classroom


I love the information, links and ideas I get my Twitter network. The thoughts of other educators are often provoking and make me think about my teaching. This morning I was checking my TweetDeck and checked out the Curriculum 21 ning site. ‘Langwitches’ had posted a new quote.

Curriculum 21 Quotes

Curriculum 21 is a new ning site for me but I liked the tag line on their site “Mapping the Global Classroom of the Future.” I’ll have to look around the site more but I may have to join this new network and make some connections.

nichcy.org

Great new video from New Brunswick, Canada!

I’m at the end of another grad class and with this class it’s the end of my Master’s program. I’ve enjoyed the challenges, research and discussions associated with all of my classes. I’ve had to read articles with words I didn’t understand and had to read with a dictionary on one side of me. I’ve read articles that confirmed ideas I had about teaching and I’ve read articles that made me question some of my teaching practices. With every class I’ve learned about myself, my colleagues and developed my philosophy of teaching.

For my last class my instructor has posted questions for us to think about and reflect on. At the beginning of the class we had to think about where we were on our learning curve but the funny part is every time I embrace a new experience I’m right back to the bottom of the curve.

What new understandings of the role of educational technology to support learning have you gained, acted on or perhaps strengthened?

I’ve been searching for articles, websites and blog posts that describe the integration of technology in subject areas. I’m looking for exemplars, case studies and information about the impact technology integration has on both the student and the teacher. I’ve been scouring state and provincial education sites to look for guidance on what other groups are preparing for their teachers as the teachers tackle the ISTE standards for themselves and the students. I’ve been reading information on the State of Florida’s education site, looking at the Province of Manitoba’s Curriculum Navigator and checking out the Galileo site. I want to be able to ‘show’ teachers what technology integration looks like.

Technology in Our Class.

What has had the most influence on your horizon of understanding?

My network continues to have the most influence on me. My network has expanded once again through the use of digital technology in this grad class. I’ve connected with more teachers in Regina Public Schools, I’ve chatted with teachers around the province through email and comments regarding the challenged they are facing in their schools and I’ve received great feedback on my blog posts. The network that I’ve already been working with provides with links and blogs to provoke thinking, my network offers me support and my networks expands my knowledge. When I’m lacking an understanding about a concept or theory I can approach my network, ask a question and receive information through blog comments, emails or Twitter posts. My belief in George Siemen’s Connectivity Theory is demonstrated by the support from my Web network.
What new questions have emerged for you?

There are questions that I continue to think about. What is stopping teachers from integrating technology? How can I convince teachers that technology integration isn’t difficult? But as to new questions I’m thinking about how Regina Public Schools can create technology integration , resource pages along  with links to outcomes and indicators that will allow teachers to integrate technology into their everyday teaching. I wonder how I can make a difference and help teachers overcome whatever barrier is stopping them to integrate technology into lessons. I often think where our school division will be in five years or ten years and what changes will occur.

Digital World.

I just read an interesting post that discussed what are the most important interview questions that should be asked when Hiring a Director of Technology.

In her post Jean Tower made a list of information that would be important to know before hiring a Director. A few of her questions are:

Tell us about your vision of technology in education.

Describe the role of a technology director in an educational environment.

What would be your most important priorities for your first week on the job? first month? first year?

How would you work closely with curriculum and instruction department and how would you develop that relationship?

Michael Gorman added his thoughts:

1. How do you evaluate the success in the programs that you oversee?

2. How do you answer a teacher’s concern that states “I have no time for technology because I have to much curriculum to follow?”?

3. What is the role of technology in a 21st century school program?

4. How do you differentiate the idea of technology and curriculum?

5. What steps do you take to insure that technology serves the student?

6. How do you decide on technology purchases for a building?

7. In what areas should you be involved in professional development and how can you use technology to sustain teacher growth?

