I wish I had as much fun working on this course as my fifth graders are having working on the biographies. My partner and I had a big snafu for the discussions--not only did this session fall on Superbowl weekend, her home Internet was down over the weekend, and our school district won't let us access any "ning" social networks.
A lot of these digital tools and resources we're looking at would be great to use with students. But we aren't addressing the larger community and especially parental concerns. Yes we have an AUP (acceptable use policy). But I think where technology-driven educators are woefully short-sighted is in convincing the stakeholders, primarily the parents but also lawmakers insisting on these SOLs, that we need to be educating students in, on, with, and through digital tools because it IS there reality. And for those of us who educate at a Title I school, we have an even more urgent responsibility to expose students to these digital tools and resources, especially social networks, email, and online learning because they don't gain experience in these tools at home. So where is our advocacy lesson? Where is our assignment to write to our congress member and demand a re-evaluation of state standards that are content-based and look to more process-based experiences.
I suppose I'm off the topic, but since I am the media specialist and I know what I have budgetary access to and what I don't. I listen to teachers who present ideas to me and investigate what they want before considering purchase, but I also know that some resources are paid for by the district and try though I might to have some input, my opinion is not getting very far.
Sunday, February 14, 2010
Friday, February 5, 2010
Sidebar (LIH)
As I was reading this week's assignments, there it was--proof that this Capstone class is NOT designed with media specialists in mind. The assignments on just the first part are to consult with your school's library media specialist on conducting searches.
Now if this course wants to see itself on par with the National Board, then someone needs to wake up to the fact that NB designs certifications specifically for the multiple disciplines. They don't assume we all live and work in the exact same environment.
Now if this course wants to see itself on par with the National Board, then someone needs to wake up to the fact that NB designs certifications specifically for the multiple disciplines. They don't assume we all live and work in the exact same environment.
Sunday, January 31, 2010
Still Week 4 of Capstone (LIH)
The end of the "Student Collaboration" section of this week's assignments reminded us to post our blogs. Since it really didn't give specific directions on what to blog about, I'm going to vent. I'm supposed to be "reflecting" on all the reading and research I've done about finding collaborative digital tools, blah, blah, blah. First, why are we expected to go find research about this topic? Since EVERYONE is supposed to read about it, why isn't the content provided? Why? Because it isn't out there, not in any great quantity. The truth is school systems for the most part, and definitely here in Virginia, are hesitant (understatement) to explore the digital tools for learning. We're going on and on about Project-Based Learning, when what determines curriculum is the SOL state tests. Why am I able to be creative? Two reasons--the first and foremost is I am not directly responsible for test scores; I'm peripheral personal (which is dangerous to say in this economy). And while I know the lessons I do with students do contribute to their scores, I am also able to spend time on teaching and facilitating the digital tools because the classroom teacher teaches the content. But even I have to be constrained in what I do by the SOLs.
And I am constrained in what I do by this Capstone class. This class is attempting to foist upon us everything that's out there, willy-nilly of whether it pertains to or is even age-appropriate for our students. Have you ever watched an elementary student type on a keyboard? If I were to institute blogs with them, they'd have to have at least an hour just to type out 1-2 paragraphs. Then there is the parental factor. We all know the saying "A little bit of knowledge is a dangerous thing." Well, by now most parents know that somewhere out in the cyberverse are very bad people, so their reaction is to protect their child at all costs--who needs the Internet? I feel this class would be much more beneficial if we were learning about advocating for change in the curriculum so that we can get parents to understand that these digital tools are the skills-set necessary for their children to get good jobs in this rapidly evolving future. But we also need this class to be aware of the grade-level and job-level stratifications in its creation of assignments. But that's a vent for another day!
And I am constrained in what I do by this Capstone class. This class is attempting to foist upon us everything that's out there, willy-nilly of whether it pertains to or is even age-appropriate for our students. Have you ever watched an elementary student type on a keyboard? If I were to institute blogs with them, they'd have to have at least an hour just to type out 1-2 paragraphs. Then there is the parental factor. We all know the saying "A little bit of knowledge is a dangerous thing." Well, by now most parents know that somewhere out in the cyberverse are very bad people, so their reaction is to protect their child at all costs--who needs the Internet? I feel this class would be much more beneficial if we were learning about advocating for change in the curriculum so that we can get parents to understand that these digital tools are the skills-set necessary for their children to get good jobs in this rapidly evolving future. But we also need this class to be aware of the grade-level and job-level stratifications in its creation of assignments. But that's a vent for another day!
