... As an elementary teacher and technology integrator I have had student teachers for as long as I can remember and it infuriates me that they step into my classroom, take one look at the smartboard and say "cool, I have never seen anything like that..." Even in Elementary schools when we are supposed to be differentiating preservice teachers are not taught to use tech tools to collect data, and use data to differentiate. They all use myspace and facebook (and most of them have seen kids use webkinz and club penguin) and don't see the tremendous power these tools can have in engaging the kids they are teaching. If anything they take a technology elective and learn to make powerpoints for their Open House presentation. Edutopia had an interesting article recently about what kids want to see in schools..laptops, bluetooth, cell phones, video cameras...I don't doubt that given the opportunity to create relevant learning experiences for themselves, they would. Think of the inquiry in elementary kids when they have the opportunity to really explore something hands on. Curt, I think many teachers teach as they have been taught because they were the kids that were good at "playing school" when they were in school. However, I don't think we can look at this and say until...until the Universities begin to have the discussions, until the teachers learn the skills themselves, until their is a tech literacy curriculum in place, until....this is a systemic problem and at somepoint in time it has to change. I think the thing that would impact the success is the amount of collaboration time, professional development that is given to the teachers. Would your daughter get a job in a learning center...would she keep the job...? If she was willing to be a lifelong learner herself, no doubt she would. As a lifelong learner myself, I LOVE the idea of learning centers and will surely be keeping close tabs. Thanks for another thought provoking discussion.
When a friend pointed out this poster at NECC, I was taken aback. It was a vendor poster for a company that monitored students yada, yada, yada and I got their point...the kid SHOULD be in science class but instead.... So as I continued looking at it I began thinking..."they have it all wrong". THIS is exactly what science class SHOULD be. Kids could study slope, velocity, chemical properties of certain wax and temperature to increase speed...Sometimes I wonder if these things are MORE science class for kids than their science classes actually are. If kids could relate to science the way they relate to snowboarding, wouldn't it be a much richer experience for them? Classroom 2.0
Anne Davis (Araphahoe HS)
“Putting the Pedagogy into the Tools”
Dean Shareski (Ideas & Thoughts)
“Design matters”
Jeff Utecht (The Thinking Stick)
“Sustained Blogging in the Classroom”
New Tools
Anne Davis
“Learn to Blog : Blog to Learn”
Kurt Paccio and James Gates ( Tech Ruminations & Tip Line)
“The Electric Slide! Twenty-First Century Style”
Professional Learning Networks:
Obstacles to OpportunitiesJen Wagner, Cheryl Oakes, Vicki Davis, Sharon Peters (Technospud, Cool Cat Teacher )
“Webcasting for Educators: Expanding the Conversation”
Jeff Utecht
“Online Professional Development”
Lisa DurffThe conference will consist of both live, interactive/synchronous, and asynchronous events.
“Pushing the Envelope or How to Integrate Web 2.0 Tools on a Shoestring”
"If young people could interview a grandparent or senior neighbor, they'd learn what this generation did during the war -- how, in shared sacrifice, they made their country richer and safer than anyone could ever imagine..... That's where the YouTube generation comes in. For the series, we used 40 of the hundreds of interviews we conducted. Now, Americans are being enlisted in the recording of history. Thanks to a cooperative effort involving PBS and the Library of Congress' Veterans History Project, anyone can get a camera and conduct his or her own interviews of a loved one who lived through the war.... I'm hopeful young people will take their YouTube-honed skills and use them for something like this.America's most respected historian is inviting the YouTube generation to join him in recording the stories of World War II - before we lose them forever. I think about all of what we are trying to do...get kids to learn content by creating... With all the technology we have access to today, wouldn't documenting oral histories would be a great way for our students to learn history and participate in something amazing. I think what blows my mind about the whole idea is that in many schools...YouTube is blocked to both teachers and student users. With ideas as great as this wouldn't it be best to teach ethics than block great content.
