest to be good teachers and participate in their community. Personally, I plan on obtaining a doctorate in curriculum and instruction so I can further the implementation of educational success. I believe there is a great deal of reform in education, and we musty begin with the teachers. What better way then have our instructors become more qualified? That being said, teachers need to be recognized and financially rewarded for such advances. Without the proper rewards and financial backing expanding teacher leadership could continue to move at a snail's pace.
Both resources talked heavily about participation outside the classroom and in the community. To play Devil's advocate, what are some of the potential pitfalls to teacher leadership? Are there any potential power abuse problems? Should all teachers be required to become qualified "leaders?" If so, how should this be implemented?
Monday, November 2, 2009
"Damn girl, that student got NETWORKED!"
Prior to the days of the advent of the Internet, the human network used to be a much smaller, isolated place. People could only communicate through letter and e-mail, and inter-continental communication was inefficient. Less people would and could communicate with each other. You used to only be able to meet people through others, and the opportunities were vastly different. The basic human network was the exchange of information and ideas amongst a limited set of people, typically when they were all in the same room or on a long distance phone call. The human network was much smaller, compact, and isolated. NOW the human network is virtually unlimited. Anytime of day, week, year people can contact each other. Exchange of thoughts and emotions has never been simpler. People actually meet each other on the Internet, and THEN meet in person.
Not far from this, the networked student is essentially a pupil who is able to utilize vast technological resources to connect globally with people to gain the most insight and best possible information available. The networked student virtually has no limitations on what he or she may learn, or how he may learn it. I think a central aspect of the networked student is connecting with people of other countries and cultures, and seeing things from their perspectives.
Of course, digital literacy is an integral component to the successful aspect of each networked students. With all the good the Internet can provide today, there is plenty of bad. Students must be able to be savvy enough to sift through all the nonsensical material and evaluate for themselves the credibility of websites. Students must also maintain their own ethical standards, knowing which sites to visit and which sites are not appropriate to visit. There is also digital literacy etiquette to learn, such as appropriate behavior on a web chat or live video conference. Digital literacy is a highly untaught component in my opinion, which brings us to the role of the teacher.
For the networked student, the teacher must serve as the ultimate facilitator. Much of the responsibility falls on the teacher for the successful implementation of networking. First and foremost, teachers must provide their students with the appropriate technological tools, and coach them in the field of "digital literacy." Teachers must serve to supervise and moderate class discussion and success. The teacher simply cannot sit back and enjoy the show, but must guide the students in their learning. Although the learning is largely independent, each classroom still needs a teacher for a basis of the assignment.
Personally, I believe this model of instruction is great as long the teacher maintains an active role in all the assignments. Student generated learning is fantastic, and I think this model can work well as a hybrid with some of the other more conventional methods.
Below is a site of networked learning I enjoyed examining because it's actually occurring outside of the school year. And yes, students ACTUALLY responded. I think the blog is a brilliant idea to keep students on task with any summer reading required.
http://teachers.emints.org/FY04/youngj/bookclub/
To play devil's advocate, what are some ways that networked learning can actually hinder student learning?
Not far from this, the networked student is essentially a pupil who is able to utilize vast technological resources to connect globally with people to gain the most insight and best possible information available. The networked student virtually has no limitations on what he or she may learn, or how he may learn it. I think a central aspect of the networked student is connecting with people of other countries and cultures, and seeing things from their perspectives.
Of course, digital literacy is an integral component to the successful aspect of each networked students. With all the good the Internet can provide today, there is plenty of bad. Students must be able to be savvy enough to sift through all the nonsensical material and evaluate for themselves the credibility of websites. Students must also maintain their own ethical standards, knowing which sites to visit and which sites are not appropriate to visit. There is also digital literacy etiquette to learn, such as appropriate behavior on a web chat or live video conference. Digital literacy is a highly untaught component in my opinion, which brings us to the role of the teacher.
For the networked student, the teacher must serve as the ultimate facilitator. Much of the responsibility falls on the teacher for the successful implementation of networking. First and foremost, teachers must provide their students with the appropriate technological tools, and coach them in the field of "digital literacy." Teachers must serve to supervise and moderate class discussion and success. The teacher simply cannot sit back and enjoy the show, but must guide the students in their learning. Although the learning is largely independent, each classroom still needs a teacher for a basis of the assignment.
Personally, I believe this model of instruction is great as long the teacher maintains an active role in all the assignments. Student generated learning is fantastic, and I think this model can work well as a hybrid with some of the other more conventional methods.
Below is a site of networked learning I enjoyed examining because it's actually occurring outside of the school year. And yes, students ACTUALLY responded. I think the blog is a brilliant idea to keep students on task with any summer reading required.
http://teachers.emints.org/FY04/youngj/bookclub/
To play devil's advocate, what are some ways that networked learning can actually hinder student learning?
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