Liz Davis added her thoughts: I would definitely also want to know how they are personally using technology. What are their favorite technology tools? Are they blogging? Do they use Twitter? I would ask them to describe their personal learning network. I would also ask what blogs they read? Who inspires them? Who do they follow on Twitter? Why?

I would like to know what the Director candidate thought about filtering in schools. Does the person think that filtering is necessary? Do they think there are sites that should be blocked? This information would tell me a lot about the person.

So, what would you ask? What would the most important question be?




Curriculum, pedagogies and practice with ICT in the information age

Nicola Yelland, Chapter 14: page 225

Critical Issues in Early Childhood Education
Edited by Nicola Yelland

This is an reflection that I wrote for a previous class that has relevance to the discussions that I’ve been having with colleagues and supervisors in my school division.

I connected with the challenges that educators are having integrating technology into their classrooms. Yelland comments on the concerns being raised about the amount of time young children spend on computers and whether that time is time well spent. The concerns are not support by research or data. In fact, research is showing that home use of computers support learning. In Jackie Marsh’s article Digikids: Young children, popular culture and media she finds that research supports computer use. On page 189 Marsh quotes “The relationship between literacy learning and computer-game playing is complex, but nevertheless significant” (Gee, 2003; and Pahl, 2005). Many people who object to computer use are focused on violent games, inappropriate web sites and questionable content but are not using research to support their beliefs. I believe as educators we need to teach students responsible use of  computers, software and the internet because we see the value of computers for students. I recently read a blog post about filtering of internet in school and how we as teachers need to teach our students what sites they are to use in school and what sites aren’t appropriate. Will Richardson, who wrote the blog post, thought that filtering was a form of classroom management so that teachers didn’t have to teach responsible use. 

Yelland’s article also looked at the value of ‘authentic activities’ that students can experience using computers and the internet. In my own case, my students have gone on virtual field trips around North America, dissected a frog, examined and commented on art in museums, visited Auschwitz and collaborated with students around the world. My students also have personal blogs which allow them to post their writing on-line and have an authentic audience to provide feedback. I find it hard to understand that people could not see the value in the experiences students have using technology. Students become excited when they have visitors to their blogs that read their writing or leaving comments. The visitors or their audience provide motivation to continue writing and posting to their blogs but perhaps the biggest factor is that students begin to want to write ‘for’ their audience. Students become better descriptive writers who become more aware of the mechanics of their writing so that they can provide their audience with interesting blog articles to read.  The goal is that the blogs can provide authentic audiences, rich discussions, feedback and interactions for the reader and the writer.

On page 226 Yelland states “Children are exposed to computers and a vast range of new technologies in every aspect of their lives. It is impossible for any of us to avoid technologies since they are integratal to everything we do.” Leonie Rowan and Eileen Honan in the article Literaily lost: the quest for quality literary agendas in early childhood education explores the various types of literacies that young children engage in. Young children are already participating in “media literacy, computer literacy, technological literacy, visual literacy or emotional literacy” (page 195). If young children are already exposed to these various literacies why wouldn’t we as educators embrace these opportunities to build upon them as we teach the children? Yelland continues this thought “If schools ignore this (the prevalent use of technology in our society) they cease to be relevant to life in the twenty-first century “(page 226).

On page 227 Yelland questions the new curriculum “there has been an increasing recognition that curriculum decision-making needs to take note of children’s out-of-school experiences and build upon them.” I agree that these questions need to be asked and educators need to be the ones to make changes in their classroom. I also think there should be changes made in teacher education programs that weave technology use throughout the content classes to show pre-service teachers how use technology in the classroom. Yelland quotes Dede who has “called on educators to ‘reshape children’s learning experience in and out of school to prepare them for a future quite different from the immedate past. Meeting this challenge involves teaching new skills, not simply teaching old skills better” (2002, p.178).

These are questions that the articles raised:

1. We can’t avoid technology in our lives so why do we want children to avoid technology in schools?

2.  Why is using technology relevant in the twenty-first century?

3. Why doesn’t provincial curricula recognize the value of technology? Does the curricula give teachers any incentive to integrate technology into subject areas?

