Week 4 - A Post Pondering "Generation IM" (required)

"Generation IM: getting through to today's teched-out children"

I must admit there were parts of me that were immensely shocked when I read the stats in this article, but other parts of me knew what to expect. Some stats for you:

93% of youth 12-17 go online (not startling)
of the above, 55% use social networking sites (not startling)
and, 64% create their own original work (blogs, wikis, etc) (a bit higher than I thought)

67% of preschool children use computers (startling)
children 6> spend an ave. of 2 hrs/day in front of a screen (startling)

When I was growing up, I don't even remember having a computer until I was ten. I didn't get a MySpace until I was 13 and the first blog I ever used was to post my oh-so-fabulous poetry when I was 12. I have never created a movie on the computer. I don't like reading on a computer screen - I want to see it tangibly in my hands. I don't understand why kids are so young and are on the computer so long. I was outside in the treehouse, drawing chalk pictures in the driveway, fighting with my brother about which "Karate Kid" I was going to be, and trying to ride my bike without hands. I collected Pokemon cards, played with Pogs, and was killer at marbles. Uno, Yahtzee, and Sorry were my games of choice.

I keep reading these articles and it makes me sad that all these things I did when I was a kid are fading out.

However, I do welcome the new "tech-age" with open arms. I think that all the programs and "wires" are completely innovative and creative. I want to learn more about all of it. I want to use it in my classroom. But mostly, I want to keep my childhood alive, while I slip into a classroom of kids with COMPLETELY different childhoods than me.

Things that caught my eye or that I really got out of this article:

• "... The National Association for the Education of Young Children's Web site states that 'despite the potential known and unknown dangers of going online, this technology can be useful to develop literacy, cognitive, and social skills."
• Students can use online sources to broaden their knowledge of a subject that they might be struggling with.
• A book to look into: How Computer Games Help Children Learn by Doctor Williamson Shaffer
• "Computers give you different ways to solve problems, the opportunity to run and test simulations, and a way to offload processing" (Shaffer).
• Until this article, I hadn't considered the time and energy teachers have to expend on learning new technologies as a factor for why some teachers avoid certain programs.
• "Three main barriers to integrating digital media more fully into schools:"

1. "a lack of quality professional development for teachers;
2. a lack of time to explore, apply, and reflect with colleagues n the challenges and potentials of integrating any type of technology into the classroom culture; and
3. limited administrative support about how to use technology effectively to empower learners."

The quote that caught my attention the most:

"We need to look for examples of how our students are using technology, how they're doing innovative work, and how they're engaging with the world around them. We need to use technology in compelling and progressive ways. If we fail to do so, kids are going to look at what's going on in schools and see that it is irrelevant" (Shaffer).

Extras:

• Jim Gates' blog about tech
• Seffern Sheehy's blog about "Second Life"
• Elgg
• Ning
• Audacity; Garage Band; Gabcast

Congrats if you read all the way through.

Until next time.

Reflection #1 - Cisco, "The Human Network"

I don't know about the rest of you, but I watch a lot of TV (unfortunately), and as a result, I see a lot of commercials. My love of Ellen Page not influencing this, the following two commercials have found have found themselves on my favorite commercials list (there's not actually a list - its all just mental).




So to reference the syllabus/assignment sheet:

WHAT?
- Both commercials are from a networking company called Cisco Systems Inc. Cisco was founded in 1984 and generates a 9 billion dollar revenue. Here's an overview of the company from off of their website:

At Cisco (NASDAQ: CSCO) customers come first and an integral part of our DNA is creating long-lasting customer partnerships and working with them to identify their needs and provide solutions that support their success. The concept of solutions being driven to address specific customer challenges has been with Cisco since its inception. Husband and wife Len Bosack and Sandy Lerner, both working for Stanford University, wanted to email each other from their respective offices located in different buildings but were unable to due to technological shortcomings. A technology had to be invented to deal with disparate local area protocols; and as a result of solving their challenge - the multi-protocol router was born. Since then Cisco has shaped the future of the Internet by creating unprecedented value and opportunity for our customers, employees, investors and ecosystem partners and has become the worldwide leader in networking - transforming how people connect, communicate and collaborate.

