Week 15: Brave New World-Wide Web

I think the video presented to us for the final week of the course was a great summary of what this course was all about.

In my opinion, it is a great "selling point" on the use of technology in the classroom.  My favorite line, can you teach without technology?  Yes, but why would you want to?

Throughout this course, we have been exposed to many valuable tools and resources to use in our classrooms.  How easy will it be to apply all of them.  For many, as simple as it would be to use their classroom text.  For others, it may be a struggle for various reasons. 

Availability of technology in district may be one.  Cooperation of administration might be another.  However, whatever the obstacles might be in putting these resources to work, thanks to this course, we have been empowered to take our teaching and instruction to the next level.

Week 15: Inclusion Video

The "Inclusion Video" we watched this week, was a re-visit of a video from Brian Crosby in week 9.  When I posted my reaction to the video for that week, this happened to be the part that I mentioned. 

This video came from the students' perspective of what Brian did with the class.  I think the students did a great job explaining how and what they used skype for in their classroom. 

I wish more districts could...or would take technology to that level, especially if there are students in need.

Teaching and Learning: KWL

A few final thoughts on "Teaching and Learning in a Networked Classroom:

What did I Know:
This being my final course in my Master's In Online Teaching and Learning through Plymouth State University, I thought I knew it all.....was I surprised!
I do have to say that I did come into this course with many, many resources that I picked up from my other courses. I have most of them bookmarked, and organized (I think for now) at my Diigo account.  I knew of many of the struggles that many districts face in getting to implement the Web 2.0 tools that are out there!  I knew of them, because when I first started the series of courses, my district was one of them.  I learned along the way how to help convince my district that these tools are not only valuable to the teachers and the students, but they can be valuable to the community as well.  These tools can help our staff and students reach the community and help bridge the gap between the community and the schools.  Not to mention...most are FREE!  (I think that part helped)

What did I want to know when I started this class?
Going by the course description, I was hoping I would be given even more resources and practical uses for them in my classroom.  I was also looking for ways to help reach some of my colleagues to try to get them on board.

What did I learn?
I learned how to create a podcast/screencast.  I had been given the resources in my previous classes, but never took the time to get to learn how to use them.  I have to say....A LOT easier than I feared!  I created my screencast using Screencast-o-Matic.  The requirements for the course were simple, basically could do whatever we felt comfortable with...which helped a lot!  So, I presented a tour of my class wiki, which also served as my final project for the course.

Also, I utilized blogging more than any other online course that I have taken.  I have to say, it took some getting used to..."talking" to people who really aren't there...nevermind babbling about yourself at times.  I liked the format much better than a "final paper". 

Great experience for my final course!  :)

Week 11: Chapter 5

What is a lifelong learner?  You would think that one who plans on dedicating their life to educating others (at any level) would be eager to learn more themselves.  Unfortunately, this is not always the case.  Professional Development is a struggle for many districts, administrators, and educators for many reasons.  Time, money, and resources are a few of those reasons.  So, how does one overcome these obstacles so that those in charge of learning, can learn themselves?

According to Web 2.0 New Tools, New Schools districts/administrators, those in charge of creating PLC's and Professional Development for teachers and staff should follow some guidelines to create quality, useful professional development opportunities.

1.  Create Effective Programs (p. 102)

• Participant's reactions:  Evaluate the programs offered.
• Participant's learning:  What are the participant's beliefs toward teh topic?
• Organizational Support:  Do they have the tools, services, and policies to support the training.
• Participant's use of new knowledge:  Did participants implement what was presented? 
• Student Learning:  Did Professional development improveme student learning?

2.  How do districts encourage participation? (p. 105-106)

• Create a trusting environment:  involve all memebers
• Eliminate confustion:  Make clear the purpose of the PLC, what will be gained by participation?
• Create dialogue:  Provide a venue for communication, short bios, questions, discussion boards, and chat.  Create a place to share resources.
• Have teachers share:  Allow for brainstorming.  Show-and-tell sessions.
• Give contructive feedback:  provide venue for feedback and reaction within the community.

Lets face it...the professional development used to be classroom management, record-keeping and discipline.  Don't get me wrong, these things still exist, and they are important, and there can be time for that in PLC's.  But, the times ARE changing.  The technology is what is scaring many of our educators.  There is strength in numbers...if we want our students to work together, why can't we work together to overcome our "fear of technology"?

Week 11-PLN

Day after day, week after week, my supervisor sends us link after link.  Hard to keep track of indeed.  I would just bookmark them into my favorites or email them to myself from my work computer, and IF I had time I would explore them later on.  Then, eventually I would add them to my delicious account, then they wound up on my Diigo account. 

Lunchtime, it became a running joke of how many links, emails, and resources we recieved in a day or a week.  Don't get me wrong, the resources for the most part a great.  (In my eyes at least)  This is only because I am into that sort of thing. (Online tools, and Web 2.0)  What I noticed during conversation with my colleagues was that they were having difficulty keeping track of everything, especially if our Supervisor asked us to reference it at some point, things were getting lost in the shuffle.  I recommended delicious and diigo to my co-workers, and many commented that "they just didn't have time for that".  So, with my Supervisors blessing of course, I created a network for our district's math and science departments.  Check it out . 

