Where do we go from here?

Now that we have the knowledge and confidence to utilize technology tools in our classroom; how can we all ensure to continue our exposure and improve our tech skills after this semester? As we get swamped next semester with new responsibilities, how can we guarantee that we’ll find time to go to workshops and play around on the web? I’m truly going to miss this class; I think it was the most valuable and instructive in preparing me to teach in our tech savvy era.

Now that I’ve gotten a taste of the incredible possibilities available through web 2.0; I don’t want to stop. I want to build upon what we’ve learned this past semester, and work with it as we student teach. I think it would be really neat for the social studies crew to create a website of all of our lesson plans, and links to resources. Marissa and I already plan to collaborate on making webquests; so far we’re doing WWII and the Vietnam War. Technology can certainly facilitate our efforts to share and collaborate in the field of teaching.

I think it would be worthwhile to offer technology courses that focus on content areas. Instead of only offering the traditional business technology course, schools should offer Science and Technology, Social Studies and Technology, and others. This way, students can gain additional tech experience without jeopardizing the content required by state and national standards. Since students are required to take computer classes in order to graduate, these classes would certainly garner interest.

Are there mini-courses on technology we could take? Like one on learning HTML code?

Technology Learning Curve

A year ago today, ok, lets say even six months ago today, I could only do the bare bones version of technology: email; web surfing; text messaging; and standard office applications. Whenever I potentially needed to venture outside of that comfort zone, I freaked out, and like a squirrel finding itself on a six-lane highway during rush hour, I had no idea where to make my next move.

Today I can proudly say that I have more than quadrupled my technology skills and consequently my confidence. Now, I no longer panic when faced with unfamiliar web 2.0 tools (heck, I even know what web 2.0 is), but I’m actually excited about using them! Granted, I still cringe when I need to use a tool for a first time like Screen-Cast for our web 2.0 project, but I know I have the skills and ability to figure it out. A year ago, I never would have guessed that I would now be making DVDs, websites, running a blog, and navigating web 2.0 like nobody’s business.

I took a course this semester that required we make a website. We were given minimal instruction at the beginning so I was often frustrated at my inability to do the simplest tasks, and my inability to remember the multitude of steps. Eventually, after more instruction and nearing the end of this semester, I suddenly flew off the runway at an enormous speed. Once everything ‘clicked’ I quickly figured out how to work other aspects of constructing a webpage. It may sound superfluous to mention, but even knowing how to navigate help menus makes a difference.

And, believe it or not, I’m adding learning HTML code on to my list of projects. Any ideas/suggestions of how I can best go about that?

Online Classrooms?

Technology offers many useful ways to augment a classroom setting. It provides a convenience for college students who would rather submit a paper online from the comfort of their home than trek across campus to turn in a paper on a blistery cold day. This process also saves paper, which consequently helps save resources and money. While it is clear that the internet offers conveniences and supplements curriculum by offering easy and quick access to a variety of resources, the benefits of completely replacing a classroom remain to be proven.

Under certain circumstances, for instance, when a student cannot attend public school for health or transportation reasons, then taking an online course is appropriate. Particularly with video-video interaction with a professor or teacher, a student can benefit from this medium of education. However, when the course is designed without any face-to-face or verbal communication, an online course cannot offer a student an experience anywhere close to an actual classroom.

I am currently taking an online/correspondence economics course. I find myself frustrated by the lack of interactions with a professor and classmates as I go through the content. While I am not overly challenged by the content, I am aware my experience is lacking by an absence of class discussion on the material. Even though I love economics and am naturally interested by the material, it does not come alive to me the way content does in a lecture or classroom instead of by correspondence.

Why does technology use in the classroom not reflect the opportunities in a school?

Based on my observations at the private school for the gifted, and at my placement, it seems that two major reasons deter teachers from taking advantage of the multiple technology tools available in their schools- time constraints on squeezing in all the required content, and a lack of training and knowledge in technology use.

Particularly in the public schools, teachers feel pressured to cover more content than should be taught in a semester. Due to the added time needed for instruction, and an unfamiliarity with the academic enrichment possible from working with technology, teachers assume that it will take too much time away from the content. This could be addressed by demonstrating to teachers the numerous ways they could use technology to enhance their student’s comprehension of the content. For example, Kiosk powerpoints, clay animation, and webpage creations can provide an interactive and visual way to engage with the material. An online correspondence with a high school class from another state, country, or culture can contribute greatly in a Social Studies classroom. Smart boards could also be easily incorporated into a class, without greatly changing the teacher’s style.

School districts would be wise to invest the time and money to demonstrate how to effectively use technology in the classroom. Districts could easily incorporate the technology training with the content and topics of typical professional development/in-service workshops. However, based on my observations of the frustrations at my high school with the new online grading system, the tech instructor must have a solid familiarity with the program before instructing other teachers on how to to use it.

