Here is my response to unit 3 and the article by Tom March.
What ever happened to teaching, with kids, in a classroom?
I think that the easiest way to reach students is to get to know them better. If we talk to students and see what they are doing in their free time, we will be able to see what interests them. We can’t lure in the fish without knowing the right bait!
Students are using technology every day. For example, my son uses the internet to keep up with hockey teams, his favorite football team (Go Riders Go!), and his friends.
Younger students are on the “Webkins” website. Students love to interact with their peers using their cell phones and through online messenger. Can we find ways to use these technologies to engage them in learning? I think we have to.
The days of teaching, with kids, in a classroom are not over. They have changed. Flexibility is the key here. We need to be able to engage our students in learning by coming up with real-world problems and we also need to show them how sift through information to find what they are really looking for and find what is authentic. The classroom has become a place where learners are engaged in learning whether it is a face-to-face or an online classroom.
What’s the new job for teachers?
Our job then is to find out what our students are interested in, relate that to the curriculum objectives and find a real-world problem that will engage students in learning. It involves being creative and it involves knowing a bit about the web and technology. I say a bit because I have found that the students often know and are able to use technology. They find ways to use it to their advantage. I have learned a great deal from my students because I am not an expert at everything.
In our information processing class, I had the students design their own music video using power point. It is a bit of a tedious process getting the slides to line up with the music but they took pride in getting it right. I had some examples from what other students had produced to show them and that seemed to really motivate them. They were engaged from the beginning because they had control of the song, and the content. One student decided to put her music video together using “One True Media”. It was super! So in addition to the power point music video, many students decided to include their music video using the new program. The students showed each other how to use the programs and I was free to be able to help those that needed my direction. Everyone learned how to use powerpoint and some that were more advanced added the use of the new program. Am I an expert at using these programs? No. I know a little bit about them – enough to get them started. Were my objectives met? Yes, and then some. There was a whole lot of learning going on, and with not so much traditional “teaching” from me.
Our new job is to get past the idea that we need to be the “expert” and help the students realize that the they are not limited by what the teacher knows but by what they can learn from the web and their peers. We also need to know our students well so that we can design a program where they are engaged and focused on an outcome and not so limited to how they achieve it.
Tuesday, July 29, 2008
Concept Map - Assignment Two
Our concept map is finished. It has been great to be able to collaborate with my group members Shelley and Dawna. We used Google Docs to work together on our accompanying document. It was very efficient to be able to work on the document together. We used the chat room from Web CT to discuss our changes to the document as we went along. We used the highlighter to highlight the changes we made. This worked very well. The only problem was there were a few glitches with how we might see the font. One of us might see bolded print where another didn't. We rectified this problem by downloading the document to one computer, making any necessary changes and sending the document from there.
We used CMaps to make the map. I had some difficulty at first setting up the map for collaboration as I was putting it into the wrong public folder. Once that was worked out we were able to work on the map together. It takes a little time to learn how to use Cmaps but it is a very versatile tool because you are able to chat with each other while you work. Also you can change the file formate of the cmap as well as view it as a web page.
This assignment has given us a good start to creating the final product which will be a webquest for grade 9 social studies students. We are very excited about getting to work on this project. We are thinking we may use Google Docs again to post the web quest or possibly a wiki.
Angie
We used CMaps to make the map. I had some difficulty at first setting up the map for collaboration as I was putting it into the wrong public folder. Once that was worked out we were able to work on the map together. It takes a little time to learn how to use Cmaps but it is a very versatile tool because you are able to chat with each other while you work. Also you can change the file formate of the cmap as well as view it as a web page.
This assignment has given us a good start to creating the final product which will be a webquest for grade 9 social studies students. We are very excited about getting to work on this project. We are thinking we may use Google Docs again to post the web quest or possibly a wiki.
Angie
Thursday, July 17, 2008
McKenzie
Jamie McKenzie http://www.fno.org/grazing1.html
Is the future here? If yes, how is that the case (site examples)? If not, why not?
