Reflection of Course

I can honestly say that this class, Understanding the Impact of Technology on Education, Work, and Society was not at all what I thought. That is a good thing. I expected theories, and this is what you should do, and go practice using this bit of technology, and would be very scholarly, and of little practicality. I am so glad that at the forefront of the class and our success in the class was using the technology we focused on each week. This, most importantly, helped me to develop my technology skills. For two years, I have been badgering my Technology Integration Specialist at school to get together with me and figure out how to do wikis. My media specialist has recommended to me on several occasions to explore the use of podcasts in my class. Both of these technological applications kept finding themselves at the bottom of my “to do” list, replaced by other teacher-things. This class not only enabled me, but forced me, to explore both of these applications of technology. In addition, I have gained a better understanding of blogs, their uses, etc. In fact, it has pushed me to go beyond thinking it was a good idea to use more technology in my classes to actually using it. I think it also gave me the confidence to defend my use of technology as well as helping me sharpen my skills.




There are three ways that I am going to expand my knowledge of technology integration. I want to experiment more and become more adept with using Audacity and creating podcasts. In addition, I want explore the use of video and publishing mini-lessons on the parents web page. I want my students to begin developing videos, too. I absolutely loved the “In Plain English” videos we watched and think we can create In-Plain-English-esque videos for class. The other way I need to expand my knowledge is to create lessons of interest for English. I sometimes think that having the students just publish their work on my Adamsland Ning is doing the same thing in a different way. I know that I need to teach reading and writing standards, but I want to do so in new ways. I want to use technology to take my lessons to a different level, to engage and motivate the students. I also need to find a balance between teaching the reading and writing standards and the technology standards that all of our students need to know.



My first long-term goal is to go paperless in two years. I have been toying with this a bit this nine weeks. We’ve gone through four weeks of this quarter and everything the students have turned in has been turned in electronically. It has been successful so far. I think that the leap is not as large as one would imagine. With my school’s Smart Board technology even quizzes and tests can be done electronically. I also plan to use human resources available in my district to help me write a grant to get a classroom set of laptops. I know that Apple may have such grants. I am going to spend a couple of months researching, then collect my data and work with our grant-writing expert. I know I am going to use the go paperless, go green idea as my slant.

My second goal is to record mini lessons for our grade level standards and indicators to be used in a variety of ways: for students who are on homebound, for parents to help students who are struggling, so students who are absent will get a closer experience of “being there,” to use as model lessons in school and district training, for personal reflection, for other teachers to use for re-teaching purposes. This is a bit frightening, but I think it is a leap I need to take. Not all of the recorded lessons will just be audio-visuals of me teaching. I am thinking that I will use the students to create some where they are doing the teaching, or we are teaching and learning in tandem. I see this as an exciting venture.

These past eight weeks have flown by. They have been fun and frustrating at the same time. I appreciate my classmates that have learned and struggled with me and have excelled and celebrated with me. I feel like we have finally created a learning community built on a shared vision and collaboration.

I almost met my match with this assignment. Ironic that it was on a week when I'm processing the "digital natives, digital immigrants" debate. Had a wonderful discussion recorded with 5 of my students. Assumed--I know, I know about assuming--that when something is recorded it's saved. If you have a question about it, I'll tell you. It's not. I've had many a "save issue" since I took my Brother word processor to college in 1990. You'd think I'd learn, wouldn't you?

Anyway, below is plan B, using my sisters, each with their unique link to technology in education. Enjoy!

P21.org--Bridging the Gap

I really like the rainbow that is the icon for Partnership for 21st Century Learning (http://www.p21.org)./ But rather than just thinking of it as a rainbow, I view it as a bridge. A bridge that connects education's core content (which I was very happy to see included more than just Math, Science, Engllish, Social Studies, but includes the arts, world languages, etc.), Life Skills, Information, Media, and Technology Skills, and Learning Innovation Skills. But, it doesn't stop there! It also includes standards, instruction, assessment, professional development, and learning environment. I bothered to list all of this because each component has been addressed piecemeal for years. Never before have I seen it come together in one movement or push. It appears that the Partnership for 21st Century learning has done that. I must send out major kudos to the foundation for including professional development. This is a bone of contention for me because faculty meeting after facutly meeting we are told, "Students need to use more technology." End of story, nothing else--until the next faculty meeting. So, Bravo, P21!

