This week, I have gleaned new insight in regards to my GAME plan. If I were to create this GAME plan over again, I would connect with experts in my district. By collaborating with individuals that have a pulse on our districts’ technology capabilities, I would have saved a great deal of time. For instance, after investigating iMovie and taking time to learn from the experts at the Apple store, I found out that the district decided to discontinue use of all Apple hardware in the district. Consequently, I was informed the Apple laptop I was using for the iPods would be replaced with a PC. I no longer have access to the iMovie software at school. Obviously, it would have been advantageous to have been aware of this before pursuing my GAME plan. A better approach would have been to communicate my GAME plan with a district technology resource and ensure my plan could be supported by the district.
In the future, I would focus on researching how to use the video/camera software supported by the district. I would practice implementing it with students and having the technology resources help me trouble shoot its initial usage. This would impact students learning, as they would be able to implement these digital tools to further develop their twenty-first century skills. In addition, I would strongly consider utilizing digital storytelling and would focus on the integration of these two digital tools.
What I concluded at the end of my GAME plan would have been beneficial to know initially. Certainly, I learned the hard way. My students, unfortunately, did not benefit as I had originally hoped through out this process. However, from the information I learned in this class, my future GAME plan is promising with the use of digital story telling and PBL. All in all, despite the setbacks, the process of the GAME plan is beneficial and one that I would select to use for student growth and my own professional growth.
For professional growth, I could also see the GAME plan being a powerful tool. Teachers could individually, or with a group, form a GAME plan for the year. This would allow teachers to focus on areas in which they are interested in improving, or need to improve, versus thinking all teachers need to learn the same information. This would also be a way to hold teachers accountable for their progress. What better way to model the importance of differentiation than for districts to expect educators implement it in their classroom as well as their own journey of life-long learning.
Thursday, October 28, 2010
Wednesday, October 20, 2010
GAME Plan Reflection
Overall, the GAME plan has been a beneficial process. With out it, I would have not taken action to investigate how to apply technology in the classroom. The process of reflection and being held accountable for applying the content brought me to a deeper level of understanding.
In the future, I could see the GAME plan process working just as well for my students. The GAME plan could easily become a part of a Problem-Based- Learning Activity. Each group could develop a specific GAME plan to support the overall goal of the PBL. This would be an excellent way to scaffold and provide a clear direction for students, as PBL can easily become an ambiguous process.
NET-S and NETS-T compliment this well. By implementing a GAME plan, students are addressing components of NETS. One standard that would be addressed is communication, students would be able share their PBL activity to multiple audiences through our school website or a wiki. Students would also be solving problems and thinking critically when addressing the national drop-out epidemic amongst adolescence. Students are identifying authentic problems in not only the nation, but with in our own community. They will use the research process to analyze information and synthesis to share with others. Students must make decisions regarding the most appropriate and effective way to appeal to the audience they are addressing. All these characteristics fit into NETS standards as well as the content standards implemented by our district and state.
Therefore, the GAME plan would compliment problem-based learning and promote NETS standards for technology implementation.
In the future, I could see the GAME plan process working just as well for my students. The GAME plan could easily become a part of a Problem-Based- Learning Activity. Each group could develop a specific GAME plan to support the overall goal of the PBL. This would be an excellent way to scaffold and provide a clear direction for students, as PBL can easily become an ambiguous process.
NET-S and NETS-T compliment this well. By implementing a GAME plan, students are addressing components of NETS. One standard that would be addressed is communication, students would be able share their PBL activity to multiple audiences through our school website or a wiki. Students would also be solving problems and thinking critically when addressing the national drop-out epidemic amongst adolescence. Students are identifying authentic problems in not only the nation, but with in our own community. They will use the research process to analyze information and synthesis to share with others. Students must make decisions regarding the most appropriate and effective way to appeal to the audience they are addressing. All these characteristics fit into NETS standards as well as the content standards implemented by our district and state.
Therefore, the GAME plan would compliment problem-based learning and promote NETS standards for technology implementation.
Wednesday, October 6, 2010
GAME Progress...