When I first sent the invitations, no one was responding, they thought it was going to have to be "just one more task to do, and keep track of".  Finally, my supervisor bought into it, checked it out, and having the invitation coming from him, I had a few new members.  I think once those that did join realized it was just a place to house all of those resources he was sending us, and there was nothing they needed to do but have access to it, they bought into it as well.

Not everyone has accepted my "invitation", but hey...it's their loss!   :)

Week 9: Outside the Box

Brian Crosby, a teacher of "almost 30 years" presents his "Back to the Future", project-based learning classroom.

The one quote that sticks in my mind from this video is that we need to "Empower kids to become learners, we have taught kids how to be taught, now we must teach them how to learn."

This statement is a great summary of this week's lessons.  We have so many tools (most of them free) available to us as educators, that we no longer have an excuse not to reach every child in our classroom (and beyond our classroom).

"We have to help our students build a schema for the world, and not race them through school".  All through this week's readings and videos, the one overall theme is that collaboration, and connectivitiy are the key to success for our students.

My favorite part of this video, was the introduction of the class to Celeste!  Living with Leukemia she was not able to attend school because of her immune system.  The district it seemed wanted to have her home instructed, Brian decided otherwise.  What an awesome way to reach a child.  The class was skyped to Celeste, and it seemed to me like she was part of the class from day one.  Loved the way the students included her in the class picture!

This goes to show, that the possibilities are endless!



Week 9: "Unlocking the Toolkit"

Should public schools open up access to all web2.0 tools, including allowing students to blog, or watch youtube videos?

In the blog "Reinventing Project-Based Learning", Suzie Boss introduces an article in Edutopia about "Unlocking the Toolkit" and how safe is to safe?  The "Tool Kit" being discussed is Web 2.0 and online resources.

How many times have you been surfing the net when you come across inapproriate materal accidentally by typing .com instead of a .org? These mistakes can seem innocent, but can lead to big problems in a classroom and in doing internet research/activities with students.  Web filters and firewalls do a great job in preventing such "accidents" whether it be intentional or not.  According to the "Children's Internet Protection Act" it is a district's responsibility to protect its students/users from being subject/accessing inapropriate visual depictions of material that is obscene, pornographic, and harmful to minors.  Filters and Firewalls not only help with this, they often hinder useage of any site that may contain a keyword that can trigger material of such a nature.  So, how do we go about utilizing the valuable, and necessary tools, while maintaining a safe learning environment?

"Befriend the Keymaster"
"Knowing who holds the keys and establishing a good working relationship with that person is one strategy for unlocking the Web 2.0 toolbox. Technology staff, not instructional experts, typically make decisions about Internet filtering."  Also, it is important that you are prepared to justify the useage of any site that might be currently blocked by your district.  Being able to explain the instructional purpose of any site can help you get things done and available!

"Innovate in Safe Places"
Often, teachers do not use Web2.0, software, or any new application out of fear of the unknown.  I don't know of too many teachers who are willing to go out on a limb with technology.  Comfort-level has a great deal to do with the successful use of technology in the classroom.  A "virtual sandbox" is a great way for teachers to become comfortable with any new application they are asked to use.  They provide a safe-haven where teachers can explore, and experiment with the software without fear of getting lost in front of the class.  Also, without having fear of "messing things up", and not being able to fix or undo what they have done. 

"Teach Digital Citizenship"
It is my feeling that the earlier students begin to use technology, the more comfortable they will be.  There have been many times in a class where I have been using a new application with my class (I am the type that is not afraid to dive in) and I have hit a roadblock.  I am never surprised to see that there are students who can not only help, but are excited to find out that "they knew more than the teacher".  It gives them a GREAT FEELING.  However, there have been times when my students feel that they know all there is to know about technology, and they don't need to be told how, when, where, and what to use.  This is the wrong attitude.  Just as it is a distrcit's job to provide security with filters and firewalls, it is my feeling that a district has a responsibility to teach its staff, parents, and students "Digital Citizenship, Netiquitte, and Internet Safety".  There are countless resources out there.
http://www.digitalcitizenship.net/
http://www.digitalcitizenship.net/uploads/1stLL.pdf
http://www.netfamilynews.org/2010/04/help-for-teaching-digital-citizenship.html
http://kidshealth.org/parent/positive/family/net_safety.html
http://www.fbi.gov/stats-services/publications/parent-guide/parent-guide
http://www.netsmartz.org/Parents
http://www.albion.com/netiquette/corerules.html

"Advocate for Access"
Finally, once everything is in place, the security, the training, the comfort-level, and the curriculum, comes the biggest issue...Access.  This brings the question of equity.  Who choses who gets what and when?  It is true that we have come a long way in terms of providing equal opportunities for access...but it goes without saying that we have a long way to go.

