I had originally hoped to do some research on the way my students are using technology at home and at school. However, as my schedule continues to change and concerns about using students arise, I am having trouble seeing this as a viable project.
My second thought would be to work with Shade Gomez (since we work in the same building), but what? Is there anyone out there with a suggestion?
Thursday, September 28, 2006
Podcast letdown
I am feeling kind of discouraged about my podcast. While working on it, I felt that I had a good sense of where I was going. I felt like I was learning to manipulate the applications fairly well. I even started to feel like I was ready to move on to iMovie to make something more dramatic. I found pictures and music that I thought fit well together, and I felt pretty confident overall with my finished product. It was amusing to me, but still, I thought it showed that I had learned something from Friedman and was gaining some facility with the iLife '06 applications.
Then, I saw what other people did.
Now I think my podcast is - in a word - lame. I'm frustrated because I actually worked hard on trying to get things right and make it engaging. But, as I see from what other people have done, there was so much more that could have been done. I guess the upshot is that my students will only need a teacher who allows and supports the use of technology, not one who's good at it.
Then, I saw what other people did.
Now I think my podcast is - in a word - lame. I'm frustrated because I actually worked hard on trying to get things right and make it engaging. But, as I see from what other people have done, there was so much more that could have been done. I guess the upshot is that my students will only need a teacher who allows and supports the use of technology, not one who's good at it.
Tuesday, September 26, 2006
My Mood Podcast
Check out my podcast here
You should be able to open this file: MoodPodcast.m4a
Please let me know if this works for you and what you think.
Thanks.
You should be able to open this file: MoodPodcast.m4a
Please let me know if this works for you and what you think.
Thanks.
Wired article
I was reading an interesting article about eBaumsworld. It's basically a site with funny videos and pictures that one guy (and his girlfriend) compile together on the site. Not surprisingly, the site is popular and has started to make him a lot of money. He hasn't been giving credit to the originators of the videos. Some have resorted to threatening him until he finally took down their video, and others have just been complaining LOUDLY.
I made two connections to this. First, it once again brings to the front of my mind the challenge of always staying current. I read this article because I had seen some of my students on the site. One of my undergraduate professors frequently instructed us on the importance of what he called "with-it-ness." I don't think he was even thinking about any of the things we're talking about in this class, but the concept still seems to be relevant.
Second, this reminded me of Natalie's post about posting on the class wiki. Alex's replly discusses the difference between authority and authorship. How do you think this applies to ebaumsworld?
I made two connections to this. First, it once again brings to the front of my mind the challenge of always staying current. I read this article because I had seen some of my students on the site. One of my undergraduate professors frequently instructed us on the importance of what he called "with-it-ness." I don't think he was even thinking about any of the things we're talking about in this class, but the concept still seems to be relevant.
Second, this reminded me of Natalie's post about posting on the class wiki. Alex's replly discusses the difference between authority and authorship. How do you think this applies to ebaumsworld?
Monday, September 18, 2006
Cool Web Site
Will the wonders of Flash never cease...
Check out this Japanese hatmaker's site.
Has anyone ever seen a site that is navigated this way?
Check out this Japanese hatmaker's site.
Has anyone ever seen a site that is navigated this way?
Teacher vs. Teaching Assistant
I had an interesting day today. As a certified and experienced classroom teacher, I wondered how I would do with being in a support staff position. Would there be conflict? Would I disagree with the teacher I was working with? Would I find good teaching practices in the classrooms I was working in? I have seen some good teaching and some great teaching. One of the teachers I work with has been particularly open to my input, and I feel like I am truly part of a teaching team in her class. In other classes, I have been clerical/errand girl, which is what I expected in part. Even that aspect of the job has been okay.
However, today I had a situation where - without thinking about the implications - I did not do what the teacher asked me to do. She asked me to remove a student whose cell phone rang during class (and the kid had answered it!) and bring him to the office. I removed him from the room, but instead of taking the disciplinary measures she wanted me to take, I talked with him. Without getting into too much detail, this student is having some trouble with school (not doing homework, missing class, coming late to school, not getting enough sleep, being bullied to the point of having his thumb broken, being generally out of it). I don't know all the details of what's going on with him, but I just thought there was a better way to handle the situation. So I did it my way.
The following period, I was pulled from another class and asked to find this student and bring him to the assistant principal's office, which I did. As we walked to her office, this student and I spoke a little about his bullying situation. It was clear that he knows who is bullying him, but doesn't want to tell the administration the person's name. He says, "It's no big deal. It's funny how important he thinks this makes him." When this student spoke with the AP, he changed his story (unconvincingly). His parents were called (not exactly sure of the parent situation). I worked with him on some homework 8th period and went over what he needed to do at home that night.