This week I researched more closely the exact types of Apple seminars that are offered in my area. I decided that the movie making seminar would suit my needs. This seminar offers a small group for two hours that focuses on simple execution of digital tools using iMovie software. Using a digital video camera and a MAC computer, the experts will walk me through how to shoot, edit, and share movies. It also provides guidance needed to add soundtrack, best scenes and transitions. I made an appointment to consult with them at the next seminar.
In addition, I decided that I needed some practical insight from my colleagues. I interviewed two teachers in my building that have experience using digital cameras and making videos with students. I asked them to summarize the positives and negatives of their experiences. Overall the positives included: increased engagement, ownership, motivation, awareness of actual skill level, increased meta-cognition, creativity, multiple modes of learning addressed, increased understanding of how to use digital tools, and more quality end-products.
Some of the negatives of using video recordings, according to my colleagues, included: insufficient editing software provided by school (audacity is the only program supported), poor technology support, editing videos is time consuming, and the flip cameras provide only basic editing capability. Because of these downfalls, one of the teachers has decided to record students’ with his own digital camera. This gives him more editing capacity as he uses iMovie software on his Mac at home. Although this takes a lot of his personal time, he is able to make changes the students want. The video has the polished, professional effect. Another downside of course is that students are not learning this skill and the teacher is invested a great deal of time to make this project possible and successful. In additiona, the “at-risk” students that used the digital software were less willing to take risks. When students became stuck, they had difficulty trouble shooting. Most of these students gave-up or were dependent on teacher help. In other words, a great deal of scaffolding, knowledge of the software program, and patience is needed when implementing this digital tool.
This leads me to a challenging place. Although iMovie provides the high-quality software program I desire, it is not supported by my district. I have to decide what my goal is when using digital recordings. Is it a priority for students to learn how to edit and publish their own videos? Or, is it adequate enough for students to use the digital tool for learning, use the basic editing software provided by the district, and focus on the learning process instead of a final polished product?
This I will continue to iron out. Starting out with basic programs would most likely be the best place to begin. I trust that my students will direct me towards the most practical steps from there.
In addition, I decided that I needed some practical insight from my colleagues. I interviewed two teachers in my building that have experience using digital cameras and making videos with students. I asked them to summarize the positives and negatives of their experiences. Overall the positives included: increased engagement, ownership, motivation, awareness of actual skill level, increased meta-cognition, creativity, multiple modes of learning addressed, increased understanding of how to use digital tools, and more quality end-products.
Some of the negatives of using video recordings, according to my colleagues, included: insufficient editing software provided by school (audacity is the only program supported), poor technology support, editing videos is time consuming, and the flip cameras provide only basic editing capability. Because of these downfalls, one of the teachers has decided to record students’ with his own digital camera. This gives him more editing capacity as he uses iMovie software on his Mac at home. Although this takes a lot of his personal time, he is able to make changes the students want. The video has the polished, professional effect. Another downside of course is that students are not learning this skill and the teacher is invested a great deal of time to make this project possible and successful. In additiona, the “at-risk” students that used the digital software were less willing to take risks. When students became stuck, they had difficulty trouble shooting. Most of these students gave-up or were dependent on teacher help. In other words, a great deal of scaffolding, knowledge of the software program, and patience is needed when implementing this digital tool.
This leads me to a challenging place. Although iMovie provides the high-quality software program I desire, it is not supported by my district. I have to decide what my goal is when using digital recordings. Is it a priority for students to learn how to edit and publish their own videos? Or, is it adequate enough for students to use the digital tool for learning, use the basic editing software provided by the district, and focus on the learning process instead of a final polished product?
This I will continue to iron out. Starting out with basic programs would most likely be the best place to begin. I trust that my students will direct me towards the most practical steps from there.
Wednesday, September 29, 2010
GAME Plan: Reality Check!
Unfortunately, I am not finding the information and resources I need with my goal of incorporating epals. Responses to my requests to collaborate, using epal, has not proven successful thus far. I still am unable to access the personal emails sent by people registered on epals. Because this source does not seem reliable enough for my needs, I decided to alter my original GAME plan. Although students will not be able to write to other students across the nation, they can still share about our school community to a world- wide audience. Using the following website, created by Richardson, http://myschool.wikia.com/wiki/Category:Schools_in_Minnesota, I plan to have students create a wiki page about our school. When I looked, there is not a Minnesota school listed on this wiki site. Students can look at a variety of ways students created their wiki page about their school. It allows easy access to downloading videos and pictures. This option is more promising, as it offers a reliable, trusted authentic environment.