Or square wheels on a wagon as the case may be...Many of our school leaders (principals, superintendents, central office administrators) need help when it comes to digital technologies. A lot of help, to be honest. As I’ve noted again and again on this blog, most school administrators don’t know
| MA314 Classroom Innovations Series: Teaching and Learning in a Global Context [Workshop : Hands-on] | |
| Julene Reed, St. Georges Independent School with Lucy Gray Monday, 6/25/2007, 8:30am–11:30am; OMNI International A Learn how to use technology and online resources to provide structured experiences so students deepen their understanding of the world as they explore environments outside the classroom. | |
| Rock Our World | http://www.rockourworld.org |
| The GLOBE Project | http://globe.gov |
| Kidlink | http://kidlink.org/english |
| My Wonderful World | http://mywonderfulworld.org |
| iEARN | http://iearn.org |
| ePALS | http://epals.com |
| Global SchoolNet Foundation | http://glonalschoolnet.org |
| Gloriad | http://gloriad.org |
| Think.com | http://think.com |
| One World Youth Project | http://oneworldyouthproject.org |
| Jane Goodall Institute | http://www.janegoodall.org |
| Roots & Shoots | http://rootsandshoots.org |
| Global Voices | http://globalvoicesonline.org |
| Global Learning | http://globalawareness.com |
| Kids World | http://peacecorps.gov/kids |
| Kids Around the World | http://www.katw.org |
| Today on the wiki.... gigiw writes: sp5 students-question Why is Puerto Rico not considered a Caribbean country on the countries list while Jamaica and the Bahamas are? Posted Today 8:57 am - |
| marthalsp5 writes: re: sp5 students-question I do believe it's because Puerto Rico is a commonwealth of America and is not technically it's own independent country. Posted Today 1:45 pm - |
| talsp5 writes: re: sp5 students-question Technically it's not an indpendent country (since our government has pretty much infiltrated theirs). It's a Caribbean state, but not a country. Posted Today 1:46 pm - |
| tonymsp5 writes: re: sp5 students-question According to the facts Puerto Rico is a common wealth of the United States of America therefor it cannot be a Latin American country! (: Posted Today 1:46 pm - |
| vannamsp5 writes: re: sp5 students-question Puerto Rico is partially part of the United State because of their currency. It's not a independent country. Posted Today 1:49 pm - |
| brittanyrsp5 writes: re: sp5 students-question Martha, this is true, but the bahamas are too, if I am remembering correctly, and despite that it is U.S. territory Puerto Rico has its own history and culture, which greatly differs from that of the United States. I stand by that they should be inlcuded in this list By the way sp5= spanish 5 Seniors answering the freshman questions (and debating what they spent the last 5 years learning. Evaluating, judging, defending....all higher level skills....NONE of this coming from the teacher....just students hungry for the answers GOOD STUFF!!!! |
Ketup writes: re: Presenting for a global audienceChecking facts, do our best work, being concise, showing respect....all 21st Century Skills...
Since this project has a chance of being global, I feel, just like Lauren, that we should be cautious about what we write. I also agree with Dani, that we should use reliable resources. We should show alot of respect to other cultures; speak the facts!
jillh writes: re: Presenting for a global audience
We need to presnt our facts concisely so other people don't have to wade through tons and tons of compiled information. With people all the over the world who can view things, it's important to say what you want to say as understandably as possible...and for us people, that means nothing as extremely complex as I know some of us are used to writing. it's like on YouTube--if your video description is more than a few sentences, less people will read it.
laurencl3 writes: re: Presenting for a global audience
The idea of our information going global not only frightens me because it means that people outside of our school might be scrutinizing our work, but also amazes me because i think this is an excellent way to get our school and our abilities as such gifted students out into the world! But like I said, the whole global think kind of freaks me out, so to make sure that we look like we know what we're doing and not embarrass ourselves, we should check and double check our facts before posting them, only use the discussion boards for latin america- related topics, etc. And because it seems like this might be our last project of the year (fingers crossed!) it goes without saying that we should put our best work out into the world and show how much we have grown in our first year of high school because we want to show people that we really are ADVANCED and worthy of the Humanities course.
owaisn2 writes: re: Working CollaborativelyIt has been so great to have them using tools outside of the classroom for this collaboration. Check out how THIS page has evolved--using discussion tools and the wiki mail system.