Absolutely, the future according to McKenzie is here. There are so many amazing sites to gain information from but we haven’t kept up with the future. Unfortunately some of us have actually dug our heels in and refused to go into the future. Our students are running along ahead and it is like we have just sat back in a sense and hoped that if we don’t look and we tell them not to go there – they won’t. Well it is time to open our eyes – they are there and unfortunately, without any guidance from us. Those students who have not had the opportunity to explore the future are at an extreme disadvantage globally and those that have dived in can be exposed to considerable danger.
I have gained some important information and ideas around the use of the WWW through these classes. As well, websites such as Media Awareness http://www.media-awareness.ca/english/index.cfm have helped me visualize what the use of technology in the classroom should look like and now I have an idea how to get there – but now the frustration starts when I start to discuss this with others. Some educators still refuse to believe that technology neeeds consideration and feel that students can get along just fine without it. David Thornburg says it is more important now than ever that we become involved in what our students are doing on the internet. It will be difficult to convince some that they need to get on board.
What do you think about his ideas?
I believe that we do need to start raising “Free Range” students or we will clearly suffer from what McKenzie refers to as info-hell.
How far away or close to this idea are we, in 2008?
I am optomistic that many of us are moving in the right direction and hopefully because of this others will be drug along. We may be further away from this idea than we would like. My concern is that the future is coming faster than we might think. I think that we will have to use the resources of the WWW to come up with ideas collaboratively to deal with issues that concern the safety of our students. It is not a time for a whole lot of individual work. We need to interact with others (students included) to make sure that we meet the future head-on rather than running behind.
I am on a bit of a rant!! Guess this must bother me. :-)
Is the future here? If yes, how is that the case (site examples)? If not, why not?
Absolutely, the future according to McKenzie is here. There are so many amazing sites to gain information from but we haven’t kept up with the future. Unfortunately some of us have actually dug our heels in and refused to go into the future. Our students are running along ahead and it is like we have just sat back in a sense and hoped that if we don’t look and we tell them not to go there – they won’t. Well it is time to open our eyes – they are there and unfortunately, without any guidance from us. Those students who have not had the opportunity to explore the future are at an extreme disadvantage globally and those that have dived in can be exposed to considerable danger.
I have gained some important information and ideas around the use of the WWW through these classes. As well, websites such as Media Awareness http://www.media-awareness.ca/english/index.cfm have helped me visualize what the use of technology in the classroom should look like and now I have an idea how to get there – but now the frustration starts when I start to discuss this with others. Some educators still refuse to believe that technology neeeds consideration and feel that students can get along just fine without it. David Thornburg says it is more important now than ever that we become involved in what our students are doing on the internet. It will be difficult to convince some that they need to get on board.
What do you think about his ideas?
I believe that we do need to start raising “Free Range” students or we will clearly suffer from what McKenzie refers to as info-hell.
How far away or close to this idea are we, in 2008?
I am optomistic that many of us are moving in the right direction and hopefully because of this others will be drug along. We may be further away from this idea than we would like. My concern is that the future is coming faster than we might think. I think that we will have to use the resources of the WWW to come up with ideas collaboratively to deal with issues that concern the safety of our students. It is not a time for a whole lot of individual work. We need to interact with others (students included) to make sure that we meet the future head-on rather than running behind.
I am on a bit of a rant!! Guess this must bother me. :-)
Tuesday, July 15, 2008
Project-based Learning
The issues raised about project based learning in the project based learning space http://college.cengage.com/education/pbl/background.html correspond with the discoveries I have made with a major paper I have been writing regarding the role of interaction on achievement in online learning. The research that I have explored support these agreements.
“Support is Essential”
According to research, feedback from the instructor is a key component of achievement in online courses. The type and consistency of that feedback is as important as the interaction itself.
“Questions Developed from Novice Learners are Essential”
These questions engage other learners in interaction. This type of interaction helps students feel supported and can build a learning community which is essential to achievement in online learning.
“Focus on Teacher Knowledge and Classroom Environment is Essential”
The way that a teacher designs and organizes a course will have a huge impact on the success of the course as well.
