I feel like I've said most of this on other people's blogs, but I thought I should post about my iMovie here, too.
So, I pretty pleased with my iMovie. As always, I immediately see things that could be improved upon, but it's okay. The best part of this project was finding a computer to work on that could handle the job. I got yelled at by a librarian (who mistook me for a student) for eating in the computer lab, but that was the only snag.
My movie is about Socratic Seminars - which I'm a big fan of. I hope that when it plays next week, the sound will be loud and clear. Working with the external mic is something I'll have to try next time.
Tuesday, October 31, 2006
Sunday, October 29, 2006
Smack your Mac
Inspired by Chrissy's post.
The Mac vs. PC debate was raging at my house last night. I have done my share (maybe more than my share) of Mac bashing, so I'd like to try to clear up my stance on this issue.
Basically, I don't have a problem with Macs, I have a problem with Mac access. My biggest complaint about Macs is that they are awkward to use, but that's only because I'm more familiar with PCs (my Mac-using friends reminded me). I am glad to be working with Macs because I think that - ultimately - some experience with Macs will help me to help more of my students. Along these lines, I think it might be beneficial to work with both in order to give students (in this class) a broader knowledge base of these multi-media applications (for example, a podcast using GarageBand and a movie using WindowsMovieMaker).
In other news, last night's conversation turned to a "statistic" about how every ten years something revolutionizes computer technology. This led to trying to come up with what we'll need to get my son when he goes off to college in 17 years... what will the average college student need - technology-wise?
Basically, I don't have a problem with Macs, I have a problem with Mac access. My biggest complaint about Macs is that they are awkward to use, but that's only because I'm more familiar with PCs (my Mac-using friends reminded me). I am glad to be working with Macs because I think that - ultimately - some experience with Macs will help me to help more of my students. Along these lines, I think it might be beneficial to work with both in order to give students (in this class) a broader knowledge base of these multi-media applications (for example, a podcast using GarageBand and a movie using WindowsMovieMaker).
In other news, last night's conversation turned to a "statistic" about how every ten years something revolutionizes computer technology. This led to trying to come up with what we'll need to get my son when he goes off to college in 17 years... what will the average college student need - technology-wise?
Wednesday, October 25, 2006
What Teachers Make by Taylor Mali
I mentioned this poem to Rachel last week which made me go check it out again. I originally saw/heard it on a Def Poetry Jam. Since taking this class, I have to admit, there are some things that I question more than I originally did. However, I still love the heart of it which I think goes along with some of the current discussions on our class blog (Alex's post and Karen's post).
When I went to check out Taylor Mali's site, there was a specific post about this poem and how it has made the "Inspirational CyberSpam" rounds. Ironically, this poem was used by Thomas Friedman in a speech he gave at Yale graduation 2003. Check out the post and the poem.
When I went to check out Taylor Mali's site, there was a specific post about this poem and how it has made the "Inspirational CyberSpam" rounds. Ironically, this poem was used by Thomas Friedman in a speech he gave at Yale graduation 2003. Check out the post and the poem.
Sunday, October 22, 2006
iMovie Update
Well, I continue to struggle with the Mac aspect of this class, and the iMovie project is no different. I'm doing my movie on Socratic Seminars. I have taped one Socratic Seminar and hope to get at least three more on Monday. The problem is that the computer that I'm using (my friend's Powerbook G4 - about 3 years old, I think) doesn't have nearly enough memory for me to work with. I was able to get 10 minutes of footage in. I edited it down to a minute and wasn't able to save the project. I unistalled some of the iLife '06 applications, deleted the unused footage and my podcast; I tried to save to a 1GB Flash Drive, but there wasn't enough space there either. I feel like instead of spending my time working with the application, I'm trying to work around the constraints of the application and the computer I'm using. In addition, I purchased a mic that didn't work with the camera I used and a fire-wire that didn't work with Mac. I really want to work on this project, but I can't.
Tuesday, October 17, 2006
Poetry Unit
Okay, I'm going to give the wiki another try. I've started a page for a poetry unit. I know already that I will need help organizing it. I was hoping for the unit to be something that we could all contribute to and eventually use. I've started with "Still I Rise" by Maya Angelou, but I've left it open. Anyone interested?
Monday, October 16, 2006
Paperless school
Check out this article about the School of the Future - it was on NPR this morning -a paperless school in Philadelphia. Here's proof that all these things we're reading about and learning about are happening... and we could make them happen in our schools and classrooms too.
Sunday, October 15, 2006
iMovie Ideas
For the iMovie assignment, I'm going to try to show some aspect of teaching in a high school. I have a few ideas, and the deciding factor will probably be what's the most logistically feasible.
(1) document what's going on in Shade's classroom - focus on students using technology in their English classroom and Shade's enthusiasm. I think I'd rather do something with Shade for my final project instead of the iMovie assignment.
(2) document a leadership class that is new at the high school this year - a friend of mine created this class for the students who are student government and class officers - it's mandatory for them. It takes place before regular school hours (which would be good for my schedule). I think I'm most interested in this for iMovie because I can sort of visualize it at this point.