So, now I'm worrying about this student, and I'm worrying about me. Did I do the right thing? Am I allowed to make that kind of decision? Are there consequences for this? Will there be tension or conflict between me and the teacher? Does this impact my reputation? Is he doing his work? Is he going to get a good night's sleep? What are the repercussions of a phone call from the AP? What exactly is the extent of the bullying? What is the best way to hanndle bullying? What is my role in a situation like this?
Looking for advice and an unbiased opinion...
However, today I had a situation where - without thinking about the implications - I did not do what the teacher asked me to do. She asked me to remove a student whose cell phone rang during class (and the kid had answered it!) and bring him to the office. I removed him from the room, but instead of taking the disciplinary measures she wanted me to take, I talked with him. Without getting into too much detail, this student is having some trouble with school (not doing homework, missing class, coming late to school, not getting enough sleep, being bullied to the point of having his thumb broken, being generally out of it). I don't know all the details of what's going on with him, but I just thought there was a better way to handle the situation. So I did it my way.
The following period, I was pulled from another class and asked to find this student and bring him to the assistant principal's office, which I did. As we walked to her office, this student and I spoke a little about his bullying situation. It was clear that he knows who is bullying him, but doesn't want to tell the administration the person's name. He says, "It's no big deal. It's funny how important he thinks this makes him." When this student spoke with the AP, he changed his story (unconvincingly). His parents were called (not exactly sure of the parent situation). I worked with him on some homework 8th period and went over what he needed to do at home that night.
So, now I'm worrying about this student, and I'm worrying about me. Did I do the right thing? Am I allowed to make that kind of decision? Are there consequences for this? Will there be tension or conflict between me and the teacher? Does this impact my reputation? Is he doing his work? Is he going to get a good night's sleep? What are the repercussions of a phone call from the AP? What exactly is the extent of the bullying? What is the best way to hanndle bullying? What is my role in a situation like this?
Looking for advice and an unbiased opinion...
Thursday, September 14, 2006
My Time is Precious
This may not come across the way I want it to, but...here goes: My time is precious - don't waste it.
Hooray for this class. Students are treated to a fast-paced class with high expectations from our professors who are also available to help and they've set up a way for students to help other students. I feel a range of emotions when I feel my time is being wasted in class - frustrated, annoyed, agitated, bored, underestimated and angry. In 506 I am learning new things all the time, building on what I learn, applying what I learn, becoming more comfortable with what I learn.
Being a teacher of teachers (or soon-to-be teachers) is an incredible challenge in my opinion. You are dealing with people who are out there in the trenches. They know what it's like and they want real solutions. They can be resistant to change, and they are certainly tired. Thank you for rising to the challenge every week in class and throughout the week on our blogs.
I really feel like I am learning about technology in the English classroom, but also learning about good teaching practices that have little or nothing to do with technology: Keep students engaged. Provide opportunities for creativity and success. Make yourselves available, but give students ways to be responsible for their own work. Model effective collaboration with others. Know your subject area curriculum. Have high expectations for your students. Differentiated instruction (we read, we write, we talk, we listen, we do).
Hooray for this class. Students are treated to a fast-paced class with high expectations from our professors who are also available to help and they've set up a way for students to help other students. I feel a range of emotions when I feel my time is being wasted in class - frustrated, annoyed, agitated, bored, underestimated and angry. In 506 I am learning new things all the time, building on what I learn, applying what I learn, becoming more comfortable with what I learn.
Being a teacher of teachers (or soon-to-be teachers) is an incredible challenge in my opinion. You are dealing with people who are out there in the trenches. They know what it's like and they want real solutions. They can be resistant to change, and they are certainly tired. Thank you for rising to the challenge every week in class and throughout the week on our blogs.
I really feel like I am learning about technology in the English classroom, but also learning about good teaching practices that have little or nothing to do with technology: Keep students engaged. Provide opportunities for creativity and success. Make yourselves available, but give students ways to be responsible for their own work. Model effective collaboration with others. Know your subject area curriculum. Have high expectations for your students. Differentiated instruction (we read, we write, we talk, we listen, we do).
Tuesday, September 12, 2006
More from school
Exhausted and burnt out. Reading, reading, reading. Naively thought I could be an uninvolved teaching assistant who "leaves work at the door." However, I find myself thinking about the students I work with and try to help, but instead find myself doing mundane things. Speaking with disgruntled teachers and feeling despondent. Wondering about this balance of family, work, school and myself (is working on yourself even allowed if you are wife/mother/daughter/teacher/student?)
