Today during discussion of the final chapter of Rethinking Education (yes!) We "jigsawed". This term, although supposedly previously mentioned by Dr. Boyer, was new to me. In case you're not aware, to jigsaw is to place classmates into a group for discussion with the intent to regroup the students for further discussion with said experts. I really liked it because it forced every group member to be responsible for knowing the subject of their small group discussion and to combine the ideas and apply it. Dr. Boyer pointed out that when you do something such as a "jigsaw" you should title it and refer to it's title when you plan on using it so that you don't have to explain your intentions every time, it will become a familiar practice amongst your students. At first I didn't see the need to entitle the act, but after he explained, I agree that it's a great idea to explain the concepts and motives of their actions so they know why it's a good activity and also so you don't have to waste your time and breath always re-explaining. This I will do in my classroom.
Here's some new thinking for you...
The new 3 R's:
relevance
rigor
relationships
Thursday, November 18, 2010
Sunday, November 14, 2010
Ch.10--Rethinking Ed.
Rethinking Education in a Technological World
And exhale. Basically Chapter 10 of Collins and Halverson’s Rethinking Education in the Age of Technology sums up the entirety of the book. “We argue for a new vision of education” (p. 128). Finally, we see proof that this supposedly unbiased book was the whole time in fact biased; I’m not surprised, as I’ve been pointing out all along, but to see them admit it was a shocker! Anyways, the book breaks down the rethinking of education into learning, motivation, what is important to learn, careers, the transitions between learning and work, educational leadership, and the role of government in education. So we have a lot of rethinking to do.
Rethinking Learning
This was a topic throughout the previous chapters about the Knowledge Revolution and the learning for life concept. We learned about the prevalence of just-in-time learning as opposed to the just-in-case learning and how our educational needs are being met in other ways than the traditional classroom.
Rethinking Motivation
Apparently current schools do a laissez-faire job at motivating students. “…50% of high school students are bored every day in their classes. This section revisits the idea of handing over educational responsibilities to the students and fostering learning in areas of interest that pertain to them. I didn’t like that they suggested more computer-based learning than personal instruction form a teacher. They said that teachers could assist when students needed additional help that the computer couldn’t provide, and that individualized learning would help to get rid of the bad image you obtain when you don’t understand something that other students get. I think this is ridiculous because they’re trying to eliminate reality, and the reality of it is that you can’t get rid of stigmatizations just like that, and even if you eliminate in one setting, the real world is always there to slap you. And although technology can be a motivational factor in some ways, it also can be a hindrance.
Rethinking what is Important to Learn
I found it interesting that our current curriculum is based on medieval trivium, “which consisted of logic, grammar, and rhetoric, and quadrivium, which was made up of arithmetic, geometry, music, and astronomy” (p. 133). But my favorite part of this section was when they said, “Therefore, students’ time might be better spent in learning how to use mathematical tools to solve real-world problems, rather than learning how to mimic computer algorithms” (p. 134). This is dumb, not everyone can afford a computer, but everyone can learn math equations. Not everyone can comport a computer everywhere, but you can your memory. What happens when the tool breaks down? I see importance in both learning how to use the tools and how to mimic them.
Rethinking Careers
This section focuses on the fact that careers aren’t lifelong, like they once were. Now we have to reinvent ourselves as the times and trends of life change. This emphasizes the importance of lifelong learning and the new trend of working for a while, and then going back to school, and then back to the workforce. Hated the fact that they published we will probably end up working into our 70s and 80s.
Rethinking the Transitions between Learning and Work
This section suggests counseling offices that offer job match up services and networking opportunities. The funny thing is that we actually have these. They’re called temporary job services and whatever that job service they offer at the DMV here is called. While it’s a good idea, why can’t people be responsible for their own networking and job transitions; sure it’s difficult, but that’s what sorts out the determined and the undetermined.
Rethinking Educational Leadership
Collins and Halverson discuss that leadership in education needs to go beyond reform and basically needs to do take a stand and incorporate all of their previously mentioned ideas.
Rethinking the Role of Government in Education
Government has always been a big factor in the educational department. So, Collins and Halverson suggest that government also consider everything they’ve had to say.