Week 9: Chapter 8: "Systemic Issues"

This chapter of "Web 2.0: New Tools, New Schools"  discusses the challenges of incorporating Web 2.0 tools into schools/districts, and what the advantages of overcoming those issues/challenges can be for the staff and students of the district.  "Web 2.0 tools offer opportunities to address challenges in new ways, based on what research shows us about the way learning occurs." (p. 160)

For example, English Language Learners (ELL students) have been a growing population in the U.S..  In fact, "by the year 2025, the ELL population is expected to make up one out of every four students." (p. 160 U.S. Department of Education, 2006)  Research has shown that a second language is best acquired through meaningful engagement.  (p 161, Gersten & Baker, 2000).  What is a better way to "engage" a student, then to use technology.  Better yet, use technology in a cooperative learning environment.  Some of the examples the text has given for such situations are Blogging, and Podcasting.  Both of these tools give students (and teachers) an opportunity to communicate through the written word and through audio/video.  These methods address different leaning styles without a doubt.

Another population discussed in this chapter who can benefit from web 2.0 and "open-source" applications are students with special needs.  It has been discussed that "students with disabilities have a greater need for accessing technology than do their non-disabled peers". (p. 163, Hasselbring, 2001)  The "multimodality of tools allows students to learn in ways that best meet their learning styles." (p. 163)  The problems arise, however, in districts with funds, availability, staff training, and time to incorporate such tools. 

This brings up the challenge of "equity and the digital divide."  It has always been a challenge, and most likely will remain to be for many districts on how to provide an equal opportunity to learn and achieve.  The fact of the matter remains that there are going to be students who simply can't afford and do not have access to the same kids (if any) technology as other students.  There are solutions such as "One Laptop per Child" and open-source software and tools, but will these resources solve the problem of equity and availability for our students?  There are ways to bridge the gaps, but can there ever be true equity and can we ever overcome the "digital divide?"

Week 8: To Collaborate or Not To Collaborate

What are the obstacles of Collaboration, and how do we overcome them, both in our classes (with students) and among our Professional Learning Communities?

In the Classroom:
I think within a classroom setting, there can be different types of collaboration, it is a matter of when and for what it is appropriate.

It goes without saying that Collaborative Learning has tremendous benefit for both the student(s) and the teacher.  Students can benefit from collaborative learning in a variety of ways.  For one, there are many students, when given an opportunity, love to express their thoughts, ideas, and opinions on their thought process and love to show of their problem-solving skills.  It gives them a chance to communicate with their peers.  However, for the student who might be easily intimidated, or "laid back" may not excel in this type of environment.  They may feel like their opinion matters or they might not be knowledgeable enough in the topic to feel confident to contribute to the discussion.

Here are many reasons that can outweigh the down-side to collaborative learning:
Small groups provide a place where:

• learners actively participate;
• teachers become learners at times, and learners sometimes teach;
• respect is given to every member;
• projects and questions interest and challenge students;
• diversity is celebrated, and all contributions are valued;
• students learn skills for resolving conflicts when they arise;
• members draw upon their past experience and knowledge;
• goals are clearly identified and used as a guide;
• research tools such as Internet access are made available;
• students are invested in their own learning.

http://www.thirteen.org/edonline/concept2class/coopcollab/index.html

Here are some of the challenges one might face with collaborative work:

• Group Conflict
• Noise Level in the classroom
• Cohesiveness of the group
• "Officiating" group interaction

Here are ways to HELP yourself and students be successful in Collaborative work!

Professional Learning Communities:

What are some of the benefits of Professional Learning Communities and Collaboration among professionals?

For Staff:

reduction of isolation of teachers.

increased commitment to the mission and goals of the school and increased vigor in working to strengthen the mission

shared responsibility for the total development of students and collective responsibility for students' success.

powerful learning that defines good teaching and classroom practice and that creates new knowledge and beliefs about teaching and learners.

increased meaning and understanding of the content that teachers teach and the roles they play in helping all students achieve expectations.

higher likelihood that teachers will be well informed, professionally renewed, and inspired to inspire students.

more satisfaction, higher morale, and lower rates of absenteeism.

significant advances in adapting teaching to the students, accomplished more quickly than in traditional schools.

commitment to making significant and lasting changes and higher likelihood of undertaking fundamental systemic change.

For Students:

decreased dropout rate and fewer classes "skipped".

lower rates of absenteeism.

increased learning that is distributed more equitably in the smaller high schools.

greater academic gains in math, science, history, and reading than in traditional schools.

smaller achievement gaps between students from different backgrounds.

Ref:  Hord, S.M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin: Southwest Educational Development Laboratory.

Some of the obstacles may be difficult to overcome. 

Such as:

• Common Planning Time
• Release Time
• Resources
• Funds for resources

As you can tell, the benefits definitely outweigh the difficulties of creating such a collaborative environment.

Week 8: Connetctivism vs. Constructivism

To summarize, Connectivisim is a learning theory that we gain our knowledge from others and the world around us.

"The biggest question in my mind is whether the theory is powerful enough to have a real impact on main stream education. I see a lot of potential obstacles, especially with younger children." 

This is a great queston.  How much experience and "connectiveness" can young children have?  Can Connectivism be successful with very young children?  I believe that it can.  What is wrong with asking young children "What they think?"  "What are your experiences?"  "Have you been in that situtaion?"  These are just some examples of questions that can be asked to get young students to start thinking for themselves and communicating with one another.  Learning can take place at all levels, one needs to provide the appropriate tools for the appropriate age and ability level. 

Do you consider it "cheating" if students are working together to find solutions to problems?