I really appreciated this video from the George Lucas Educational Foundation website. It shows how you can incorporate that learning interaction into the classroom. This particular example was for teaching math in the upper elementary grades. You can view it here. http://www.edutopia.org/math-social-activity-sel-video Also from the George Lucas website and on the topic of math Eeva Reeder talks about her experiences with project based learning and assessment. I appreciated all her comments. I wish somehow she could have got into more detail about how she got started with this approach as one of the responders to her article expressed.
All of this focus on project-based learning and interaction excites me. I really believe that this will work and I want to start coming up with ways to make this work in my classroom and then consequently share this with others.
Angie
“Support is Essential”
According to research, feedback from the instructor is a key component of achievement in online courses. The type and consistency of that feedback is as important as the interaction itself.
“Questions Developed from Novice Learners are Essential”
These questions engage other learners in interaction. This type of interaction helps students feel supported and can build a learning community which is essential to achievement in online learning.
“Focus on Teacher Knowledge and Classroom Environment is Essential”
The way that a teacher designs and organizes a course will have a huge impact on the success of the course as well.
I really appreciated this video from the George Lucas Educational Foundation website. It shows how you can incorporate that learning interaction into the classroom. This particular example was for teaching math in the upper elementary grades. You can view it here. http://www.edutopia.org/math-social-activity-sel-video Also from the George Lucas website and on the topic of math Eeva Reeder talks about her experiences with project based learning and assessment. I appreciated all her comments. I wish somehow she could have got into more detail about how she got started with this approach as one of the responders to her article expressed.
All of this focus on project-based learning and interaction excites me. I really believe that this will work and I want to start coming up with ways to make this work in my classroom and then consequently share this with others.
Angie
Sunday, July 13, 2008
Tapscott Quote
A Quote from Tapscott (1996) Growing Up Digital:
"Growing up is about learning. The Net Generation are beginning to process information and learn differently than the boomers.... The destination is different and so is the route the kids must take."
This quote made me think of Mark Prensky's work.
Mark Prensky tells us that our students grew up on the “twitch speed” of video games and MTV. They are used to the instantaneity of hypertext, downloaded music, phones in their pockets, a library on their laptops, and instant messaging. They’ve been networked most or all of their lives. They have little patience for lectures, step-by-step logic, and “tell-test” instruction. They are used to receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work.
This causes problems in education. We, as instructors speak an outdated language to a population that speaks an entirely new language.
In his article Digital Natives, Digital Immigrants, Mark illustrates that if we want to reach our students (he refers to them as Digital Natives) that we (the digital immigrants) will have to change. He talks about allowing random access to information rather than tasks in order, a quick academic pace, and movies rather than written instructions.
He claims that what kids are doing after school is preparing them for the future and it is these things that we need to pay attention to in our schools. In his article “Turning on the Lights” he speaks to four practices that will help us make education relevant for students and help prepare them for the future. In the article each of these is explained in detail:
1. Give the students opportunity to use technology in school.
2. Find out how students want to be taught.
3. Connect students to the world.
4. Understand where kids are going – that is, into the future – and help them get there.
This article is online and certainly an interesting read if anyone is interested. You can find it and others on Mark Prensky’s website. http://www.marcprensky.com/writing/default.asp
Another article that was just put out in edutopia last month by Mark is also very interesting. It talks about how important it is to get input from students as to what stimulates or engages them in learning at school. There are also several comments to this article that follow.
What do I think of all of this? I think we need some change. I believe that teachers are becoming aware of the fact that we need to prepare students for learning. The question are how and when do we let students use technology such as cell phones and ipods and the like? Can we come up with a solution to these issues? Do we allow students on You tube? Facebook? What will be the consequences if we do? If we don’t? I think we need to find a way to live in harmony with these technologies. I am ready to accept change. Now we just have to determine what exactly that will look like.
Angie
"Growing up is about learning. The Net Generation are beginning to process information and learn differently than the boomers.... The destination is different and so is the route the kids must take."
This quote made me think of Mark Prensky's work.