Progress on my goal to increase my knowledge using iPods has been slow. I called the Apple store to set up an one-one-one appointment. They did not have me registered; as my activation code did not go through. I spent half an hour on the phone trying to get it all settled. My goal is to schedule an appointment with in the next week.
I have developed a list of what I’d like to accomplish with the consultant. First, I want to upgrade my educational applications on the iPod. I want to research the latest educational applications that relate to reading and writing. I also want help transferring students’ work from the iPods onto desktop computers. Next, I want help using software to edit videos and publishing them to the internet. Finally, I want to become more familiar with different ways the iPod could be used in the classroom.
Through this process I have learned the best looking plan means nothing unless it can effectively implemented. This is true of my epals goal. The novel idea of corresponding with others around the globe in real time was appealing. However, the logistics of making this happen were not practical. The many glitches I encountered, without the kind of expert support I needed to trouble shoot, lead me to alter my plan. One thing I need to account for in the future is the kind of support that I will have access to when using a resource.
New questions that have resulted from my GAME plan revolve around the word ‘how?’ How do I use the resources, once I have understood how they work? How will I effectively teach students to use these resources? How will I maintain my knowledge and keep up with the evolving state of these resources? How will I know that the resource is positively impacting and enhancing students’ understanding of concepts?
Progress on my goal to increase my knowledge using iPods has been slow. I called the Apple store to set up an one-one-one appointment. They did not have me registered; as my activation code did not go through. I spent half an hour on the phone trying to get it all settled. My goal is to schedule an appointment with in the next week.
I have developed a list of what I’d like to accomplish with the consultant. First, I want to upgrade my educational applications on the iPod. I want to research the latest educational applications that relate to reading and writing. I also want help transferring students’ work from the iPods onto desktop computers. Next, I want help using software to edit videos and publishing them to the internet. Finally, I want to become more familiar with different ways the iPod could be used in the classroom.
Through this process I have learned the best looking plan means nothing unless it can effectively implemented. This is true of my epals goal. The novel idea of corresponding with others around the globe in real time was appealing. However, the logistics of making this happen were not practical. The many glitches I encountered, without the kind of expert support I needed to trouble shoot, lead me to alter my plan. One thing I need to account for in the future is the kind of support that I will have access to when using a resource.
New questions that have resulted from my GAME plan revolve around the word ‘how?’ How do I use the resources, once I have understood how they work? How will I effectively teach students to use these resources? How will I maintain my knowledge and keep up with the evolving state of these resources? How will I know that the resource is positively impacting and enhancing students’ understanding of concepts?
Wednesday, September 22, 2010
Review of my GAME Plan
Resources:
In order to address goal one, I will contact Dave at the Apple Store who specializes in helping educators. He will be able to help me create, manipulate, and trouble shoot in a variety of areas.
To address goal two, I need to access the epals website and find out how to read the emails I have received from interested teachers. I may need to read a help button or contact their support services to remedy this roadblock.
Additional Information:
Goal one: I need to research what kind of movie maker I want to use. I need to make sure I have accounted for all the iPod applications I already have. I need to generate a list of questions and goals that I want to accomplish when meeting with the Apple consultant.
Goal Two: I need to further research the epals website. By doing so, I may be able to find other links to ways I can connect with other classrooms.
Steps taken so far:
Goal One: I activated my membership on www.apple.com/onetoone/activate.
Goal Two: On the epal educator site, I posted interest in working with other teachers.
Learning Strategy: The learning strategy I will employ will be to use the GAME plan strategy. I will keep my goals in mind, take the steps above to make my goals, monitor my progress and evaluate if I have successfully met my goals. In addition, I will keep a KWHL journal to track my progress. I may color code items that need more attention and use graphic organizers to connect concepts (Cennamo, Ross, Ertmer, 2009).
In order to address goal one, I will contact Dave at the Apple Store who specializes in helping educators. He will be able to help me create, manipulate, and trouble shoot in a variety of areas.