Thursday, September 07, 2006
First Day of School (as a Teacher Assistant)
It's been a couple of days...orientation with the whole district, working with my department, first meeting 9th graders and - at last - a full day of school with all grades. A few things strike me at this point in the game.
Personally, it is really hard for me to make this transition from stay at home mother to student/teacher. Time management is critical, and I am feeling really overwhelmed by all that I have to do and want to do. My time feels more precious than ever.
As a student, this class is challenging and fast paced -- I love it. I feel like I am really learning new material and learning how to apply this to my classroom. I don't feel like I'm wasting my time. Unfortunately, this is not always the case with the other ways I'm spending my time.
Professionally, this is a challenge. I have been the classroom teacher of 25-34 students in an urban setting with up to 6 special needs students on my own. It's an adjustment to be in a district that even has a support staff. As a teaching assistant, I am struggling with being in the periphery, even though I chose this position over a teaching position so I would not have all the responsibilities of a teacher. On the other hand, it is good to meet and begin connecting with my students, especially students I will be working with in a resource room setting. I am eager to learn about the special education program and how it serves its students.
Tomorrow, my first week will be over...I feel emotionally and intellectually exhausted by my new schedule...not sure what else to say.
Personally, it is really hard for me to make this transition from stay at home mother to student/teacher. Time management is critical, and I am feeling really overwhelmed by all that I have to do and want to do. My time feels more precious than ever.
As a student, this class is challenging and fast paced -- I love it. I feel like I am really learning new material and learning how to apply this to my classroom. I don't feel like I'm wasting my time. Unfortunately, this is not always the case with the other ways I'm spending my time.
Professionally, this is a challenge. I have been the classroom teacher of 25-34 students in an urban setting with up to 6 special needs students on my own. It's an adjustment to be in a district that even has a support staff. As a teaching assistant, I am struggling with being in the periphery, even though I chose this position over a teaching position so I would not have all the responsibilities of a teacher. On the other hand, it is good to meet and begin connecting with my students, especially students I will be working with in a resource room setting. I am eager to learn about the special education program and how it serves its students.
Tomorrow, my first week will be over...I feel emotionally and intellectually exhausted by my new schedule...not sure what else to say.
Tuesday, September 05, 2006
Where are the women?
Did anyone else notice that all of Richardson's examples of real world application of these technologies come from male teachers? Thoughts on this?
A Whole New World
Lots to comment on... first, regarding Marc Prensky's digital native/digital immigrant idea: I'd like to think there's a middle ground. I don't know, some kind of digital immigrant who has been in the "digital country" for most of her life; or a digital immigrant who is eager to lose his accent and completely assimilate. Am I an immigrant in denial?
Next, the Bruce article: He expresses an interesting concern about losing sight of the students as the focus shifts to the technology (16). James seems to express concern over this in his recent post as well http://iregretnothing.blogspot.com/. I think this concern could apply to any teaching tool. If the teacher becomes too focused on the lesson, the movie, the song, the poem, the reading, the writing s/he is teaching, s/he is in danger of losing sight of how the lesson is working within the classroom. I can recall more than one occasion when I had to change plans because what I thought would be a thoroughly engaging lesson just didn't work at that time.
Bruce concludes with an emphasis on the importance encouraging and guiding our students towards "learning how to learn" (18). I believe that one of the most valuable tools we can give our students is the freedom to find out what works for them. We do this by provided varied instruction, which provides an opportunity for our students to discover their own learning style and strategies for success. We are teaching them a valuable lesson: Sometimes things will come easily to you. Great. How will you handle the things that don't? I feel like I am constantly evolving as a learner and this class is certainly provocative in that way.
Finally, Richardson's book. The way this book is written works very well for me. It's accessible and exciting. His explanations of how things work and how to implement them in the classroom are clear and concise. Here are a few random thoughts about the reading...
I am a BIG fan of collaborating so learning (yes, learning for the first time) about wikis was invigorating. I immediately thought of how hard it was to find common time to meet with other teachers to develop lessons. If I had only known about this sooner!