Mark Prensky tells us that our students grew up on the “twitch speed” of video games and MTV. They are used to the instantaneity of hypertext, downloaded music, phones in their pockets, a library on their laptops, and instant messaging. They’ve been networked most or all of their lives. They have little patience for lectures, step-by-step logic, and “tell-test” instruction. They are used to receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work.
This causes problems in education. We, as instructors speak an outdated language to a population that speaks an entirely new language.
In his article Digital Natives, Digital Immigrants, Mark illustrates that if we want to reach our students (he refers to them as Digital Natives) that we (the digital immigrants) will have to change. He talks about allowing random access to information rather than tasks in order, a quick academic pace, and movies rather than written instructions.
He claims that what kids are doing after school is preparing them for the future and it is these things that we need to pay attention to in our schools. In his article “Turning on the Lights” he speaks to four practices that will help us make education relevant for students and help prepare them for the future. In the article each of these is explained in detail:
1. Give the students opportunity to use technology in school.
2. Find out how students want to be taught.
3. Connect students to the world.
4. Understand where kids are going – that is, into the future – and help them get there.
This article is online and certainly an interesting read if anyone is interested. You can find it and others on Mark Prensky’s website. http://www.marcprensky.com/writing/default.asp
Another article that was just put out in edutopia last month by Mark is also very interesting. It talks about how important it is to get input from students as to what stimulates or engages them in learning at school. There are also several comments to this article that follow.
What do I think of all of this? I think we need some change. I believe that teachers are becoming aware of the fact that we need to prepare students for learning. The question are how and when do we let students use technology such as cell phones and ipods and the like? Can we come up with a solution to these issues? Do we allow students on You tube? Facebook? What will be the consequences if we do? If we don’t? I think we need to find a way to live in harmony with these technologies. I am ready to accept change. Now we just have to determine what exactly that will look like.
Angie
Teaching Perspectives
Overall my scores on the TPI test http://www.teachingperspectives.com/ are that Nuturing is my dominant teaching perspective at a score of 42. I truly believe that without a good self-concept there is very little learning. This is followed closesly by Apprenticeship at 39. I believe that an effective way to learn is through association and collaboration with others. It is a social constructivist viewpoint and I am not surprised that this score is very high. Most of the scores are in the 30 to 40 range except Transmission which is a recessive perspective for me at 26. Developmental seems to be my back-up perspective at 35 which is not surprising as I believe that this is the constructivist beliefs building in my perspective.
When I look at the subscores for Beliefs, Actions and Intentions I find that for the Transmission perspective they are very wide. I think that my beliefs are changing and yet I think that my practise has not so much yet. This is a bit of a concern for me as I want to be able to correspond what I believe and what I intend to do into action in my teaching practise. I am thinking that part of the problem is the system that we are forced to teach in. For instance, evaluation that insists that we give exams means that students will have to master the content in a way that I do not believe is effective. I would much prefer to have a project based learning environment where students show how they can work together to solve problems but at some point students must write that almighty departamental exam. I think all educators wrestle with this issue to some degree. All the other perspectives show that my Beliefs, Intentions and Actions are aligned. My highest intentions and beliefs are in my dominant perspectives. I think that this is good but I need to give more attention to my actions or my beliefs and intentions when it comes to the transmission perspective.
I agree with the results of this inventory because when I read the summaries of my dominant perspectives I know they align with my thinking. According to the subscores, this corresponds to what I do in the classroom. It is interesting though because the last time that I took this test was in May of this year. Transmission and Social Reform perspectives have gone down. Transmission has gone down a lot (from 32 to 26)! I am not surprised at the social reform perspective because my belief is that if we change the individual we in turn effect the society but what has changed my perspective when it comes to transmission? If anyone has any ideas about what might cause this shift, I would like to hear them.
I think I shall take the test again soon to see the results. I want to use this with my staff in the fall so that they might begin to see their perspectives. It would be nice for the whole staff to do this inventory again in the spring to see how their perspectives might change after a year of professional development.