To address goal two, I need to access the epals website and find out how to read the emails I have received from interested teachers. I may need to read a help button or contact their support services to remedy this roadblock.
Additional Information:
Goal one: I need to research what kind of movie maker I want to use. I need to make sure I have accounted for all the iPod applications I already have. I need to generate a list of questions and goals that I want to accomplish when meeting with the Apple consultant.
Goal Two: I need to further research the epals website. By doing so, I may be able to find other links to ways I can connect with other classrooms.
Steps taken so far:
Goal One: I activated my membership on www.apple.com/onetoone/activate.
Goal Two: On the epal educator site, I posted interest in working with other teachers.
Learning Strategy: The learning strategy I will employ will be to use the GAME plan strategy. I will keep my goals in mind, take the steps above to make my goals, monitor my progress and evaluate if I have successfully met my goals. In addition, I will keep a KWHL journal to track my progress. I may color code items that need more attention and use graphic organizers to connect concepts (Cennamo, Ross, Ertmer, 2009).
Friday, September 17, 2010
Goals for Implementing Technology Standards in the Classroom
One area I would like to strengthen is in promoting and modeling digital citizenship. Specifically, I would like to “develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools” (ISTE, 2008). To achieve these goals, ideally I want to become an active member of epals, an online global community for educators. Using this tool, I would like to find a classroom in which to collaborate with from another culture or region of the United States. Each student in my class would receive a pen pal. Students would collaborate on a similar project that emphasizes each students’ unique culture.
My second goal is to extend my knowledge of digital tools for educators, or “…to model and facilitate effective use of current emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning” (ISTE, 2008). I plan to achieve this by meeting with an expert. Thanks to one of my friends, I have a one-year APPLE computer consultation. This allows me to have one-on-one tutorials with an APPLE representative. During the session, I hope to gain confidence using new digital tools. This in turn will increase my ability to model how to effectively use these tools in the classroom.
After locating a resource and digital tool, I will strive to implement the digital tool seamlessly into the curriculum. The success of using the digital tools will be based on what students learn from it. Students’ journals and reflection will help indicate whether or not the goal was met, along with my personal reflection along the way.
My second goal is to extend my knowledge of digital tools for educators, or “…to model and facilitate effective use of current emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning” (ISTE, 2008). I plan to achieve this by meeting with an expert. Thanks to one of my friends, I have a one-year APPLE computer consultation. This allows me to have one-on-one tutorials with an APPLE representative. During the session, I hope to gain confidence using new digital tools. This in turn will increase my ability to model how to effectively use these tools in the classroom.
After locating a resource and digital tool, I will strive to implement the digital tool seamlessly into the curriculum. The success of using the digital tools will be based on what students learn from it. Students’ journals and reflection will help indicate whether or not the goal was met, along with my personal reflection along the way.
Monday, January 18, 2010
Introduction to Career Exploration
Welcome Students!
Are you ready to take the ride of your life?
The link below will guide you in your career exploration.
You will need to go to this website through out this unit.
Check out the link below: http://delicious.com/edgewood/Research
Go team!
Are you ready to take the ride of your life?
The link below will guide you in your career exploration.
You will need to go to this website through out this unit.
Check out the link below: http://delicious.com/edgewood/Research
Go team!
Tuesday, December 22, 2009
Course Reflection
This technology course has moved me from a place of intimidation to a place of empowerment. The apprehension that dwelled inside the first time I posted my blog has subsided. No longer am I paranoid about the large audience that can read my thoughts. Instead, I am curious about what insight others offer. Since I was impressed with my personal experience blogging, I shared it with my students. To my surprise, all my students wanted to start a class blog. Ever since we started blogging, the dynamics in the classroom have changed. Students are partaking in academic conversation and talking about books, some for the first time. Podcasting was another component that greatly intimidated me. The night I problem solved how to export Audacity files to Podomatic, I knew I had turned a corner. Being a coeditor of a wiki page was also an intense learning experience. All brand new to me, and amazing to contribute to something bigger than myself. I hope to continue to expand my knowledge of technology integration by allowing students to teach me know to use devices with which I am unfamiliar. The new technology skills have proven useful, but more profound is the confidence I gained using technology.