I think there needs to be a balance between helping one another and finding out things, and thinking on their own.  There are times when it is important that students communicate and solve problems together and learn how others think and rationalize.  However, there are times when it is important that students know how to think things out for themselves.

How can we influence the educational system in the United States or even our own school district to embrace connectivism? Should we?

I think that we can be a more successful society if we learn to work together, and with others (especially globally).  Aren't two heads better than one?  :)

The New Learning Pyramid from the National Training Laboratories shows that the "Participatory Teaching Methods" result in the highest retention rates.  Meaning, we learn and remember more from Group Discussion, Practice, and Teaching Others.  It is important to incorporate all Methods to ensure that all learning styles are met.

Webinar Review: "Digital Nation-Education in the Digital Age"

This Webinar was an interview of Rachel Dretzin-PBS Frontline Producer conducted by Steve Hargaden of Classroom 2.0, discussing her new project "Digital Nation".

Here is the projects introduction video:

This webinar was helpful in pointing out a few videos that I found interesting that I would love to share with you.  They highlighted many valid points and raised many questions that I have had, and still struggle with.

Is it Multi-tasking or Distraction?:

Here are a few questions that came to mind:

1.  Do we, as educators (no matter what level) have to just accept the fact that "digital natives" do this during our classes?

2.  Where do we draw the line?

It is true that we ("Digital Immigrants") had our version of multi-tasking...such as taking notes during a lecture (by hand of course), or maybe even making our shopping lists and "to-do" lists during lectures, but is the new form of multi-tasking becoming more a distraction?

3.  Yes, our students are different, and need to be stimulated, but how does an educator prevent the technology and the need for stimulation from driving the course and the content?

The other video, that focuses on the positive side of this new "Digital Nation" is a Video clip of "Bubbe":

Now, if at 83 years of age someone can "immigrate" into the Digital Nation, why can't we.  Yes, like Bubbe we still long for a "voice call", a hand-written letter and an actual face-to-face visit, but if you can't beat em...join em!  It seems that Bubbe's life has been enriched in such a short period of time, imagine what it can do for us and our children if used the right way!

Needless to say, this webinar has introduced me to a brand new resource and given me access to so much more useful information on many different points of view of our "Digital Nation"!

My Screencast

Ok, well, I did it.  My first Podcast/Screencast.  It wasn't as bad as I thought.  The toughest part, figuring out what to do.  I am just starting to get used to blogging/rambling about things when it feels like no one is "listening", nevermind doing a presentation that you wonder who will be watching or even care.

At least I'm not in front of the crowd!  :)

I created the screencast using Screen-cast-omatic.  Very user-friendly.  I discovered this site in a preivious course I took at Plymouth.  I hope you enjoy!

Week 6: Whose Driving?

So, you have this wonderful idea for a project.  Students working in groups (collaborating), doing research, collecting data, taking surveys, analysing data, and presenting thier product to the class.  Sounds like a great plan...but according to the new 21st Century Learning ideas, there is one thing missing from your wonderful list...TECHNOLOGY!

How will they work in groups?  How will they conduct their research?  How will they collect data, take surveys, and analyse their data?  Finally, how will they present their masterpiece?  There are tools to help educators and students for each aspect of this "project" that you have in mind.

Online Collaboration Tools:
An example of this:  Edmodo Edmodo is a free and secure social learning network for teachers, students and schools. Edmodo provides classrooms a safe and easy way to connect and collaborate, offering a real-time platform to exchange ideas, share content, and access homework, grades and school notices.  Students use MySpace and Facebook on a regular basis.  They are used to communicating and sharing videos from youtube and sites that they find.  Why not do it in a safe, controlled environment. 

I want to share with you a list of free online collaboration tools.  There are countless resources that educators and students can use.  These are just some of them.

Conducting research:
The web is nothing but research...research at your fingertips.  It is extremely vital that the teacher be specific in the sources they want their students to use.  Perhaps a good idea would be to narrow the students options by giving the students a list of sites they want them to use.  If they feel brave, the teacher can let the students venture the net on their own. However, it is important that the students realize that just as a written/hard copy of any project, report, or research assignment that student note their sources (web sites).
Here is a list of research sites (to name a few)
http://www.archives.gov/research/start/online-tools.html
http://www.readwritethink.org/classroom-resources/student-interactives/
http://www.noodletools.com/

Analysing and discussing Data:
How will students analyse their data.  Compare, and organize what they have discovered.  Especially if they are in groups, and not in the classroom.
Google docs is one example of how students can share spreadsheets, word documents and files and make changes based on their analysis.
Office live workspace:  Access, edit and share documents from anywhere.
Keep and Share might also be useful in classroom settings.

Presentations:
Prezi:  Presentations have not evolved much in the 50 years since the slide was invented, but Prezi is changing that. Prezi lets you bring your ideas into one space and see how they relate, helping you and your audience connect. Zoom out to see the big picture and zoom in to see details — a bit like web-based maps that have changed how we navigate through map books.

Zoho Show: The online tool for making powerful presentations.Whether you are a professional, a teacher, a student, a businessman, a salesman or anyone looking to put together a cool presentation, you have come to the right place. Zoho Show's pre-built themes, clipart and shapes coupled with features like drag-and-drop makes it an easy application to use.