Visitation

Over Fall Study Break, I had the opportunity to observe a history teacher at a private alternative school for the gifted. Due to its stellar academic reputation and commitment to innovative approaches to learning, I had anticipated a significant presence of technology. I was shocked, therefore, to observe only hints of technology in the classroom. In fact, I observed less technology than I’ve seen at my placement, which I felt was even less than what I’ve heard from some of my peers experiencing at their placements. Granted, I did not have the time to talk with the media specialist or administration concerning technology use, but I did walk around the whole school, saw inside various classrooms, and saw the media center. One of the challenges facing this school would be its small size, with roughly fifty students to a grade.

They do, however, have three computer labs with an average of 15 computers in each, and wireless capability throughout the school. Students can take the following computer classes, however, none of them are required for graduation. The courses are: Digital Photography using Adobe Photoshop; Advanced Digital Photography; Web-Site Development; Computer Aided Design; Digital Portfolio, published on a CD-ROM or DVD; and Digital Video Editing using Adobe Premiere.

The classrooms are equipped with chalkboards, whiteboards, and two computers. They do not have smartboards, but there were projectors. It would’ve been nice to see what they do with students in the computer lab, since the majority of the students have math and science skills three grade levels above where they are in school. The classes average only 7-15 students, which creates a nice cooperative learning environment. I’m slightly jealous of the possibilities working with a small class compared to my classes of 35-40 students each.

Fish!

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Hollywood Squares

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Tech Debates

The point-counterpoint presentations were an engaging way of informing us of current tech concerns facing teachers. For instance, I did not know video games could be so successfully incorporated into a course, as with the college econ class. I was also oblivious to the fact some students could change the computer settings to get access to screened websites!

Initially, I had not considered that online grading could be controversial or problematic (beyond technical issues of the system crashing, or grades being lost). My mentor teacher told me she keeps a separate record and prints off the reports to protect herself from potential technology mishaps. While overly paranoid parents who stress when grades are not immediately posted seems annoying, I think that any parental involvement should be encouraged. While the happy medium is preferable, I would rather parents check grades too eagerly, than be completely uninvolved with their child’s performance in school.

The important thing to remember, which my mentor teacher has advised I should apply to all my dealings with parents, is to be firm with my procedures and not promise them anything I cannot deliver. For instance, I should never claim that I will have my grades posted by a specific deadline. Also, if I’m playing telephone tag with a parent, I should not leave a message indicating when I’ll call them. By resisting the temptation to make these promises, I will leave much of the responsibility with the parents to follow up on their student. Of course, I will make it abundantly clear that they can contact me to request information about their child at any time, and I’d be happy to respond. I think the process of educating ideally should be a collaborative effort so I will support opportunities to enact this level of engagement.

Creating a Positive Environment

My first day

My first day at the high school for teacher in-service, I slid into a high school desk shortly before our department meeting. I sat there trying to remember if I had packed a change of clothes for cross-country practice. I forced myself back into reality, recognizing that I’m experiencing the other side of high school life, the side of power, behind the scenes shenanigans, and the mysterious disappearing acts of teachers when school lets out.

Everything seems so new and exciting; I’m like Charlie entering the chocolate factory. I can eat in the teacher’s lunchroom, come and go from the mailroom, copy room and any other place I fancy. I get to hear teacher gossip, see high school students from an outsider’s perspective, and pretend I know everything under the sun and look way more of an adult than I actually am!
Of course, I’m still as much a student in my current role as I was in high school. It’s exciting to participate in the construction of a positive classroom environment and learn how classroom management and general strategies can be effortlessly interwoven into class by my mentor.
While I enjoy observing, at times I feel antsy and wish I could jump up and lead a class discussion. I know, though, I will soon have ample opportunity for this ☺.

As far as technology access at my high school goes, it appears to be a challenging and grueling process to secure access, which is not even guaranteed. Teachers sign up and through a lottery drawing it’s decided who can have an overhead for the year. The computer lab is also overbooked and must be reserved far in advance, which makes it difficult to coincide with lesson plans. Also my mentor indicated that she gave up with the overhead since she didn’t want to get used to using it one year, have overheads etc. and then not be able to use them again for three years.

Let's Talk

Raising sensitive topics, particularly illustrating facts that most people insist on denying, is extremely important. In fact, it doesn’t happen enough. Incidents of prejudice and discrimination should enter conversations everyday, until someone gets so sick of the whole thing they actually do something. Conversation alone isn’t enough. Self-reflecting and discussing sobering realities among friends (who likely share your sentiments) aren’t enough.

Why do we only talk? Why do we stop there? Why do we raise disturbing concepts and leave it at that? Saying there’s nothing we can do. We can’t change the world. All we can do is be conscious of our own actions and thoughts. If that’s how we all feel, then why do we even bother talking? Nothing ever happens unless someone believes change is possible.