The book ends by appealing to technology leaders that might be reading the book to take a stand and accept the challenges that await them in the world of education reform and equity. May the force be with them as “according to a recent survey from the Education Trust, America is the only industrialized country in which today’s young people are less likely than their parents to earn a high school diploma” (p.145).
This book has inspired me to light a fire (and burn it). Just kidding, at least it got me thinking on various levels (of ridiculousness and practicality). I’m glad it’s over and the new thinking I have gained is that it’s good to read many views, including books and articles that upset you so that you have a plethora of opinions and ideas that you can use to sculpt your own views. As a teacher, I will share such resources with my students so that they too can learn the importance of seeing through different lights and angles.
And exhale. Basically Chapter 10 of Collins and Halverson’s Rethinking Education in the Age of Technology sums up the entirety of the book. “We argue for a new vision of education” (p. 128). Finally, we see proof that this supposedly unbiased book was the whole time in fact biased; I’m not surprised, as I’ve been pointing out all along, but to see them admit it was a shocker! Anyways, the book breaks down the rethinking of education into learning, motivation, what is important to learn, careers, the transitions between learning and work, educational leadership, and the role of government in education. So we have a lot of rethinking to do.
Rethinking Learning
This was a topic throughout the previous chapters about the Knowledge Revolution and the learning for life concept. We learned about the prevalence of just-in-time learning as opposed to the just-in-case learning and how our educational needs are being met in other ways than the traditional classroom.
Rethinking Motivation
Apparently current schools do a laissez-faire job at motivating students. “…50% of high school students are bored every day in their classes. This section revisits the idea of handing over educational responsibilities to the students and fostering learning in areas of interest that pertain to them. I didn’t like that they suggested more computer-based learning than personal instruction form a teacher. They said that teachers could assist when students needed additional help that the computer couldn’t provide, and that individualized learning would help to get rid of the bad image you obtain when you don’t understand something that other students get. I think this is ridiculous because they’re trying to eliminate reality, and the reality of it is that you can’t get rid of stigmatizations just like that, and even if you eliminate in one setting, the real world is always there to slap you. And although technology can be a motivational factor in some ways, it also can be a hindrance.
Rethinking what is Important to Learn
I found it interesting that our current curriculum is based on medieval trivium, “which consisted of logic, grammar, and rhetoric, and quadrivium, which was made up of arithmetic, geometry, music, and astronomy” (p. 133). But my favorite part of this section was when they said, “Therefore, students’ time might be better spent in learning how to use mathematical tools to solve real-world problems, rather than learning how to mimic computer algorithms” (p. 134). This is dumb, not everyone can afford a computer, but everyone can learn math equations. Not everyone can comport a computer everywhere, but you can your memory. What happens when the tool breaks down? I see importance in both learning how to use the tools and how to mimic them.
Rethinking Careers
This section focuses on the fact that careers aren’t lifelong, like they once were. Now we have to reinvent ourselves as the times and trends of life change. This emphasizes the importance of lifelong learning and the new trend of working for a while, and then going back to school, and then back to the workforce. Hated the fact that they published we will probably end up working into our 70s and 80s.
Rethinking the Transitions between Learning and Work
This section suggests counseling offices that offer job match up services and networking opportunities. The funny thing is that we actually have these. They’re called temporary job services and whatever that job service they offer at the DMV here is called. While it’s a good idea, why can’t people be responsible for their own networking and job transitions; sure it’s difficult, but that’s what sorts out the determined and the undetermined.
Rethinking Educational Leadership
Collins and Halverson discuss that leadership in education needs to go beyond reform and basically needs to do take a stand and incorporate all of their previously mentioned ideas.
Rethinking the Role of Government in Education
Government has always been a big factor in the educational department. So, Collins and Halverson suggest that government also consider everything they’ve had to say.
The book ends by appealing to technology leaders that might be reading the book to take a stand and accept the challenges that await them in the world of education reform and equity. May the force be with them as “according to a recent survey from the Education Trust, America is the only industrialized country in which today’s young people are less likely than their parents to earn a high school diploma” (p.145).
This book has inspired me to light a fire (and burn it). Just kidding, at least it got me thinking on various levels (of ridiculousness and practicality). I’m glad it’s over and the new thinking I have gained is that it’s good to read many views, including books and articles that upset you so that you have a plethora of opinions and ideas that you can use to sculpt your own views. As a teacher, I will share such resources with my students so that they too can learn the importance of seeing through different lights and angles.