Within two years, I would like my classroom to use Web 2.0 handheld devices. This could take the form of an I-POD touch or a similar device. Each student would be able to access information quickly, listen to books in a language of choice, download podcasts and use a variety of other applications for learning. I have already taken the first step towards this goal. After my mid-point check with my action research on student motivation, it became clear that I wanted to implement more technology. We discussed how I allowed a student to use her I-POD touch in school to add to her power point. She accessed the information in a matter of seconds and quickly added it to her presentation. This got me thinking, why not allow students to use this type of device for learning? So, with encouragement, I spoke to the superintendent about writing a grant for a classroom set of I-POD touch. He suggested we pilot it with one of my classes and would be willing to contribute money to the cause. So, within the next month I will be meeting with the technology department and curriculum directors to select the best option for student use. The opportunity for students to use this tool for learning is guaranteed to grab even the most reluctant students.
Secondly, I would like students to actively implement 21st Century Skills. The goal is to equip students with collaborative skills in order to become the leaders/teachers of the class. The spot light is off the teacher as the primary source of information. Students are held responsible for sharing their knowledge with a larger community, teaching each other, problem solving, discovering creative solutions, and upholding ethical standards when participating on-line. The learning environment is collaborative, filled with discussion, innovation, refinement, and fizzing with energy to continue learning to improve quality of life. A great deal of time will be invested in effective communication and collaboration to ensure a successful transition into the work force.
Within two years, I would like my classroom to use Web 2.0 handheld devices. This could take the form of an I-POD touch or a similar device. Each student would be able to access information quickly, listen to books in a language of choice, download podcasts and use a variety of other applications for learning. I have already taken the first step towards this goal. After my mid-point check with my action research on student motivation, it became clear that I wanted to implement more technology. We discussed how I allowed a student to use her I-POD touch in school to add to her power point. She accessed the information in a matter of seconds and quickly added it to her presentation. This got me thinking, why not allow students to use this type of device for learning? So, with encouragement, I spoke to the superintendent about writing a grant for a classroom set of I-POD touch. He suggested we pilot it with one of my classes and would be willing to contribute money to the cause. So, within the next month I will be meeting with the technology department and curriculum directors to select the best option for student use. The opportunity for students to use this tool for learning is guaranteed to grab even the most reluctant students.
Secondly, I would like students to actively implement 21st Century Skills. The goal is to equip students with collaborative skills in order to become the leaders/teachers of the class. The spot light is off the teacher as the primary source of information. Students are held responsible for sharing their knowledge with a larger community, teaching each other, problem solving, discovering creative solutions, and upholding ethical standards when participating on-line. The learning environment is collaborative, filled with discussion, innovation, refinement, and fizzing with energy to continue learning to improve quality of life. A great deal of time will be invested in effective communication and collaboration to ensure a successful transition into the work force.
Wednesday, November 25, 2009
The Web site Partnership for 21st Century Skills is well worth the visit. It is a forward thinking initiative that addresses our students’ needs for future success. A great deal of collaboration has taken place between businesses, education leaders, policymakers, and colleges to create a “list” of essential skills for the 21st century. Their belief is that this change can only happen if different sectors work together to support 21st Century skills. It is not just adding technology to preexisting programs or starting an isolated program. The intention, according to the state of Wisconsin, is for government to align sectors from pre-k- 16 and even include employee training programs. The change will happen from the ground up. Children will be supported in these skills before, during and after schooling.
The Web site offers several resources. Take a trip on Route 21 and you will find more information about 21st century skills such as: life/career skills, learning/innovation, information/media and technology, and core sujects. Links to recently published articles and responses to common core initiative for English and math are easily accessible. You can also access different states that have joined and view their implementation plan. If you are interested in an elaborate, comprehensive plan, visit the link to Wisconsin. In particular, I was impressed with their ideas about global literacy and their youth apprenticeship program.
As I was curious about the contents of the Common Core Initiative for English, I spent time investigating. Although I believe it is on the right track, refinement and simplification is needed. For example, when it stated that students should collaborate while using technology, they missed the mark. Instead, collaborating in a variety of contexts is essential, whether or not technology is incorporated. Bates and Phelan (2002) recognize that the work force needs workers that can work together to problem solve beyond basic skills and include expert thinking and complex communication. In this case, students need to use their expert thinking to decide when technology can increase effectiveness, and if so, select the best interface to do so (Dede, 2008).