Every individual in the gropup should have his/her own personal job/assignment to do so that the group is able to collect and share information in an appropriate fashion
reginab1 writes: re: re: Working Collaboratively
Dividing up the research and assigning jobs are important; but before we jump into that I think the group should discuss general facts, prior knowledge and their own interests to make sure everything is covered and people are researching what they're interested in. That way, the work will be easier and there's less chance of one person having to pull through a lot of work on a topic that was forgotten.
He has the lessons, description AND videos on his site--check it out, I know I will be following it.I went out and taped ten events. They were simple. I walked down two flights of stairs. I ran up a hill. I drove my car. Each event was exactly fifteen seconds long.
I put a handout on every student’s desk with a graph ready for each event.
I played each event and then paused the video. I asked questions like, “When the clock started, was I up high or down low?”
Let’s have a little competition at school and get ready for the future. I will use a laptop and you will use paper and pencil. Are you ready…?It is worth noting that this was originally posted on Abilene, Kansas High School Dialogue Buzz website during the spring of 2003. . Given that 96% of students say that school is important for their success, and only 20% say it is meeting their needs and the fastest growing set of computer users today are 5-7 year olds. Given that at the time of this posting, in 2003 4%of US school districts were involved in a 1:1 initiative. By 2011, it is estimated that 24% of districts will be involved in a 1:1 deployment. The question shouldn't be are we ready...it should be are we moving fast enough?
I will access up-to-date information - you have a textbook that is 5 years old.
I will immediately know when I misspell a word – you have to wait until it’s graded.
I will learn how to care for technology by using it – you will read about it.
I will see math problems in 3D – you will do the odd problems.
I will create artwork and poetry and share it with the world – you will share yours with the class.
I will have 24/7 access – you have the entire class period.
I will access the most dynamic information – yours will be printed and photocopied.
I will communicate with leaders and experts using email – you will wait for Friday’s speaker.
I will select my learning style – you will use the teacher’s favorite learning style.
I will collaborate with my peers from around the world – you will collaborate with peers in your classroom.
I will take my learning as far as I want – you must wait for the rest of the class.
The cost of a laptop per year? - $250
The cost of teacher and student training? – Expensive
The cost of well educated US citizens and workforce? - Priceless
“A century ago, there was no way to address these concerns, but, thanks to computers and the Internet, we now have rapidly improving tools that will soon allow virtually all young people to master essential material at their own pace, and to do so at any point in their lives. There will probably always be a place for the classroom, but it will be a place where intense and intimate learning takes place with highly willing students, not a step on an assembly line.”a place where intense and intimate learning takes place with highly willing students.... I have some concerns about this quote. Daggett was very clear that while he has traveled around the world, there is no place he would rather be that the United States because we are the one country that makes it their responsibility to educate everyone...
Go on to sleep now, third grader of mine.What struck ME the most was the last line "Don't think about thinking. It's not on the test." Today I sat in on a webinar that pointed out that college teachers are still lecturing because that is what is expected of them--that although kids learn are different and they learn differently, they also want to be successful. This high stakes mentality and high pressure makes kids want to be spoon-fed information rather than taking responsibility for becoming lifelong learners. In thinking about your experiences with high stakes testing...what stands out for you?
The test is tomorrow but you'll do just fine.
It's reading and math. Forget all the rest.
You don't need to know what is not on the test.
Each box that you mark on each test that you take,
Remember your teachers. Their jobs are at stake.
Your score is their score, but don't get all stressed.