Cool Tools Screencast
•How much effort did you exert preparing for the screencast?
As with any task in this class, a great amount of effort was exerted in preparing for my screencast. I spent a lot of time analyzing my "cool tool" Livemocha.com so that I could develop a good quality script covering the essentials of the program that make it a great tool, the pitfalls, the risks involved in using it in a classroom, and ways that it would be a great tool for my students. In order to make a smooth delivery, I had to practice my script and screen run through multiple times to ensure smooth transitions and professional language.
•How does creating and sharing a screencast with your peers impact your future teaching?
Creating and sharing a screencast with my peers impacts my future teaching by giving new knowledge and resources to better teach my students. Now I don't have to waste my students' time by repeating the same instructions over and over, they can have access to a screencast to learn how to use a tool better or if they forget it's right at their fingertips to review. I believe screencasting is a really neat tool that definitely has a place in the classroom, and I'm glad to say that I can bring it my classroom for my students to use not only my screencasts, but also by allowing them the opportunity to learn and use it in their own learning for projects.
Thursday, November 11, 2010
Exit slip 11.11.10
Well today, I spent most of my time in advising rather than in class. I was in the same building though if that helps any. I came back for the last 20 minutes of class, but I assume they were given some free-time to work since there was no discussion going on and people were chattering about the room looking at various projects and assignments. So, today I learned that I really value work time in class, especially since I have a hectic schedule with 2 jobs, various demanding classes, a car that breaks down all the time, and an expensive gym membership that I use to relieve the stresses of my day. I think it's important to consider the crazy lives of our students and that when we assign large projects, it may be helpful for most to have a work day or two, so they can make progress and not be overwhelmed by the depth of the assignment in comparison to all their other tasks and events that they have to attend and complete.
Thursday, November 4, 2010
Exit Slip 11.4.10
Dr. Boyer emphasized that one should always set expectations first before setting the group into motion, whether that be going to a website, giving out a worksheet, or placing people in groups. The world is crazily distracting and by doling out instruction and setting expectations beforehand, you can prevent further distractions and wasting your breath on repeating instructions over and over.
As a teacher, I already know I will have to repeat myself many a time, especially since I'm teaching a language. To prevent headaches (for myself and my students) I plan to set expectations first verbally; but also, I plan to post directions, assignments, and rubrics in the classroom or online as well as give out hard copies for reference.
*** "Don't get crazy with fonts, it's called fontitus and it makes your pages looks like crap"--Dr. Boyer
As a teacher, I already know I will have to repeat myself many a time, especially since I'm teaching a language. To prevent headaches (for myself and my students) I plan to set expectations first verbally; but also, I plan to post directions, assignments, and rubrics in the classroom or online as well as give out hard copies for reference.
*** "Don't get crazy with fonts, it's called fontitus and it makes your pages looks like crap"--Dr. Boyer
Wednesday, November 3, 2010
Rethinking Ed--Ch.9
What Does It All Mean?
We have reached the second to last chapter of Rethinking Education in the Age of Technology and I am inhaling for a sigh of relief (I can’t exhale until next week with the end of the last chapter). Each chapter gets a little better as we near the end, and I know the best is yet to come (the end of the darn book). I do enjoy that Chapter 9 begins with a lovely little quote by William Gibson that says, “The future is already here, it’s just unevenly distributed” (p. 122). Starting a chapter with a quote gets the mind juices flowing and helps me to focus on the meaning of the chapter; so, thanks to Collins and Halverson for directing my thoughts on chapter 9. I feel that this chapter was unlike the others in that it was realistic. They begin by asking the readers to “understand the possibilities of the new technologies from the inside…” (p. 122). Even if you aren’t a technology enthusiast (or even if you are) it’s important as an educator to always consider the possibilities of every choice and action you make before you even go to make a move. How can we give our students respectable educations if we don’t reflect on our instruction methods and techniques and the consequences.