Wikispaces and PBWorks: As in many cases, it is nice to have ONE place where students can communicate, collaborate and present all in one place...A wiki might be the answer.

I have listed for you MANY resources to utilize and consider...the most important thing to keep in mind..it should be the project that drives the tool...not the tool that drives the project.  You want to choose user-friendly and appropriate technology for your students.  The idea is to make them comfortable and confident, not stressed and defeated by the technology!

Enjoy!

Week 6: Chapter 3

This week's reading gave me some GREAT resources.  Chapter 3 in "Web 2.0-New Tools" focused on just that.  New tools that are being used in the classroom or as resouces for teachers to network with colleagues and educators around the world.  In fact, many of those resources I have added to my Diigo library this week!

Many of the tools, such as this (Blogs) and wikis (wikispaces) I have been using for my own personal use, and with the classes I teach.  What do I like most about the tools featured in this chapter?  They are for the most part...FREE!

What is the biggest problem with many of the tools featured in this chapter...TIME!  I love the fact that there are many open-source items out there..but where do we find the TIME to self-teach/learn how to use them?  And..the bigger question..how do we know when it is best to use what tool?  (This will bring me to my next posting.) 

Also, if we as educators need to spend a lot of outside time learning these tools and how to apply them properly and effectively to our lessons, how long will it take our students to learn them and be comfortable with them in class, completing projects.  Just because they are the "digital natives", that does not mean they will be comfortable using every piece of technology.  And, if they are not comfortable, how will this effect their project/assignment outcome?  Will they be so stressed about using/learning to use the tool that they will lose focus on the assignment at hand?

Overall, I am glad I took the time to read this chapter.  If anything it gave me more resources for my library, and it has raised new questions in my mind...

If we, the self-disciplined, self-motivated, and life-long learners don't have the time and get frustrated with the applications of all of these tools...how can we expect our students to embrace them?

Week5: Social Bookmarking and Readers

Whe I was first introduced to social bookmarking through Delicious for one of my grad courses, I viewed it as another thing to log into.  Something else to keep track of.  Why couldn't I just use my "favorites"?  I already had a huuuuge list of links saved into my favorites on my desktop at home, and even more on my laptop.  As I went through the course and was introduced to so many web tools and sites, I began to see the NEED for a social bookmarking site.  There were times when I wanted to work on my class away from home, and of course I didn't have my desktop, and my laptop was not available, or the particular site had not been saved on my laptop.  There was a time when I did get a little creative and emailed the links to myself, but that became a little out of hand as well.  I started to have to many emails and I had to dig through the emails to find the right link that I sent to myself.  So, I broke down and setup my first Delicious account.  At first I found it a little confusing.  Not the bookmarking part, but the "Tagging" part. I didn't know what to Tag it as, and how would I remember what I tagged it as to find it later?  I still struggle with this today as part of organizing my links.  But I have to say that this tool has helped me tremendously.  Especially moving through my online grad courses! 

I have recently transferred all of my Delicious bookmarks over to Diigo.  What I have liked about diigo is there are groups and networks that can be formed and joined so you can connect with those with the same interests.  This makes finding resources even easier.  I wish I had more time to search through and connect with more people, there just doesn't seem to be enough hours in the day.

Another tool that I have recently been introdued to is "Google Reader".  This has been amazing!  I have been getting more and more into the Blogging world and reading posts and articles that have RSS feeds.  I had been saving the links to the sites (even so much as putting them into my bookmarking account(s)) and clicking the links daily and logging to my blogger account to see if there were any new postings.  This was becoming time consuming.  I would go through all that I was following to find out that half the time there weren't any new posts daily for many of the articles.  Google reader, along with other RSS feed programs makes my life so much easier.  I like google especially because I have many things "housed" there and I only need one account login and password.  (Things are getting out of hand with logins aren't they?)

Overall, with the class I am taking I have found many useful tools.  Some are replacing the old tools that I have been using, and many are making what I am already doing better!

Been a great adventure so far.

Week 5: Digital Natives vs. Digital Immigrants

Who are  Digital Natives?  And how do they compare to Digital Immigrants?  Which one of these groups do you fall into?

Marc Prensky's article:  "Digital Natives, Digital Immigrants" (2001) presents a clear outline of the characteristics of each of these classifications.

I am without a doubt a Digital Immigrant.  His article describes the difficulties that "Immigrants" have in adjusting their "norms" to meet the ever-changing needs of the Natives.  As educators, it is our responsibility to meet the needs of our students in the classroom (in terms of the curriculum that we teach), so why is it not our responsibility to meet their needs in ways they can relate to?    Prensky states: "Our students have."

changed radically. Today’s students are no longer the people our educational system

was designed to teach

So my question, why are so many unwilling to change the system?  Is it simply because it would require: time, money, extra-effort, and perhaps continuing education on the part of the educators?  Or, could it be a deeper issue...FEAR?

It is true that there is still a great number of "Digital Immigrants" teaching our "Digital Natives".  It hasn't occured where the "immigrant" population has caught up in numbers to the "native" population to where natives are teaching natives.  There are many senior, experienced teachers who are in the classroom who also happen to be "Digital Immigrants".