When I look at the subscores for Beliefs, Actions and Intentions I find that for the Transmission perspective they are very wide. I think that my beliefs are changing and yet I think that my practise has not so much yet. This is a bit of a concern for me as I want to be able to correspond what I believe and what I intend to do into action in my teaching practise. I am thinking that part of the problem is the system that we are forced to teach in. For instance, evaluation that insists that we give exams means that students will have to master the content in a way that I do not believe is effective. I would much prefer to have a project based learning environment where students show how they can work together to solve problems but at some point students must write that almighty departamental exam. I think all educators wrestle with this issue to some degree. All the other perspectives show that my Beliefs, Intentions and Actions are aligned. My highest intentions and beliefs are in my dominant perspectives. I think that this is good but I need to give more attention to my actions or my beliefs and intentions when it comes to the transmission perspective.
I agree with the results of this inventory because when I read the summaries of my dominant perspectives I know they align with my thinking. According to the subscores, this corresponds to what I do in the classroom. It is interesting though because the last time that I took this test was in May of this year. Transmission and Social Reform perspectives have gone down. Transmission has gone down a lot (from 32 to 26)! I am not surprised at the social reform perspective because my belief is that if we change the individual we in turn effect the society but what has changed my perspective when it comes to transmission? If anyone has any ideas about what might cause this shift, I would like to hear them.
I think I shall take the test again soon to see the results. I want to use this with my staff in the fall so that they might begin to see their perspectives. It would be nice for the whole staff to do this inventory again in the spring to see how their perspectives might change after a year of professional development.
Friday, July 4, 2008
Multiple Intelligences Discussion
When I took the multiple intelligences test I discovered that I stilll have a profound strength when it comes to musical intelligence. This is not surprising but even though this intelligence has been so developed, I have spent very little attention to it in the last few years. This is because I have been so involved with my studies and my work at school. I yearn for the day when I will again have time to rehearse and perform, even to sit down and watch Canadian Idol!!
I know myself very well. I have great intrapersonal skills. I am very hard working and find that once I start something, I will not quit until I am finished. The good thing about this is that I know I will get done. The not so great thing is that it may not get done as efficiently as it could because I don’t know when to quit and take a break so that I can be more productive. Thus, I have put my music on a hold until this masters program is complete. It is the way I roll.
I have done these types of intelligent tests with students before and usually I am not surprised about the results but once and a while I am surprised. Sometimes students don’t get an opportunity to show their intelligence. It is the nature of the traditional classroom that doesn’t allow the opportunity for a student to express his or her true strengths. I know it happens and I believe it is wrong.
I want so badly to teach in a way that all students will get an opportunity to use their strengths and develop their weaknesses. I believe we all do and it is complex when you have been taught yourself a particular way and you have been teaching that way for a long time. I have always believed in the MI theory. I found the story about Jamie very inspiring. If you didn’t get a chance, read it. http://surfaquarium.com/jamie.htm I plan to use it at the beginning of the year next year with my staff. I also appreciated everything that Walter McKenzie has to say. He may be my new teaching hero!! :-)
I know myself very well. I have great intrapersonal skills. I am very hard working and find that once I start something, I will not quit until I am finished. The good thing about this is that I know I will get done. The not so great thing is that it may not get done as efficiently as it could because I don’t know when to quit and take a break so that I can be more productive. Thus, I have put my music on a hold until this masters program is complete. It is the way I roll.
I have done these types of intelligent tests with students before and usually I am not surprised about the results but once and a while I am surprised. Sometimes students don’t get an opportunity to show their intelligence. It is the nature of the traditional classroom that doesn’t allow the opportunity for a student to express his or her true strengths. I know it happens and I believe it is wrong.
I want so badly to teach in a way that all students will get an opportunity to use their strengths and develop their weaknesses. I believe we all do and it is complex when you have been taught yourself a particular way and you have been teaching that way for a long time. I have always believed in the MI theory. I found the story about Jamie very inspiring. If you didn’t get a chance, read it. http://surfaquarium.com/jamie.htm I plan to use it at the beginning of the year next year with my staff. I also appreciated everything that Walter McKenzie has to say. He may be my new teaching hero!! :-)
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