(3) document "a-day-in-the-life" of a teacher. This could go two ways: either how busy teachers are and how hard they are working throughout their day, or showing different short clips of positive student/teacher interactions (I'm thinking mostly one-on-one). I think this would be pretty hard to do because I need to be doing my job and filming simultaneously. Also, it's less controlled than working with the leadership class.
So...what do you think? Feedback is appreciated.
(1) document what's going on in Shade's classroom - focus on students using technology in their English classroom and Shade's enthusiasm. I think I'd rather do something with Shade for my final project instead of the iMovie assignment.
(2) document a leadership class that is new at the high school this year - a friend of mine created this class for the students who are student government and class officers - it's mandatory for them. It takes place before regular school hours (which would be good for my schedule). I think I'm most interested in this for iMovie because I can sort of visualize it at this point.
(3) document "a-day-in-the-life" of a teacher. This could go two ways: either how busy teachers are and how hard they are working throughout their day, or showing different short clips of positive student/teacher interactions (I'm thinking mostly one-on-one). I think this would be pretty hard to do because I need to be doing my job and filming simultaneously. Also, it's less controlled than working with the leadership class.
So...what do you think? Feedback is appreciated.
Tuesday, October 10, 2006
Good Student/Bad Student
Thanks to Dave's post for the inspiration...
I have also thought of myself as a bad student (not so much now, but pretty bad in middle/high school and my first try at college). Much like the student in Kadjer's first chapter, I picked up on things from the kids that had done the reading. I participated once the discussion strayed from the text to generalizations about "life." I actually looked forward to the essay test, because I knew a little bullshit would get me a decent grade. I could tell you the long sordid tale of my schooling, but suffice to day that by the time I was 23 I finally decided I was ready to learn - and ready to work for it.
At this point in my life, I do consider myself a good student. I am motivated by gaining actual knowledge, by having my way of thinking challenged. Again, I feel I have to sing the praises of this class. I am always thinking about this class, the flat world, the classrooms I'm in, the students I've had, what students need, what students want... constant questioning. It sometimes feels overwhelming, but it also feels good.
This brings me to another point (not exactly where I thought I would end up, but not entirely surprising that I got here). I am very disappointed with the other class I am taking. Part of being a good student means taking some responsibility for my learning. Usually I wait until the end of semester teacher evaluations come out, but I'm not sure if I can. As someone who has been in the classroom and who has been through an undergrad teacher-ed program I am really appalled. It makes me sad to think that students are being misinformed and that their time is being wasted. This class could potentially discourage students from pursuing teaching. Personally, I feel like this class is detrimental to my success as a teacher.
Teachers have a lot of power. As Spiderman well knows, "With great power comes great responsibility." Remember that your students are watching you. You are models, and you can do such great things with your power. So, what do you advise? Leave it be. Keep my mouth complacently shut for the next couple of months? Is is "worth it" to try to do something?
I have also thought of myself as a bad student (not so much now, but pretty bad in middle/high school and my first try at college). Much like the student in Kadjer's first chapter, I picked up on things from the kids that had done the reading. I participated once the discussion strayed from the text to generalizations about "life." I actually looked forward to the essay test, because I knew a little bullshit would get me a decent grade. I could tell you the long sordid tale of my schooling, but suffice to day that by the time I was 23 I finally decided I was ready to learn - and ready to work for it.
At this point in my life, I do consider myself a good student. I am motivated by gaining actual knowledge, by having my way of thinking challenged. Again, I feel I have to sing the praises of this class. I am always thinking about this class, the flat world, the classrooms I'm in, the students I've had, what students need, what students want... constant questioning. It sometimes feels overwhelming, but it also feels good.
This brings me to another point (not exactly where I thought I would end up, but not entirely surprising that I got here). I am very disappointed with the other class I am taking. Part of being a good student means taking some responsibility for my learning. Usually I wait until the end of semester teacher evaluations come out, but I'm not sure if I can. As someone who has been in the classroom and who has been through an undergrad teacher-ed program I am really appalled. It makes me sad to think that students are being misinformed and that their time is being wasted. This class could potentially discourage students from pursuing teaching. Personally, I feel like this class is detrimental to my success as a teacher.
Teachers have a lot of power. As Spiderman well knows, "With great power comes great responsibility." Remember that your students are watching you. You are models, and you can do such great things with your power. So, what do you advise? Leave it be. Keep my mouth complacently shut for the next couple of months? Is is "worth it" to try to do something?
Monday, October 09, 2006
Podcast Assessment
So...my podcast...
Let me start with the positive, which is what I learned by creating this podcast. I feel like I have learned how to work with GarageBand well enough to bring it into a classroom. Specifically, I learned how to manipulate the different tracks and synchronize the music, vocal track and images I used. In terms of my images, the picture I found of Bill Gates makes me laugh everytime, and I am always happy to be able to include pictures of my family in anything I do. (Chris, to answer your question, only two of the pictures are of my family. I got all my pictures from GoogleImages and Flickr. Jack, the Friedman photo was from Flickr - and there were LOTS to choose from.)