They'd never teach anything not on the test.
The School Board is faced with no child left behind
With rules but no funding, they're caught in a bind.
So music and art and the things you love best
Are not in your school 'cause they're not on the test.
Sleep, sleep, and as you progress
You'll learn there's a lot that is not on the test.
Debate is a skill that is useful to know,
Unless you're in Congress or talk radio,
Where shouting and spouting and spewing are blessed
'Cause rational discourse was not on the test.
Thinking's important. It's good to know how.
And someday you'll learn to, but someday's not now.
Go on to sleep, now. You need your rest.
Don't think about thinking. It's not on the test.
Hello World" is the first thing people are taught to program in nearly every programming language. "Hello World" can also be translated into hundreds, if not thousands, of human languages....but how often do we really stop to say "Hello" to the rest of the world?
I challenge everyone that sees this to respond. You get two cards...the first should say "Hello World" in your native language. The second should be your message of hope, dreams or thoughts to the world on one card, five words or less. We will then compile the videos from all over the world and repost on YouTube...spread the word.
While Tech plans really reflect big differences in how kids and adults see technology
- adults see technology as a tool for RETRIEVING information
- kids see technology very differently than adults do
one uses technology, one does technology
I witnessed this first hand this weekend. We had gotten my 7 year old Nintendo DS for his birthday--within MINUTES of having it, (while I was still reading the directions) he had figured out how to pictochat his buddy...
Kids see technology as a studio, stage, and a community
Schools see it as a productivity tool
Case in point...the ongoing conversation about using PowerPoint
Wesley's notes also included an activity to have people name three events in history that have had a major impact on one's life
Always in the top 10....Noting that no matter how many times this is done, no one ever writes down something they have read: It is always something they’ve seen or heard
– atomic bomb
- JFK assassination
- moon landing
- challenger accident
- berlin wall
- 9-11
anyhow...check out Marco's websites:
and while you are at it, subscribe to Wesley Fryer's Blog: http://www.speedofcreativity.org/We must reengage students in the learning process invite them back into the learning process and make them the center of learning, not the receivers of information. If we are going to teach students to ‘Learn how to Learn’ then we must at times push them to do so and get out of their way so they can.
One of my students in our teentek.com class came up to me yesterday and said:“What do you do here MR. U? I mean you never teach us anything.”
Exactly!
I am trying to encourage teachers to create the rubric that demonstrates what they want students to learn, but allow the students to decide what that learning looks like to them. It is EASIER to assign everyone to create a power point or a digital storytelling or a wiki or whatever and often times that is what the kids want too--they want to know exactly what is expected of them....exactly what they need to do to get an "A" or to be "proficient". As the teacher becomes the guide rather than the all knowing giver of information, the teacher needs to turn control of the whole learning process over to the students. Only then are we truly preparing them for the world they are entering.
"So, while we fill the toolboxes of our future and practicing teachers andAre we doing the same things to our students? How many teachers are assigning the kids to do a creative project but requiring them to use power point, iMovie, and not allowing them to develop the skills of determining the best way to present this information themselves? OR because they are the digital natives, will they figure this out for themselves...
arm them with the knowledge to use the tools for educational purposes,
let’s go a step further to assist them in organizing those toolboxes so that
their knowledge and skills are easy to access when needed. I’ll bet you know
how to swing a hammer, but knowing when a hammer is necessary and
when the job calls instead for a wrench requires some knowledge in context
and perhaps a bit of problem solving. Perhaps we make it too easy on our
teachers. We teach them about using a tool, such as spreadsheet software,
and then give them an assignment using that same software. The result is
that they become good at following directions, but they lack the critical
knowledge of when to use which tools and for what reasons. Unfortunately,
no one will follow them through their careers, standing over their shoulders
to recommend which tools will extend their teaching for any given lesson."
Please note: While lessons are shared with permission from the teachers, the views and opinions I express in my blog do not reflect those of my employer or colleagues.
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