Saturday, January 23, 2010
Week Four of LIH (Capstone Class)
I wonder how my grade will go since my instructor hasn't been reading my blog. This will be the third time I send her the link.
The week started with disgust. I'd seen that Ken Robinson speech on TED before, and he makes fantastic points about letting children learn they way they are "meant" to learn. And then there's the article about fostering creativity. But seriously, how creative can we let students be when we HAVE TO PREPARE THEM FOR THE SOL TESTS!!! Everyone gives lip service to the idea that "we don't teach to the test," but who's kidding whom? My school district has had 2 testing scandals in the news, and the blame was thrust upon the teachers. But teachers are under the thumb of administrators who push the test because that's what schools are judged on.
Where are the parents in these lectures about creativity? The fundamental problem with letting kids be creative is grading, and we can only get away from grading if parents let us--not going to happen. So how does a creative teacher grade a student who does an interpretive dance of the Underground Railroad against a students who creates a Goolge Earth mapped route of the railroad, against the kid with pencil and paper who writes a report? I already hear the cry "Rubric," but none of this will work or stick unless the parents can be convinced that it is the right way to go.
So we need to start inviting parents to these educational conferences and to join these educational social networks--and I don't mean the "homeschool" parents. We need parents who are trusting us to educate their children to be successful members of society to understand why Problem Based Learning is better for their child than rote memorization.
As it is, I do my best to let students be creative, but with SOLs, time constraints, and lack of resources at home (no one ever thinks to use the public library), to be "fair" I have to make it all doable and equitable at school.
The week started with disgust. I'd seen that Ken Robinson speech on TED before, and he makes fantastic points about letting children learn they way they are "meant" to learn. And then there's the article about fostering creativity. But seriously, how creative can we let students be when we HAVE TO PREPARE THEM FOR THE SOL TESTS!!! Everyone gives lip service to the idea that "we don't teach to the test," but who's kidding whom? My school district has had 2 testing scandals in the news, and the blame was thrust upon the teachers. But teachers are under the thumb of administrators who push the test because that's what schools are judged on.
Where are the parents in these lectures about creativity? The fundamental problem with letting kids be creative is grading, and we can only get away from grading if parents let us--not going to happen. So how does a creative teacher grade a student who does an interpretive dance of the Underground Railroad against a students who creates a Goolge Earth mapped route of the railroad, against the kid with pencil and paper who writes a report? I already hear the cry "Rubric," but none of this will work or stick unless the parents can be convinced that it is the right way to go.
So we need to start inviting parents to these educational conferences and to join these educational social networks--and I don't mean the "homeschool" parents. We need parents who are trusting us to educate their children to be successful members of society to understand why Problem Based Learning is better for their child than rote memorization.
As it is, I do my best to let students be creative, but with SOLs, time constraints, and lack of resources at home (no one ever thinks to use the public library), to be "fair" I have to make it all doable and equitable at school.
Saturday, January 9, 2010
Week Three of LIH (Capstone Class)
Well, as is typical, I am completely muddled about what exactly is expected in this week's blog. So I'm just writing my reactions to the readings and video that I've done so far. It all seems so random anyway.
From the "Formative and Summative Assessments in the Classroom" article, I agreed with the idea that if we average students' grades on a particular learning unit, then it doesn't reflect what the student truly knows at the end of the unit. The example in the article was driver's ed; yes, the student will score more poorly on the early on assessments as he/she learns the driving process. But the final driving test, on which the student might perform masterfully, reflects the culmination of what the student has fullylearned in the unit.
As for me, as a media specialist, my assessments tend to be observational. And I enjoy this more than just because I don't have to grade papers. It forces me to pay attention to the students and to cast a wide net to observe all the students learning.
The other article "Intersections" was too preachy for me. Any analysis of my school district and those of my classmates would show that we already work in data-driven environments. So I would have preferred an article that tried less to persuade me to start analyzing data and one that examined more the various ways to gather data.
My favorite part of the Edutopia video was when the student said in his presentaiton, "By 2050 schools will be project based." Dare to dream!
From the "Formative and Summative Assessments in the Classroom" article, I agreed with the idea that if we average students' grades on a particular learning unit, then it doesn't reflect what the student truly knows at the end of the unit. The example in the article was driver's ed; yes, the student will score more poorly on the early on assessments as he/she learns the driving process. But the final driving test, on which the student might perform masterfully, reflects the culmination of what the student has fullylearned in the unit.
As for me, as a media specialist, my assessments tend to be observational. And I enjoy this more than just because I don't have to grade papers. It forces me to pay attention to the students and to cast a wide net to observe all the students learning.