With every moment, there is an increase in the technology literacy gap. The consequences of technology use can’t be weighed if the assessor is ignorant. The authors suggest that the literacy gap begins in the home and to ease it, parents shouldn’t demean or criticize their children’s use of technology without examining it for themselves. Parents should take advantage of their child’s technological knowledge for recreational purposes and turn mindless play into learning experiences or even teaching experiences. This section also encourages parents to get their child(ren) linked into online communities with similar interests to promote learning on a deeper level, however I see risky situations arising here. A) Internet security needs to be addressed in a cyber world of nasty pervert internet predators, and B) Topic digression/false information. I think there would be need for a site moderator because even adults are easily swayed from purposeful discussion into meaningless banter that generates hearsay and fallacies; but with a site moderator, will children be comfortable participating and will they often visit the online community to contribute or will they lose interest in pursuit of other social/recreational activities? But no, they instead address literacy levels, which are important, but they only say that vocabularies can grow through video games and that it is important to think about how new technologies will affect “advanced literacy skills” beyond vocabulary registers (p. 125). However, they then direct to the more important subject of being able to command a virtual environment and its benefits in the workforce where gamers are going to be demanding more virtual aspects. I have nothing more to say here.
I do like how Collins and Halverson sum up the chapter though. They say that teachers “would do well to study the existing structures of schooling to identify the aspects of the current system that are ripe for innovation” and that “We need strong leadership from innovative educators to make sure that the new system embodies our society’s critical goals for education” (p. 127). Basically what they’re saying is that as teachers we need to evaluating ourselves, our school system, and trying to get creative so that our students can get the best possible education available. And as a teacher, I plan to reflect, evaluate, and seize opportunities for the good of my students.
We have reached the second to last chapter of Rethinking Education in the Age of Technology and I am inhaling for a sigh of relief (I can’t exhale until next week with the end of the last chapter). Each chapter gets a little better as we near the end, and I know the best is yet to come (the end of the darn book). I do enjoy that Chapter 9 begins with a lovely little quote by William Gibson that says, “The future is already here, it’s just unevenly distributed” (p. 122). Starting a chapter with a quote gets the mind juices flowing and helps me to focus on the meaning of the chapter; so, thanks to Collins and Halverson for directing my thoughts on chapter 9. I feel that this chapter was unlike the others in that it was realistic. They begin by asking the readers to “understand the possibilities of the new technologies from the inside…” (p. 122). Even if you aren’t a technology enthusiast (or even if you are) it’s important as an educator to always consider the possibilities of every choice and action you make before you even go to make a move. How can we give our students respectable educations if we don’t reflect on our instruction methods and techniques and the consequences.
With every moment, there is an increase in the technology literacy gap. The consequences of technology use can’t be weighed if the assessor is ignorant. The authors suggest that the literacy gap begins in the home and to ease it, parents shouldn’t demean or criticize their children’s use of technology without examining it for themselves. Parents should take advantage of their child’s technological knowledge for recreational purposes and turn mindless play into learning experiences or even teaching experiences. This section also encourages parents to get their child(ren) linked into online communities with similar interests to promote learning on a deeper level, however I see risky situations arising here. A) Internet security needs to be addressed in a cyber world of nasty pervert internet predators, and B) Topic digression/false information. I think there would be need for a site moderator because even adults are easily swayed from purposeful discussion into meaningless banter that generates hearsay and fallacies; but with a site moderator, will children be comfortable participating and will they often visit the online community to contribute or will they lose interest in pursuit of other social/recreational activities? But no, they instead address literacy levels, which are important, but they only say that vocabularies can grow through video games and that it is important to think about how new technologies will affect “advanced literacy skills” beyond vocabulary registers (p. 125). However, they then direct to the more important subject of being able to command a virtual environment and its benefits in the workforce where gamers are going to be demanding more virtual aspects. I have nothing more to say here.
I do like how Collins and Halverson sum up the chapter though. They say that teachers “would do well to study the existing structures of schooling to identify the aspects of the current system that are ripe for innovation” and that “We need strong leadership from innovative educators to make sure that the new system embodies our society’s critical goals for education” (p. 127). Basically what they’re saying is that as teachers we need to evaluating ourselves, our school system, and trying to get creative so that our students can get the best possible education available. And as a teacher, I plan to reflect, evaluate, and seize opportunities for the good of my students.
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