Overall, I agree with the intention and mission statement of the Partnership for 21st Century Skills. However, if there was one area I would like to see revised, it would be adding Health as a core subject. Although it does say that health would be woven into the core subjects, I have doubts about that taking a priority. I strongly believe that if we do not have our health (physical, mental, spiritual) we don’t have much. With an increase on devices that make our lives more comfortable and convenient, I have concerns about mental and physical wellness. While technology can connect us, it cannot replace interpersonal communication skills. As Levy and Murnane (2006) stated, a salesman has to be able to interpret and modify their sales pitch based on facial cues and must listen to customers’ tone of voice (58). Students need to understand motivation and emotion to effectively collaborate with others.
One of the expectations stated in the initiative is for students to have the skills to “listen carefully to decipher meaning, knowledge, values and attitudes, and intentions.” For many students, collaboration and communication will not naturally happen if it hasn’t already. Many students will need explicit instruction. Students would benefit from understanding how to effectively interact with others and have a better understanding of themselves and their values, beliefs, and behaviors. If students are expected to reflect, respond, and contribute to a diverse set of other peoples’ ideas and core beliefs, it is imperative that students are given time to increase their communication and self-awareness skills. People’s view on the world is contingent on the way they view themselves. A course such as Health, Communication, or Psychology could easily address these needs.
The implications for educators and students abound. As an educator, I am behind. I need to incorporate twenty-first century skills into my curriculum. First, there will be a shift from individual outcomes to collaborative outcomes. Students will work on “wicked” problems that require complex communication and expert thinking, as Dede (2008) stated. Second, there will be a shift in the assessment models. Practical application such as project based learning, service learning, and creation/invention will replace paper/ pencil assessment. Third, technology will be an expectation. The target skills extend beyond how to use technology, but when. All in all, I hope that more states will get on board and partner with this vital movement. Students need these skills and we, as a society, need to deliver them weather we “feel” ready or qualified.
Resources:
Bates, R., & Phelan, K. (2002). Characteristics of a globally competitive workforce. Advances in Developing Human Resources, 4(2), 121.
Database: Management and Organization Studies: A SAGE Full-text collection database
Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.
Laureate Education, Inc. (Executive Producer). (2008). Program 11 (Dede). Technology Interfaces. [Motion Picture]. Understanding the Impact of Technology on Education, Work and Society. Baltimore: Author.
The Web site offers several resources. Take a trip on Route 21 and you will find more information about 21st century skills such as: life/career skills, learning/innovation, information/media and technology, and core sujects. Links to recently published articles and responses to common core initiative for English and math are easily accessible. You can also access different states that have joined and view their implementation plan. If you are interested in an elaborate, comprehensive plan, visit the link to Wisconsin. In particular, I was impressed with their ideas about global literacy and their youth apprenticeship program.
As I was curious about the contents of the Common Core Initiative for English, I spent time investigating. Although I believe it is on the right track, refinement and simplification is needed. For example, when it stated that students should collaborate while using technology, they missed the mark. Instead, collaborating in a variety of contexts is essential, whether or not technology is incorporated. Bates and Phelan (2002) recognize that the work force needs workers that can work together to problem solve beyond basic skills and include expert thinking and complex communication. In this case, students need to use their expert thinking to decide when technology can increase effectiveness, and if so, select the best interface to do so (Dede, 2008).
Overall, I agree with the intention and mission statement of the Partnership for 21st Century Skills. However, if there was one area I would like to see revised, it would be adding Health as a core subject. Although it does say that health would be woven into the core subjects, I have doubts about that taking a priority. I strongly believe that if we do not have our health (physical, mental, spiritual) we don’t have much. With an increase on devices that make our lives more comfortable and convenient, I have concerns about mental and physical wellness. While technology can connect us, it cannot replace interpersonal communication skills. As Levy and Murnane (2006) stated, a salesman has to be able to interpret and modify their sales pitch based on facial cues and must listen to customers’ tone of voice (58). Students need to understand motivation and emotion to effectively collaborate with others.