The commercials are recent and feature one of Cisco's most revolutionary products/ideas: "TelePresence." Some view it as an over-glorified "Skype," but the reality is that TelePresence is installed. You don't have to worry about having Wifi and the like. It's bigger, faster, better.

SO WHAT?

Both commercials preview interactions between a class from the US and China. So what? So... with technology like this actually in the classrooms, teachers and students have an outlet to actual people, actual culture. The connections students can make through interactions with other students/persons from different cultures that they are learning about, are invaluable. Even having students participate in actual-time conversations with one person - CEOs, famous people, people with inspirational stories, etc - can teach students more than a teacher standing in front explaining things to them can.

NOW WHAT?

Although this sort of classroom, this sort of network, is the ideal, it is also very expensive. Especially when you consider schools in areas of low SES or under-financed schools. It brings me back to the discussion about interactive white boards. There are usually two reasons that schools don't have interactive white boards: 1 - not enough funds; 2 - the teachers are anti-technology (to say it bluntly) and don't want to have to relearn how to teach their students. I've already mentioned the first one in relation to the TelePresence systems, but as far as the second is concerned, it probably applies to this situation as well. I'm sure there are plenty of teachers who would be truly excited about getting this technology in class. On the flip side, I'm sure there are plenty of teachers who are semi-against this idea. There is so much extra work involved in this sort of equipment that it just might not be worth it.

Unfortunate.

And again, I write a very long post. Pat yourself on the back for reading all the way through.

Until next time.

Classmates' Blogs I've Commented On...

Jonus A.

Blake S.

Sara W.

DeAnna A.

Bethany P.

Week 3 - A Post Referencing "16 Whiteboards Capture Students' Attention" (required)

"16 Whiteboards Capture Students' Attention" by Denise Byrd

Summary:

Liberty Drive Elementary School in Thomasville, NC, underwent renovations in 2005. As the reconstruction process was occurring, teachers were asked what sorts of technology equipment they wanted for their classrooms. They decided they would buy 16 interactive white boards.

The article itself discusses the results of this purchase and different ideas that the teachers turned to realities using the whiteboards.

Some things I learned from the article:

• Not only do interactive whiteboards come with clickers/polling devices - but some also come with portable tablets (essentially, miniature whiteboards) that are remotely connected to the main board. Multiple students can be using the mini-boards simultaneously and there is an option to allow only one student to control the board from their seat. The teacher could also walk amongst the students while controlling the main board with the mini one in his/her hands. AWESOME!
• You can ask fill-in-the-blank questions when using the polling devices/clickers. Although this was probably obvious from the start, I hadn't considered fill-in-the-blank questions as an option. I'm glad I've now come to the light (as it were).
• The board's software contains pre-made and already built in maps of the world and different continents and countries. So cool.

It also gave me a couple ideas for using the clickers/polling devices. Here is one:

• Considering that some students might not understand a concept/idea the first time it is explained, while others understand it fully, makes teaching difficult. A teacher must be able to tell who understands and who doesn't. But when a teacher asks the class, "Are there any questions?" or, "Who doesn't understand?" most students, whether they truly grasp the information or not, will say they understand. Why? It's embarrassing to be the "only" one that doesn't get it. So, I thought that using the polling devices, a teacher could put up a simple poll: "Select the response that best describes you:" with the responses varying between, "I understand it completely," and "I don't understand." Other response options could be, "I need more practice," "please explain differently," or "other." The teacher has the option to make the poll anonymous - leaving no room for embarrassment. Also along the lines of student comprehension - the teacher could ask questions regarding the information directly to see who answers correctly/incorrectly, and from there understand who does and doesn't understand the concept.