I'm wondering about the public/private issues regarding this idea, but imagine meeting with your grade level team and/or your department via a blog!? I'm sure this is being done somewhere to the great convenience of all involved. It would be great to be able to share concerns about and successful strategies for helping specific students. It would be great to communicate on a daily(!) basis about students' needs. It seems like these technologies could make things a lot easier for students, teachers, parents, administrators - everyone. I am interested in being able to create private spaces online for my classes mainly because of concerns about public access. However, isn't it important and of value to get students into more public arenas? I feel conflicted. Students could (and need to) learn so much in terms of dealing with public space and being a part of global community emphasizes the significance of their contributions. Still, there is a sense of risk...
Learning about RSS was also eye-opening. I was thinking, "How can Alex and Karen keep up with all these blogs? How can I find out when someone posts on the class blog? What about keeping up with my classmates' blogs?" Hooray! A solution! I went right to Bloglines and signed up. It took a little while initially, but will save me time from here on out.
More reactions: pg. 96 - The Social Web - Wow. Once you become fluent in these things you could provide more individual instruction and maybe (gasp!) save some time with planning and feedback.
pg. 98 - a computer program that puts the sources you use in MLA format!? Am I dreaming? How long has this existed!?
ps/ just did spell check on this post and wiki and blog are not in the dictionary...I guess there's always room for improvement.
Next, the Bruce article: He expresses an interesting concern about losing sight of the students as the focus shifts to the technology (16). James seems to express concern over this in his recent post as well http://iregretnothing.blogspot.com/. I think this concern could apply to any teaching tool. If the teacher becomes too focused on the lesson, the movie, the song, the poem, the reading, the writing s/he is teaching, s/he is in danger of losing sight of how the lesson is working within the classroom. I can recall more than one occasion when I had to change plans because what I thought would be a thoroughly engaging lesson just didn't work at that time.
Bruce concludes with an emphasis on the importance encouraging and guiding our students towards "learning how to learn" (18). I believe that one of the most valuable tools we can give our students is the freedom to find out what works for them. We do this by provided varied instruction, which provides an opportunity for our students to discover their own learning style and strategies for success. We are teaching them a valuable lesson: Sometimes things will come easily to you. Great. How will you handle the things that don't? I feel like I am constantly evolving as a learner and this class is certainly provocative in that way.
Finally, Richardson's book. The way this book is written works very well for me. It's accessible and exciting. His explanations of how things work and how to implement them in the classroom are clear and concise. Here are a few random thoughts about the reading...
I am a BIG fan of collaborating so learning (yes, learning for the first time) about wikis was invigorating. I immediately thought of how hard it was to find common time to meet with other teachers to develop lessons. If I had only known about this sooner!
I'm wondering about the public/private issues regarding this idea, but imagine meeting with your grade level team and/or your department via a blog!? I'm sure this is being done somewhere to the great convenience of all involved. It would be great to be able to share concerns about and successful strategies for helping specific students. It would be great to communicate on a daily(!) basis about students' needs. It seems like these technologies could make things a lot easier for students, teachers, parents, administrators - everyone. I am interested in being able to create private spaces online for my classes mainly because of concerns about public access. However, isn't it important and of value to get students into more public arenas? I feel conflicted. Students could (and need to) learn so much in terms of dealing with public space and being a part of global community emphasizes the significance of their contributions. Still, there is a sense of risk...
Learning about RSS was also eye-opening. I was thinking, "How can Alex and Karen keep up with all these blogs? How can I find out when someone posts on the class blog? What about keeping up with my classmates' blogs?" Hooray! A solution! I went right to Bloglines and signed up. It took a little while initially, but will save me time from here on out.
More reactions: pg. 96 - The Social Web - Wow. Once you become fluent in these things you could provide more individual instruction and maybe (gasp!) save some time with planning and feedback.
pg. 98 - a computer program that puts the sources you use in MLA format!? Am I dreaming? How long has this existed!?
ps/ just did spell check on this post and wiki and blog are not in the dictionary...I guess there's always room for improvement.
MAC ATTACK
Well, here I sit, for the second night in a row trying to do my homework: Lessons on iLife '06.
Problem #1: I don't have a Mac
Solution #1: I have borrowed my friend's Mac
Problem #2: She doesn't have iLife '06
Solution #2: I purchased this software so I don't have to make an extra trip to campus (I am already working full-time, taking two graduate course from 4:20-9:20, and am committed to spending as much time as possible with my husband and son).
Problem #3: I can't install all the software because there isn't enough room on her drive.
Solution #3: I will install the software I need for these specific lessons, and uninstall/install accordingly as the lessons progress.
Problem #4: I need her password to install the software...and she's not home right now.
Solution #4: Post a frustrated entry on my blog and hope she calls me back.