So, it is my feeling that the "immigrants" need to adapt to the new environment.  I mean, check out the definition of immigrant itself! "A person who leaves one country to settle permanently in another???
This leads me to believe that "Digital Immigration" means the the "Digital" part is here to stay.  I do realize that people in general for the most part can be afraid of change...but as educators, we should embrace differences and change.  So, guess what, this is going to require W-O-R-K on our part.

In Prensky's article, he says that Immigrants never truly lose their "accent".  (p. 2) For example, a Digital "accent" would be printing emails to read them, having face-to-face meeting instead of using Skype .
There is nothing wrong with this, the problems occurs when the immigrants refuse to incorporate, or transition into the use of technology in their daily lives.  "The single biggest problem facingour Digital Immigrant instructors, who speak an outdated

education today is that

language (that of the pre-digital age), are struggling to teach a population that speaks

an entirely new language."  (Prensky, p. 2)

I have to admit, when I began teaching my first online course with VHS I had never taken an online course, let alone teacher one.  This was a scarey

I feel that I am passing the status of Digital Immigrant...and am becoming a "Permanent Resident"!

Week 3: Portal to Media Literacy

The videos this week have truly confimed and justified my feelings about technology in the classroom.  "Portal to Media Literacy" described how technology and 21st Century Skills can turn a traditional topic into a Global Awareness/World Literacy lesson.  My question, could this have been accomplished without the use of technology?

The survey conducted by the instructor was a little of an eye-opener for me as well...It was interesting to see that students (esp higher-ed) felt that they wanted to learn, loved learning, but were not satisfied with the methods used.  Now, if these students, the ones who WANT to learn were unmotivated, and displeased, I can imagine how students at the High School and Primary levels feel.

I recently read a survey conducted by the University of Minisota "21st Century Students Technology Survey" results and analysis.

P. 29 Begins the analysis of the open-ended questions.  A few of the question answers shocked me.  For example:
Many students use social networking sites (such as Facebook, MySpace, Bebo, Orkut) to keep in touch with friends and acquaintances. If you use such a site, how would you feel about efforts to integrate that site into your academic experience – seeing announcements from your classes in Facebook, for instance? This question was included in the survey because of the recent and very rapid rise in the popularity of social networking sites (SNSs) among college students. That popularity has led many instructors and administrators to wonder how these sites could be leveraged so as to improve students’ academic lives.23The general student attitude toward this proposal is very clear, however:
"No. That would not be ok. Those sites are for pleasure outside of school. I would not want that incorporated."

"Facebook is for fun, family, and friends – not for school."

"I think it would be weird since these sites… are strictly social sites. Not only would I not want to deal with school things on a site that I use to keep up with friends in my personal life, but I would not want instructors to be able to look at my profile. I would be very uncomfortable with this."

"Announcements could be useful, but I wouldn’t necessarily want my professors and classmates to have access to my personal information on those sites. So, if there were some way to separate that, it might work."

QUESTION 23In the past, some students have expressed the concern that their professors do not make good use of educational technology. How could your professors improve their use of educational technology in the classes you have taken? Student responses to this question revealed the tendency among University students, manifested elsewhere in the survey results as well, to see educational technology’s primary function as content delivery. The responses leaned strongly in favor of using technology to provide PowerPoint slides or professors’ lecture notes online for class make-up or exam review: "I think that if a professor uses PowerPoint or other slideshows, that they should put it on WebVista after... when they are going quickly in class, it is amazing to go to WebVista and find the lecture on PowerPoint to get points that i missed or Further themes in the responses included:
• using technology for administrative functions (posting grades and syllabi online)
• never using technology for its own sake
• using technology well (i.e., uncluttered slides, well-organized Web sites, not reading from PowerPoint slides)

"Think of creative ways to include... audio, visual materials and use Moodle to improve and facilitate communication among students."
"PowerPoints are NOT effective when there is nothing but words covering a slide."
"We are all in college, and we all know how to read. Professors should never read their slides to us."
"By only using it [educational technology] if it’s USEFUL. Don’t just use technology to be using it."
"Education technology is good - in moderation. Many professors lean WAY too heavily on PowerPoint presentations and when someone
After reviewing their analysis and results, here is what I have summarized.  Students don't always want you to use the tools that they value as entertaining and use outside of school in their learning experience.  What I got from this was like, "you were ruining their fun".  It is ok for them to have technology as entertainment, we don't have to take everything away from them.  They know they can use it to communicate around the world, why force them?

Also, don't use technology just for the sake of using it.  This goes back to a previous posting.  As an educator, it is our job to know our audience.  It is our job to know our curriculum.  It should also now become our job to use technology responsibly.  Not just for the sake of using it.  We need to pick the right tool for the right lesson.

A great way to do that...Professional Development.  We entered the profession of education, hopefully because we like learning...so why not learn something...?
stops them to ask a question, they get frantic because now they are behind on their slides. I think PowerPoints make class structure sometimes too rigid and don’t allow for as much creativity or flexibility that is necessary in classrooms to facilitate learning."
to review for tests."

PBS: Digital Media

How and why should we embrace the changes we are facing in education?  According to the PBS video students of today need 21st Century tools to survive in the 21st Century world.  Students need a range of skills, not just "survival in the workplace".  It is our duty as educators to direct student learning to shape a "World Experience", not just a classroom experience.