The impact of interactive whiteboards:

The following are quotes that were contained within the article itself:

"Recently, I asked a question and had my students respond via the hand-held polling devices. The real-time assessment feature clearly indicated that some of my students misunderstood the concept. I went back through my flip charts and instantly reviewed the key components."

--Jennifer Buck, Math Teacher at Liberty Drive Elementary in the Thomasville City Public School District in Thomasville, NC.

"The whiteboard solution has opened my eyes to different ways to teach a particular idea or subject. I'm more inclined to incorporate action, audio and visual aids, and the Internet."

--Peggy Sines, Science Teacher, Thomasville City Public School District in Thomasville, NC.

"This new wave of teaching is so much more hands-on, integrated and thematic instead of worksheet and drill-oriented. Our educators have stepped out of the traditional role of teachers and have assumed the role of facilitators and the students are active participants."

--Denise Byrd, Principal at Liberty Drive Elementary in the Thomasville City Public School District in Thomasville, NC.

Other implications that I have considered myself include:

• Students want to use the board - even college students - so they may be more inclined to answer questions if that means they get to use the board.
• Visuals, audio, and Internet are highly accessible now. Using YouTube videos, adding links, showing pictures, and interacting with students become infinitely easier when using an interactive whiteboard.
• In terms of English, there are more opportunities for collaborative/collective work. For example: placing a paragraph up on the screen and going through it as a class, checking for grammar, spelling, style, and context issues/errors. Students can poll how well they think the paragraph is written, use the board pens to edit, or use the portable mini-boards to correct errors.

EXTRAS:

• SMARTBoard Lessons Podcast (found while searching for an article for this post)
• Mr. Feustel's Classroom Blog (5th grade teacher in the Farmington School District [ISD 192] - posted some cool SMARTBoard ideas - an exercise incorporating Scrabble.)
• 7 Things You Should Know About... Clickers (also found while searching for articles)

Week 2 - A Post Discussing "Turning On the Lights" (required)

"Compared with students' technology-infused lives outside of school, the traditional classroom is a somber place." - "Turning On the Lights" by Marc Prensky

Some students describe entering the classroom in terms of "powering down".

Turn off your iPods, silence your phones, take out a pen and paper, listen to the teacher speak, and take adequate notes based on the lecture without the use of your computer or laptop. Read a textbook, analyze a novel, examine a book, involve biographies. Leave Twitter at the door, sign out of Facebook, don't blog, stop texting - close yourself off from a limitless source of knowledge in connection with almost any human being in the country. In the world.

That's the way some students feel when they walk through those double doors into the halls at school. They think their teachers want them to completely disregard the technology they've grown up using - the technology that has taught them so much already, and could definitely continue to teach them. It's the same technology that the jobs of tomorrow will rely on - the technology tomorrow will produce and improve upon. It's the exact technology that Prensky thinks the teachers of today's young minds should use to invigorate, inspire, and otherwise improve the leaders of tomorrow.

One section in this essay discusses how past generations grew up in "intellectual darkness" until they went to school and were shown the light. Unlike those generations, today's learners grew up in the light - they're constantly surrounded by it. They live with one ear plugged into an iPod streaming music 24-7 and the other listening to a friend while they simultaneously write papers for English class. They are exposed to the world through the internet, social networking on Facebook/Twitter/blogs; while playing video games based on history, watching movies that involve other cultures, and surfing through YouTube. Today's generation experiences the world, information, and the "intellectual light" with unceasing relentlessness.