Problem #1: I don't have a Mac
Solution #1: I have borrowed my friend's Mac
Problem #2: She doesn't have iLife '06
Solution #2: I purchased this software so I don't have to make an extra trip to campus (I am already working full-time, taking two graduate course from 4:20-9:20, and am committed to spending as much time as possible with my husband and son).
Problem #3: I can't install all the software because there isn't enough room on her drive.
Solution #3: I will install the software I need for these specific lessons, and uninstall/install accordingly as the lessons progress.
Problem #4: I need her password to install the software...and she's not home right now.
Solution #4: Post a frustrated entry on my blog and hope she calls me back.
Relevant Reading Writing and Speaking
Let me start with the disclaimer that I'm not really sure where I sit on this issue. Is there value in being "cultured" and "well-versed in the classics"? Is there value in having read all that Shakespeare wrote if it will not apply to the practical, professional world of which many/most of our students will be a part? What about the value of having a student really enjoy something they read even if that student will never be able to use their knowledge of the book again? As our world becomes "flat" where or how does traditional English curriculum evolve to keep up with the times?
Listening to the Natives
Exciting! There are so many ways to use technology to improve the classroom for teachers, students and parents. Giving students the opportunity to show off their knowledge, to let them be the "expert," fosters self-esteem, motivation, confidence. A teacher asking for help and deferring to his or her students' expertise models humility, and establishes the classroom as a safe place to say, "I need help. I don't understand."
The thought of being able to integrate cell phones into the classroom (as part of learning) would be so relieving. To not have to compete with a cell phone, text messaging, surfing the web, taking pictures, etc. would make the whole room more comfortable. In a situation where there is limited technology in the school, yet almost every student has a cell phone, it would require little financial support from the district and meet our students' needs for technologically relevant instruction.
One concern I have is that communication will suffer. Students will not learn how to write or spell correctly because they are using short cuts and abbreviations. I personally pay attention to the quality of people's speech and writing (perhaps this has something to do with being an English teacher). I believe this continues to be important whether you are writing an email or a cover letter. An emphasis still should be placed on writing and speaking correctly no matter what medium is being used.
The thought of being able to integrate cell phones into the classroom (as part of learning) would be so relieving. To not have to compete with a cell phone, text messaging, surfing the web, taking pictures, etc. would make the whole room more comfortable. In a situation where there is limited technology in the school, yet almost every student has a cell phone, it would require little financial support from the district and meet our students' needs for technologically relevant instruction.
One concern I have is that communication will suffer. Students will not learn how to write or spell correctly because they are using short cuts and abbreviations. I personally pay attention to the quality of people's speech and writing (perhaps this has something to do with being an English teacher). I believe this continues to be important whether you are writing an email or a cover letter. An emphasis still should be placed on writing and speaking correctly no matter what medium is being used.
First Day of School
Well, I find myself home after my first evening as a graduate student at SUNY Cortland. I am eager to learn more about how to better serve my students. The thing that is sticking with me most at this point is how negative the tone can become when we talk about teaching and the education system in this country.
There are so many challenges in teaching, and it is easy to feel unsupported or overwhelmed by environmental factors that affect one's classroom. However, I believe maintaining a positive attitude is vital to a successful classroom and overall teaching/learning experience. My strength and determination to persevere comes from my students -- past, present and future. They never cease to amaze me in their overall spirit. With regard to technology in the classroom, I will always think of one particularly special young woman who, understanding the importance of computers, sought my help in getting an email address. Even with the limited access at school, she took it upon herself to make sure she had the tools she needed to achieve her goals. This motivation is just one of the remarkable qualities she possesses. As she begins her sophomore year of college, I am proud to say she is continuing to succeed and achieve. How do you think teachers can stay positive about such challenging work?
There are so many challenges in teaching, and it is easy to feel unsupported or overwhelmed by environmental factors that affect one's classroom. However, I believe maintaining a positive attitude is vital to a successful classroom and overall teaching/learning experience. My strength and determination to persevere comes from my students -- past, present and future. They never cease to amaze me in their overall spirit. With regard to technology in the classroom, I will always think of one particularly special young woman who, understanding the importance of computers, sought my help in getting an email address. Even with the limited access at school, she took it upon herself to make sure she had the tools she needed to achieve her goals. This motivation is just one of the remarkable qualities she possesses. As she begins her sophomore year of college, I am proud to say she is continuing to succeed and achieve. How do you think teachers can stay positive about such challenging work?
Welcome!
Thank you for visiting my blog. I hope this will be a forum where different viewpoints on education will come together to better serve our students. Comment often!
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