The mission of P21 is "To serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders." I like this for one word "collaborative." Working together with business,community and government is what needs to happed. There is a difference between the business, community, and government dictating what should happen and working with these entities. I think the dictation is what happens now, in my limited knowledge. I would love to see more collaboration!

As far as the site goes, I get lost. I click links that take me to things that I want to peruse, but get lost in loops and can't find my way back to the home. I think that by it not being too busy, it is does not tell me enough about what is found within the site. I think this is why I get lost. I cannot wait to return to check out the videos because I think this will help me in my instruction. I am very picky about resources, and want to use them when I know I can go back tomorrow and use them in my daily instruction.

What I applaud the site for is not hitting visitors in the face with the partners. With Apple, Dell, ATT&T, ASCD, AASL, Pearson, AOL, etc. partnering to encourage 21st Century Learning, it could've turned into a seeming advertising free-for-all if they all were vying for top position on the home page. I like the understated way the partners are presented. To me it communicates that each truly cares for education.

To me the Partnership for 21st Century Learning is advocating good, strong, balanced teaching and educating. It is what we all need to be doing, from teachers to administrators at the topmost levels. I hope that soon the few states that are participating will be joined by others, especially South Carolina!

The black hole that is technology. . ..

I was reminded about thirty minutes ago that I have only written two blog entries. No harm was meant, but it made me think how I was already not living up to the goal of maintaining this blog, not just for the purpose of my graduated class, but also for reflection, the sharing of ideas, discussions, etc. My goal was to post last night after I finished some classwork. But at 3:15 a.m. on a Friday night--oops, Saturday morning--I was unsure that I could write a coherent post.

Thinking today, I finally realize what a black hole technology can be. I don't mean it to sound so negative. It can be both negative and positive, depending on your point of view. In my lack of scientific knowledge, black holes are "things" that just suck other "things" in, making it impossible to escape. Working on a wiki with my graduate class has been a black hole that has sucked me in this week. I sat at desks, on the couch, in the bed glued to my laptop for hours, seemingly only have stayed minutes. I understand how our students and friends can get hooked on games, social networking sites, etc. I think I could work on our wiki all day and be as happy as the proverbial clam. It has become my obsession. And the perfectionist in me wants it to be perfect, not only for myself, but also for my group members. But is actually really really fun! (I had just as much fun setting up this blog and my home page on English Companion Ning.)

Bridging this to classroom, I can see how awesome it would be for the students to feel this kind of commitment to a project on a wiki, posting their writing on a blog, or sharing a discussion in  forum on a ning--who can tell what other applications that might capture their interest.

But for now, it is back to the wiki! Until next time. . . .

Our First Dip Into the Blogging Pool

I teach 7th grade English, and about 90% of my students have regular access to the internet. One practice or skill that I strive to teach them to be reflective thinkers and learners: reflect on their independent reading, reflect on the writing, reflect on the concepts we are learning in not just my class, but in all of their classes. In the past I have attempted to blog with my students, but it never really took off like I wanted it to.

This year we have been working hard on book selection, how to choose the right book, how to tell if a book is too hard or too easy for them, or if it just is not grabbing and hooking them. During our study of informational text, we studied and learned to write book reviews. What made the students excited about the reviews was that we posted the excellent reviews on www.amazon.com. What excited the students was that they actually could help other people make a book selection based on their review. They took this responsibility seriously.

I think for our first blogging experience, I want to begin a blogging book club. There are several books that are "hot" in my classes this year: The Hunger Games, by Suzanne Collins; The Boy Who Dared, by Susan Campbell Bartoletti are just a couple. I think my students would benefit from reflecting on their reading, and other students would like to read the comments and discussions. To go along with this, I think just an independent reading idea list would give those students not interested in reading the books being discussed in the book club the chance to participate in this online extension of the class room. The idea list would be more like an online book talk, complete with links to the author's homepage and links that would aid in comprehension. The students have started a list in the classroom, and I think the next logical and necessary step would be to take it online.

My past experience with using blogs for my classes is that they can be--to use a cliche--an inch deep and a mile wide. Maybe for the beginning, keeping the blog this focus can help improve the depth of the blog.

Welcome!

Welcome to all of my Walden U colleagues and to anyone who happens by! Thanks for joining me on this journey. I've started a couple of blogs over the past couple of years, but have abandoned them. This one, I hope to be different. I have visions of ongoing collaboration across borders, content areas, and grade levels. I am excited to get started and look forward to the thrill-ride that these technology classes promise to be. Most of all, I look forward to improving my classroom instruction and using technology more effectively in my class!

Let's begin!