With those thoughts in mind, and while I read the article in its entirety, I began brainstorming ways that I might be able to incorporate technology in my classroom. It proved a much more difficult task than I previously thought, considering that I'm no stranger to technology. But here are some thoughts (based mainly on an English teacher's perspective):

1. Have a class Twitter or Facebook page for updates, information, and schedule reminders.
2. For current events = sign up for news paper/station email updates, Facebook pages and Twitter accounts.
3. Analyze video games such as "Caesar III, Age of Kings, Age of Empires, Civilization IV, and Rise of Nations" for historical fact and fallacy. Write a compare/contrast essay based on a video game versus the real-life event.
4. Analyze the cultural influences, stereotypes, or facts within musical lyrics or songs (from oldies to modern day techno).
5. Subscribe to a blog - any blog - and read a post weekly. Edit and proofread the post for grammar/spelling errors, literary techniques, and stylistic characters of the author; summarize the post, provide the main points and single overall message. Add any questions, reflections, and things agreed/disagreed with.
6. As far as research goes - allow students to pick topics that they think are important or interesting. Read a book, write a paper, and supplement those with some sort of technology based project (powerpoint, blog, movie, slide show, interview, documentary, etc).

To wrap this up, I'd like to note that although I agree with this article, I find it to be exaggerated a considerate amount, and any readers need to take note that perhaps the exaggeration exists in an attempt to make a point. Read with discretion.

Again, bravo if you read all the way through.

Until next time.

Week 1 - A Story Based on Decision (required)

At the ripe age of 11 (7th grade) I formally decided to be a teacher. Most likely this inclination/desire grew slowly in the soul of my educational path up to that point and then finally decided to pop it's daisy head out of the ground. My first 8 years of school were spent at home, in my pjs, being taught by my mother. It is a curious thing - homeschooling. People often mock homeschoolers and stereotype them as the kids who are attached to their mothers and wear clothes that are the same color, just different shades (example, the all denim outfit consisting of several shades of blue). But I was not the stereotype, my family was not the stereotype. We didn't grow up socially awkward or incapable of looking people in the eyes. No, we played sports, from age five, we had friends, went to co-ops, and loved every minute of it. School was something I looked forward to, something I enjoyed. My mom taught me and my brothers. She used activities, games, art, and books. When we went to the co-op (Edmonds Homeschool Resource Center) I attended classes taught by teachers like my mom, just certified. The school provided a small, enjoyable learning atmosphere that allowed great intellectual growth, while keeping us all social. Teachers like Mrs. Moore, Mrs. Jenkins, and Ms. Getzen taught me stuff I still remember and employ today. Anyways, I enjoyed my elementary and Jr. High years a lot. This brings me to my freshman year - in which my education changed quite drastically. I went to public school (dun-dun-dunnnnnn) at Edmonds Woodway High School. My classes, although not the most challenging, helped me realize the joy of academic success (despite its habit for being the basis of mockery and teasing). I truly did learn there - just not my kind of scene. Homeschooled my sophomore year and then went through Running Start my junior and senior years. That experience ended up on the lower part of my "educational love scale". All of this boring background info just to say... I love learning. I loved school. I love that I love learning. I've decided that my reasons for teaching can be summed up in one phrase:

I want to teach so that others will want to learn.

Gosh, and doesn't it just seem so lame that I want to teach because learning is fun for me?! Oftentimes I wish that my reasoning was deep and full of emotion and contemplation. But it's just so simple for me. Actually, here are a couple other reasons I want to teach that are tiny shoots sprouted from that one phrase:

1: To be a rock and shelter for students who don't have one.
2: To shine the light of God that He has so blessedly implanted and kept burning inside of me.
3: To make school enjoyable.
4: I have a heart for Jr. High kids because I know how hard those years can be.

I think that's basically it. I want to teach Jr. High English. Actually, I'd eventually like to teach Art, but English can be fun if taught correctly and that's what I hope to do.

I hope to learn as much as possible about technology in education (lame answer yes?). Actually, I'd like to really grasp all these new AMAZING advancement! I think it's totally cool - despite my dislike for online forums (I'd like to specify that I'm a fan of blogs, just not those Discovery forums). I don't know much about what's out there right now so I'm excited to find out!

Bravo to you if you read all this.

Until next time.