One of the expectations stated in the initiative is for students to have the skills to “listen carefully to decipher meaning, knowledge, values and attitudes, and intentions.” For many students, collaboration and communication will not naturally happen if it hasn’t already. Many students will need explicit instruction. Students would benefit from understanding how to effectively interact with others and have a better understanding of themselves and their values, beliefs, and behaviors. If students are expected to reflect, respond, and contribute to a diverse set of other peoples’ ideas and core beliefs, it is imperative that students are given time to increase their communication and self-awareness skills. People’s view on the world is contingent on the way they view themselves. A course such as Health, Communication, or Psychology could easily address these needs.
The implications for educators and students abound. As an educator, I am behind. I need to incorporate twenty-first century skills into my curriculum. First, there will be a shift from individual outcomes to collaborative outcomes. Students will work on “wicked” problems that require complex communication and expert thinking, as Dede (2008) stated. Second, there will be a shift in the assessment models. Practical application such as project based learning, service learning, and creation/invention will replace paper/ pencil assessment. Third, technology will be an expectation. The target skills extend beyond how to use technology, but when. All in all, I hope that more states will get on board and partner with this vital movement. Students need these skills and we, as a society, need to deliver them weather we “feel” ready or qualified.
Resources:
Bates, R., & Phelan, K. (2002). Characteristics of a globally competitive workforce. Advances in Developing Human Resources, 4(2), 121.
Database: Management and Organization Studies: A SAGE Full-text collection database
Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.
Laureate Education, Inc. (Executive Producer). (2008). Program 11 (Dede). Technology Interfaces. [Motion Picture]. Understanding the Impact of Technology on Education, Work and Society. Baltimore: Author.
Tuesday, November 10, 2009
Benefits of Classroom Blogs
Since my eighth grade language arts students are beginning book clubs this quarter, it would be appropriate to use blogs to communicate responses to literature. Students would interact with their book club members about the content and interact with their classmates in other book clubs to evaluate common themes. Because time is always a limiting factor, all students would be able to participate in the discussion and all voices would be heard. As Richardson (2009) discussed, it provides opportunities for students to communicate in a different mode. It may allow shy students a way to express ideas that may otherwise be silenced.
Implementing a classroom blog is advantageous for many reasons. It provides students an authentic purpose and audience, which aligns with language arts state standards. Using a class blog may be incentive for students to “step it up.” When students know that the whole world can view their writing, it brings them to another level of consciousness. Close attention is paid to word choice, accuracy, and publishing. Blog comments force the author to reflect on their ideas, increasing critical thinking and meta-cognition (Richardson, 2009). Along with this, students’ need to read accurately will increase as they dialogue with others about content and themes. Essentially, students will learn that what they write is a snap shot of who they are to others. Blogs will foster continual personal growth. It has the capability of tearing down the walls of the classroom to the world of endless ideas and possibilities.
Resources
Richardson, W. (2009). Blogs, wikkis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Implementing a classroom blog is advantageous for many reasons. It provides students an authentic purpose and audience, which aligns with language arts state standards. Using a class blog may be incentive for students to “step it up.” When students know that the whole world can view their writing, it brings them to another level of consciousness. Close attention is paid to word choice, accuracy, and publishing. Blog comments force the author to reflect on their ideas, increasing critical thinking and meta-cognition (Richardson, 2009). Along with this, students’ need to read accurately will increase as they dialogue with others about content and themes. Essentially, students will learn that what they write is a snap shot of who they are to others. Blogs will foster continual personal growth. It has the capability of tearing down the walls of the classroom to the world of endless ideas and possibilities.
Resources
Richardson, W. (2009). Blogs, wikkis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Thursday, November 5, 2009
Entering a new world
As Thornburg (2004) stated in Technology and Education: Expectations, not Options, "Today we are all like Alice who stepped through the looking glass into a new world” (5). I am a newcomer to the world of blogging. Today, I am taking the first step of changing my status of a timid technology gal. I welcome the change. I want to be a part of a larger community. To learn from multitudes of others with similar passions is hard to pass by. Although this "new world" will take some getting used to, the potential is evident. Opportunities await.
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