4. How do you use technology in your teaching/school?

5. What type of technology use do you feel has the most value to students?

6. We can’t avoid technology in our lives so why do we want children to avoid technology in school?

7. Why is using technology relevant in the twenty-first century?

8. What future are we preparing our students/children for?

9. Why doesn’t provincial curricula recognize the value of technology?

10. Does the curricula give teachers any incentive to integrate technology into subject areas?

11. Why do educators have to prove that use of technology is beneficial to students?

    Yesterday I was fortunate enough to have a prep when Sheryl Nussbaum-Beach of the Powerful Learning Practice was hosting a session on “Evaluating Digital Resources.” Once again I fired up Elluminate and logged in for a session. There were a few people I recognized attending the online session including Alec Couros. Alec is one of my former professors at the University of Regina and introduced me to many of the online tools, groups and collaborators that I work with now.

    The session was hosted by Nussbaum-Beach but the presenter was Ira Socol. Socol posed the question “How do we know something is true?” He then discussed news stories that have been published before the information has been checked and questioned. His example was the New York Times Airbus A380 story that was published but contradicted information from a story the Times had published two weeks earlier. Socol  discussed the old way of establish information: look at the author’s credentials, the publisher’s authority and whether the library or school distributed the text. The reason the old way is no longer as relevant is that by the time text is published there has already been changes in the information presented.

    squidoo.com

    Society now looks at information in a much different way. They don’t look for information authority but at perceived authority. Our students may look at an author’s reputation, what someone else recommends, if there is previous experience with the source, who the author and site are associated with and the findability of the information. Most of our students are most impressed by the findability of information or which information had the most hits on Google. The students are equating most hits with the best quality as a way to rate information.

    Socol posed discussion questions;

    How do your students “know” something is true?

    Is it the same way the you (teachers) “know”?

    Is it the same way your Board of Education “knows”?

    What is true is that students don’t “know” what is true. My example is that earlier this week as my students were researching wonders of the world, one of my students showed me a picture of The Great Wall of China as a water slide. I questioned whether the picture was real or fake. The student hadn’t thought anything about it other than how cool that would be. I sent them back to check. As Socol states we need to teach our students to ask questions and train them in “information intelligence.” We want to ask our students to find the information in other places to verify it is reliable information. We want students to look through the site’s information and question whether the other things the source says are believable. Students also need to know what the author’s perspective is to understand if there is a bias behind the information. According to Socol the  most important technique we can use when we’re teaching our students to evaluate digital resources is to demand of our students “Show me why you think this is true.”

    Today’s readers become literate by learning to read the words and symbols of today’s world. They analyze multiple representations of a variety of texts, pictures, artwork, data and videos. Ultimately, 21st Century literacy is where aural, oral, visual and digital literacies merge. This new literacy gives students the ability to read and produce words, images, videos and new media. There is a profound shift in the way students express themselves and communicate with their peers. As educators we need to adapt to this new literacy or become irrelevant to our students. The students are operating in a multi-modal and multi-layer environment which is modular and portable. Students have moved into an interactive and collaborative arena that connects them to their world. When you consider this university class, EC&I 832, is a perfect example of the ability of students to convey information, create new content and work with new literacies. Our class relies on multi media, online web tools and our ability to communicate together. Our students are going to insist that we begin to create the same type of learning environments for them. Simply consider the deep understanding we are developing beyond a teacher instructing us. We are free to develop our own interests and delve as deep as we desire to. What would happen if our students were able to develop their interests and create content based on those interests?
    Thoughts inspired by http://www.youtube.com/user/peakdavid

    What role do multi-modal and print-based texts play in the life of the 21st century learner?

    A tongue in cheek view of “New Literacies for a New Age”

    Members of the research team at Project New Media Literacies discuss the social skills and cultural competencies needed to fully engage with today’s participatory culture. Featuring Henry Jenkins from MIT.

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