Perhaps my frustration is hypocritical. All I’m doing is writing. I’m not changing anything.

Why do we want to be teachers?

We’re sitting and debating our roles as teachers. To what extent are we responsible for teaching students to read? Why must I include Science in my English class, English in my Math class, or Science in my History class? The real question we should be asking is, why are we teaching?

How can we isolate content from skills? Aren’t we life-long learners? Don’t we want to turn our students into life-long learners? Facts by themselves will not convert our students into devoted disciples of knowledge.
To raise an over played example, if we give a child a fish, she’ll eat for a day. If we teach her how to fish, she’ll eat for a life-time.

We can relate this to teaching in a multitude of ways, and I invite you to create your own parallels. In History, for example, if I merely give students primary documents without explaining how I found the articles, they will have limited access to history. If we teach our students how to search for sources and effectively use resources, they will develop the skills to conduct research on their own. Teaching how to learn instead of what to learn will provide greater service to students.

Afterall, will any of us have the time to take our students fishing every day??

I'm a Nerd... and Proud of it

As we begin to finally apply our theories and abstract discussions on effective teaching and cognitive processes to tangible activities, I feel growing enthusiasm for teaching. I can barely contain my burgeoning excitement at the thought of jumping into a classroom and trying out my first attempts at crafting lesson plans. Like a colorful 25 piece Disney puzzle, I feel like the pieces from summer term are finally starting to fit neatly and easily together.

I realize, however, that when I actually attempt to carry out a lesson, I will need to improvise and tweak it to accommodate my students. Perhaps some elements of my lessons will not work. Perhaps I won’t have the time or the resources. Perhaps unknown factors will interrupt my wonderful lesson plans. The more I contemplate the realities of implementing lessons, I envision each piece of my Disney puzzle splintering into 40 more pieces, creating a 1,000 piece puzzle. While this new puzzle is considerably more difficult to solve, it is not impossible. I only need to dedicate more time and thought to successfully solve the puzzle. With so many more pieces, I may find collaborating with others will assist the construction of the puzzle. My colleagues may offer insights by looking at a particular piece differently than I had, just as my peers can provide constructive input to my lessons.

Outside perspectives can always help, but as we discussed in class we must take on the responsibility of sorting through all the valuable suggestions and determining what will be the most valuable for our own classrooms.

Art Fair Maze

Racing out of the house, my sweater’s sleeves haphazardly flapping out of my bookbag, the screen door slams as my feet hit the pavement running. My heart’s pumping, my mind’s racing and all I can hear is my watch ticking. I have a mile to go and class starts in ten minutes. I emerge from the trees expecting to land on the familiar sidewalk by the Union, but instead I come to a halt. Like a disoriented ant that has emerged from an anthill covered by a picnic blanket, I did not recognize my surroundings. An odd conglomerate of pedestrians flooded the sidewalks and streets. Couples wandering around carrying lawn ornaments, paintings, metal giraffes and other odd objects I’m not sure how to define, flooded my eyes. I spun quickly around, absorbing the scene. White tents obstructed my vision in every direction. The familiar horizon of hodgepodge architecture, classical to modern and all under constant construction, was gone. I could not even hear construction trucks. I could not see fences. I was no longer sure I was on Michigan’s campus.

Calming my rapidly racing heart, I realized I only had to modify my point of view and be satisfied with seeing only the very tops of buildings to direct my path towards class. I eased into the art fair traffic, catching glimpses of sparkling jewelry, colorful fabrics and artistic creations. I continued along to class, pondering the implications of being disturbed by a sudden change in my environment.

So many of our students will be experiencing changes that leave them disoriented and unsure of themselves and their surroundings. As teachers we should work to build support networks for transfer and new students to help familiarize them with their new environments. Changes can be exciting and positive, as long as there is a friendly and knowledgeable guide for the journey.

The Journey Begins

As I embark on my path towards becoming an effective teacher, I must traverse relatively unchartered territory- technology. For example, my preferred gaming system is original Nintendo with Mario Brothers. Although I have a healthy relationship with my PC, the thought of interacting with a Mac generates butterflies of anticipation in my stomach.

I am, however, excited at the prospect of developing proficiency in technology, or should I say, expanding my realm of literacies to include computers and the internet world. Given the rapid growth of technology and its increasing accessibility to youth I value the importance of embracing and learning skills that will assist my ability to relate to students. I fervently hope I will incorporate technology tools into my classroom and lessons. Access to certain software programs and the internet database will broaden the resources available to students.

As a social studies teacher, I would like to engage students in the active process of working with maps and making connections between locations, cultures and events. I've included the link for a website which appears particularly helpful. In the United States map there's a list of numerous blogs focusing on various topics surrounding the US.
International Map Website

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