This assignment pushed me to think outside of the box (or 8.5 x 11 piece of paper) and convey a mood with images and music in an unfamiliar medium. I really had the hardest time with the "create a mood" aspect of the assignment because I was concerned that if I chose images or songs that had a certain connotation to me, they may not have the same connotation for my viewers/audience. Jack and Chris hit on this with a particular image (a boy handcuffed to a desk) that I thought would symbolize a sense of today's high school students being restricted by the "digital immigrants" they are being taught by. My idea didn't translate. Perhaps if I had more explicit comments at that point in the podcast, this wouldn't have been a problem.
Things I wasn't happy about - not being able to fade in and out of images and music. I didn't fill the podcast with images all the way through. In hindsight, I don't know why I thought this was okay, but looking at the podcast now, it makes things choppy and disrupts any feeling of mood.
What would I change? More images; use the vocal track to direct the mood more clearly; change my voice (pace and tone);
I'm very glad to have had this experience, and I feel that I could use this in my classroom (a refreshing take on oral presentations or an identity box project). This class, in and of itself, has been a great "world-flattener" for me, and this assignment has definitely been a big part of that.
Let me start with the positive, which is what I learned by creating this podcast. I feel like I have learned how to work with GarageBand well enough to bring it into a classroom. Specifically, I learned how to manipulate the different tracks and synchronize the music, vocal track and images I used. In terms of my images, the picture I found of Bill Gates makes me laugh everytime, and I am always happy to be able to include pictures of my family in anything I do. (Chris, to answer your question, only two of the pictures are of my family. I got all my pictures from GoogleImages and Flickr. Jack, the Friedman photo was from Flickr - and there were LOTS to choose from.)
This assignment pushed me to think outside of the box (or 8.5 x 11 piece of paper) and convey a mood with images and music in an unfamiliar medium. I really had the hardest time with the "create a mood" aspect of the assignment because I was concerned that if I chose images or songs that had a certain connotation to me, they may not have the same connotation for my viewers/audience. Jack and Chris hit on this with a particular image (a boy handcuffed to a desk) that I thought would symbolize a sense of today's high school students being restricted by the "digital immigrants" they are being taught by. My idea didn't translate. Perhaps if I had more explicit comments at that point in the podcast, this wouldn't have been a problem.
Things I wasn't happy about - not being able to fade in and out of images and music. I didn't fill the podcast with images all the way through. In hindsight, I don't know why I thought this was okay, but looking at the podcast now, it makes things choppy and disrupts any feeling of mood.
What would I change? More images; use the vocal track to direct the mood more clearly; change my voice (pace and tone);
I'm very glad to have had this experience, and I feel that I could use this in my classroom (a refreshing take on oral presentations or an identity box project). This class, in and of itself, has been a great "world-flattener" for me, and this assignment has definitely been a big part of that.
Wednesday, October 04, 2006
"Free Periods"
As a teaching assistant I work 7 out of 8 periods and have one period for lunch. Maybe it's because I'm used to the teacher end of things, but I feel like this "free period" is the time to get stuff done - not eat, or chat, or do my homework.
Before I continue, let me say: teachers should take time to eat, rejuvenate, etc. However, it has at least been my experience that teachers are busy ALL day.
So, as a teaching assistant, this is what I did during my "free period" today:
made flash cards for a student to use for a Global Studies vocab quiz tomorrow; visited a student in a resource room to help him get on track with overdue English assignments; spoke with the head of my department about changing my schedule (again) so that I can support students with whom I work in regular classrooms; also spoke about my concerns regarding two specific students; made copies of teacher handouts and plans; distributed these copies to three different resource room teachers; made a seating chart for one of the classes I work with; picked up the second half of a student's paper to deliver to the student later in the day; and, as the period ended, herded three students into class.
This type of daily experience always brings me back to Alex's post specifically the "What am I NOT into?" part. Does all this work really need to be done? Am I really making a difference by doing any of these things? What is the quality of the "difference" I am making (if any)? Could my time be better spent - making a difference in a bigger way? Should I just remind myself of my HOURLY rate of pay, eat my PB&J, find a quiet spot in the library and read Friedman?
Before I continue, let me say: teachers should take time to eat, rejuvenate, etc. However, it has at least been my experience that teachers are busy ALL day.
So, as a teaching assistant, this is what I did during my "free period" today:
made flash cards for a student to use for a Global Studies vocab quiz tomorrow; visited a student in a resource room to help him get on track with overdue English assignments; spoke with the head of my department about changing my schedule (again) so that I can support students with whom I work in regular classrooms; also spoke about my concerns regarding two specific students; made copies of teacher handouts and plans; distributed these copies to three different resource room teachers; made a seating chart for one of the classes I work with; picked up the second half of a student's paper to deliver to the student later in the day; and, as the period ended, herded three students into class.
This type of daily experience always brings me back to Alex's post specifically the "What am I NOT into?" part. Does all this work really need to be done? Am I really making a difference by doing any of these things? What is the quality of the "difference" I am making (if any)? Could my time be better spent - making a difference in a bigger way? Should I just remind myself of my HOURLY rate of pay, eat my PB&J, find a quiet spot in the library and read Friedman?
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