This video explored several institutions that focus on such a philosophy.  These schools presented an untraditional, system-based, and problem-solving approach to learning.  The institution that stood out, was the Science Leadership in Philadephia.  The teachers discussed their approach to what would normally be a "traditional" lesson.  There was a strong statement made by one of the educators, that if students are producing work that they know will be presented beyond the teacher, then they will tend to put more effort into it.  If they realize that their product goes beyond their classroom walls, then they will have more pride in their work.

The closing statements of the video, really stuck with me...

Technology must be a part of what you do.  However, you must find the right method for the project and tools necessary.  Don't just use technology for the sake of using it.

Also,  things are bound to go wrong with the use of technology.  You are bound to hit roadblocks.  However, students are more likely to help themselves and each other to overcome those roadblocks, this becomes part of their learning process.

Week 3: Shifting Ground with Web 2.0

Is there really a need for Web 2.0 in the classroom?  What was wrong with the way "we" learned things?  Afterall...we are doing ok for ourselves aren't we?

This is the argument of many who can't seem to buy into this new technology of Web 2.0.  And, I have to admit, they do have a good argument.  I do seem to do pretty well for myself.  I have my multiplication tables memorized.  I do write well enough to get my point across, and I do know how to read and communicate with others.  By the way, Web 2.0 didn't exist, in fact Web 1.0 was just being born!  So, what's wrong with the "traditional classroom" as opposed to online learning and using technology instead of face-to-face (lecture) methods?

There are advantages and disadvantages to both.  Online Vs. Classroom outlines a few, and believe me it is not for everyone.  But, those who are for web 2.0 and the non-traditional methods will argue that variety can only enhance the learning process.  Afterall, not everyone learns the same. 

In my opinion, those who are against "variety", are just plain lazy.  Dylan, is one example why variety in learning is something that needs to be explored.  "I'm not sure I would know my alphabet if I didn't have technology".  Is this really true?  Would Dylan have become one of those children "left behind"?

The overall message I got from this week's readings and videos is best taken from the "Portal to Media Literacy" video:  "Students need to be uploading the world, not downloading". 

This meaning that as educators, we need to provide our students with practical uses for our students of the tools that they use for their daily entertainment.  We need to show them that these tools can engage them in learning how to become better citizens and be competitve in a global society.  However, it is our job to find that balance of f-2-f learning with the techology.  We need to understand and realize that technolgy can and should be secondary at times.  We must know when it is better to collaborate face-to-face, experiment, discover, discuss, and problem-solve in a traditional way and blend it with the use of technology.  Not an easy task to say the least.

For many educators, it could be the "fear" of lettimg go in their classrooms.  The non-traditional classroom and using technology requires the educator to be confident in themselves and have faith in their students.  Things can and most likely will go wrong in the class, but you will be surprised to see that students usually help each other overcome any roadblocks they cross while using new technologies.

Week 2: The Best Things in Life ARE Free

Web 2.0-What's the big deal?  Is it necessary?  Is it here to stay?  Is this the new education "buzz word"?  What's all the hype?

As educators, it is important to be aware of new trends, methods, and styles of teaching and learning.  It is probably one of the most frustrating part of our job.  In my opinion, a GOOD educator is a lifelong learner.  An educator who takes the time to better them self, to learn the new methods of instruction, and ways to reach all students is one who truly values their profession and understands how their actions can affect those they are in front of on a daily basis, year after year.

But, how do we know what "trends" are here to stay.  What is worth our valuable time?  When is it safe to say something new will be around for a while?

Remember the "New Math"?  As a mathematics educator, I am always a little leery of changes to curriculum and teaching styles....when, or will we ever see another "New Math"?  As educators, our time is valuable, and if we are going to educate ourselves, and spend countless hours, and in many cases, some of our hard-earned money, on Professional Development, how do we know what is worth our time?

So, Web 2.0, and the 21st Century Classroom...What is it all about?  What was wrong with Web 1.0?  How can educators incorporate it successfully?  How do educators get school boards/districts on board for support?  Why bother?

Let's face it, technology is here to stay, and it is ever-changing, and our students will need technology to survive.  These "digital natives" will have to rely on technology in their daily lives. "We can no longer claim that the US educational results are unparalleled.  Student around the world outperform American students on assessments that measure 21st century skills.  Today's teachers need better tolls to address this growing problem". "Competition is changing internationally".  "Workplace, jobs, and skill demands are changing." ("New Tools, New Schools", p. 17,18)  By the way..it is also what students want...

"The old way of doing things is presentation-driven...what makes the difference is preparing students with 21st century skills using a flexible approach rather than teaching just what will be tested."  ("New Tools, New Schools", p.21)

"One of the exciting aspect of Web 2.0 tolls is that they are free programs that could replace traditional application suites for which schools ordinarily must pay." (New Tools... p.23)  During the many elective courses I have taken for my program, I was introduced to a countless number of tools, but how does one keep them organized?  It can be overwhelming.  Delicious and Diigo can be of some help, but the mass amount of information and tools can make your head spin.

http://cooltoolsforschools.wikispaces.com/ is a neat site that I found that houses many of the educational web2.0 used by educators.  Sites similar to these that organise and house tools are another great way to keep organized.