The other article "Intersections" was too preachy for me. Any analysis of my school district and those of my classmates would show that we already work in data-driven environments. So I would have preferred an article that tried less to persuade me to start analyzing data and one that examined more the various ways to gather data.
My favorite part of the Edutopia video was when the student said in his presentaiton, "By 2050 schools will be project based." Dare to dream!
Thursday, December 24, 2009
Universal Design for Learning
It just blew me away to come across this again in this course. But as I reflected on where I first came across UDL, I wasn't so surprised. I was introduced to UDL and CAST book builder at the VSTE conference last year (2/09). I went on from there to give my own presentation on CAST book builder at our district's "Parent University" as I felt it would be extremely helpful to students who are struggling readers and writers.
So now I'm wondering what it is about me that lets me forget about such a wonderful resource? Or have I avoided using it because I couldn't get a classroom teacher to collaborate? Had I acted sooner, I could have had the second graders take pictures of the animal habitat dioramas they made and then have them write a description. We could have made a book! As it is I'm mulling some ideas on civilizations and trying to find a common enough thread.
My biggest difficulty in incorporating technology is equitable access--I only have 10 computers available for student use; classes are at least 20 students--and the teachers at my school are like steel rods when it comes to asking for flexability. I have no adaptive technology (mice, keyboards). I've noticed in our district those tools only come about if they are written into the IEP.
I also believe we are doing our students, especially the disadvantaged ones, a grave disservice by not incorporating keyboarding into education earlier than middle school. I truly wonder how much of a student's creativity is stifled because she gets fed up with trying to find the right letters on the keyboard. Never mind the absolute time drain hunt-and-peck typing is. And when I only get the kids for 30 minutes once a week, I can't afford to have them take 15 minutes to type out a sentence.
So now I'm wondering what it is about me that lets me forget about such a wonderful resource? Or have I avoided using it because I couldn't get a classroom teacher to collaborate? Had I acted sooner, I could have had the second graders take pictures of the animal habitat dioramas they made and then have them write a description. We could have made a book! As it is I'm mulling some ideas on civilizations and trying to find a common enough thread.
My biggest difficulty in incorporating technology is equitable access--I only have 10 computers available for student use; classes are at least 20 students--and the teachers at my school are like steel rods when it comes to asking for flexability. I have no adaptive technology (mice, keyboards). I've noticed in our district those tools only come about if they are written into the IEP.
I also believe we are doing our students, especially the disadvantaged ones, a grave disservice by not incorporating keyboarding into education earlier than middle school. I truly wonder how much of a student's creativity is stifled because she gets fed up with trying to find the right letters on the keyboard. Never mind the absolute time drain hunt-and-peck typing is. And when I only get the kids for 30 minutes once a week, I can't afford to have them take 15 minutes to type out a sentence.
Sunday, December 20, 2009
Capstone Assignment--Join a Social Network and Convince a Colleague to do the Same
I recommend Classroom 2.0 for those of us interested in understanding 21st century learning and learners and how technology facilitates and integrates into our lessons. It describes itself as “social network for those interested in Web 2.0 and collaborative technologies in education.” As we are firm supporters of Web 2.0 (using the interactivity of technology, the give and take aspect, the interchange and collaborative creation of information), Classroom 2.0 gives us a wonderful support network for asking questions and seeking information.
I myself hope to find help with this Capstone class I am in, as well as a sounding board for some of my technology ideas. That many of the members are working in classrooms and libraries means my questions will be asked of real “troops in the trenches” so to speak. Already there are posts about creating class websites and using FLIP video cameras with students, both of which I hope to do with my students. I already see how you can post a request for help with the digitally interactive Virginia timeline you want the 5th graders to create.
Truly, in looking at Classroom 2.0, I think it would be beneficial to create a Capstone group and open up membership so we can get further input from others who are integrating technology in education not as part of a course assignment, but for the benefit of our students.
I myself hope to find help with this Capstone class I am in, as well as a sounding board for some of my technology ideas. That many of the members are working in classrooms and libraries means my questions will be asked of real “troops in the trenches” so to speak. Already there are posts about creating class websites and using FLIP video cameras with students, both of which I hope to do with my students. I already see how you can post a request for help with the digitally interactive Virginia timeline you want the 5th graders to create.
Truly, in looking at Classroom 2.0, I think it would be beneficial to create a Capstone group and open up membership so we can get further input from others who are integrating technology in education not as part of a course assignment, but for the benefit of our students.
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