There are also many networking sites for educators where we can collaborate and share ideas and tools that have, or have not been successful in the classroom.  An example of this, EdWeb allows educators to connect and create PLC's.  These, FREE networks and FREE webinars can help us tremendously keep up with the changing time.

There is no excuse.  As I often say to my students, you have a great advantage, you literally have the world at your fingertips.  Take control of your learning.  I like to practice what I preach...The training educators need to help our students survive, and succeed is also at our fingertips...and most of the time...it is FREE!

Week 2: Digital Footprint

Image:
http://darcymoore.files.wordpress.com/2010/06/digital-footprint.jpg

Did you ever google yourself?  I have often heard students during class, and colleagues at workshops discussing what they have found out about themselves by googling their name, yet after all of the classes I have completed on web 2.0, internet safety, your digital footprint, blah, blah, blah, I had never bothered.  I figured, I know all about me...well... Bernadette Fash..boy do I NOT know you! 

I was amazed to find out how many "hits" I do have. Some I did know about, for example, the information regarding my school district email and positions I have in the district on our district website, but most of the other information, things that have happened in my life (for the good, thank God) I didn't realize were "public knowledge".

For example: 
I created  a twitter account that I have since "dropped" and not used hardly once..Twitter and to my dismay, there are a few people "following me" there that I had no idea about..

One of the most interesting ones that I discovered was I was featured on "Rate My Teacher"...I guess I wasn't too upset...

Then, of course there is facebook, too many details for there...

Needless to say, I was shocked on how much info was out there about me...nothing inappropriate...that I have found, but a little disturbing on how easy it is for people to leave their "footprint", or have someone leave it for you...Article 1, Article 2.  Again, nothing earth-shattering, but it's out there, and Article 2 I didn't even know about!  Even though these findings for me are harmless, who is to say that one day I do come across information about me that isn't true?  How do you prevent "bad footprints" from happening to you?  You can take caution yourself, but who protects you from others putting your name out there?  Just another thing to lose sleep over?

As you can see this blog has been around for a bit...actually I was initially using edublogs, but I recently switched over for another course I was taking, and you can see...I am not much of a blogger.  I basically did it as a requirement for the courses.  I can't seem to find it in me, or the time to sit here on a regular basis and post my thoughts for the world to read...

As I begin my final course in my Master's Program through PSU, I am looking forward to re-visitng why I began this journey in the first place.  What has attracted me to this course so far, just by reading the syllabus and requirements and getting the chance to see previous student work, is the application aspect.  I am not much of a reader or writer, so needless to say the psychology and methods part of my program were a struggle.  I am looking forward to finishing what I started with my beginning electives, that is changing the way my students learn, helping myself and even my colleagues change the way we teach/reach our students.  Enhancing my lessons and activities and creating a true 21st Century classroom/learning environment.

Controversy in Math?!

During my class meeting last night, our moderator asked us to reflect on an issue/topic that has caused heated discussion in mathematics among mathematicians/math educators and those who are not members of those groups.

Our small group of three seemed to have very good ideas on some topics.  One member thought of multiplication and methods used among educators.  I didn't realize this would be an issue...after listening in on the discussion, that is something that I never thought about...this has triggered me to do a few searches on the subject...
http://www.virtual.net.au/~bhandley/lua2.htm
http://www.suite101.com/content/how-to-teach-multiplication-a81961
and the following was shared by our moderator during the meeting: 
http://threesixty360.wordpress.com/25-ways-to-multiply/
I guess, being at the high school level, and never having taught below grade 8, this is a topic I  never thought would be so "heated".

Another group member piggy-backed off of my "topic" of testing...and its value.  She expanded on my thoughts of how/and WHY some students learn and accept, while some are resistant to mathematics.  She brought up many interesting points.  For example, as educators/professionals who attend conferences and workshop about our passion (mathematics) why do so many flock to the technology...and not the psychology of our subject...I have to admit I am guilty of such a thing...this made me reflect on the last conference I attended (AMTNJ) and I did just that.  I have been so involved in the new "21st century" classroom concept, web 2.0 and technology integration, that I feel I have drifted away from the students themselves...is this wrong? 

My topic of testing...in particular testing in mathematics, seems to be changing.  Currently, I find that my state is turning towards a new standards-based, problem-based assessment, rather than plug and chug and short-and-sweet math problems.  They seem to be including the higher-order thinking skills that are so desperately needed.  The assessments seem to be blending math topics as well as testing individual skills...it's about time!  However, this is going to require us, as educators, to start thinking outside the box..or should I say the book!

I am looking forward to reading what my "meeting mates" discover and discuss about their topics!

MathCurriculum

Ok, so I have found a new home for my blog.  Previously I had been using another site..and hadn't visited my blog in quite sometime until I joined my online course group.  You can see some of my older postings (from a few hours ago) at  http://bfash.edublogs.org/ .

After visiting many other blogs for the coursework, I discovered this seemed to be a popular place.  So I decided to make a move!  It seems that there are endless tools out there for us to utilize..how do we know which is right for us..in this case, since I hadn't contributed much to my previous "home", the move wasn't to painful!

Now, it's time to "decorate" my new home with a few thoughts, and visit some of my new "neighbors", and "follow" their every move.