Finally! We are talking about a how instead of just a why! This chapter offers another set of ideas and principles that I can't take time and space to itemize, but I'm going to list them for the sake of maintaining the complete list. Costa and Kallick, the authors of this chapter, discuss the need for students to practice the skills that will make them successful in life, rather than learn the information they may or may not need later- today's world is about critical thinking and problem solving, i.e. the processes. So this list of 16 Habits of Mind identify the necessary attitudes and dispositions that transcend the learning of children and adults in all aspects of life:
1. Persisting
2. Managing impulsivity
3. Listening with understanding and empathy
4. Thinking flexibly
5. Metacognition
6. Striving for accuracy and precision
7. Questioning and problem posing
8. Applying past knowledge to novel situations
9. Thinking and communicating with clarity and precision
10. Gathering data through all senses
11. Creating, imagining, and innovating
12. Responding with wonderment and awe
13. Taking responsible risks
14. Finding humor
15. Thinking interdependently
16. Remaining open to continuous learning
So...I can't argue with these, and I especially accept them with the staircase model of developing the Habits of Mind, also discussed in this chapter...I'm just not sure how else to respond. Bloom's taxonomy is only 6 levels, Costa's levels of questioning only distinguish 3- maybe I feel somewhat overwhelmed with 16, no matter how much I agree with each of them? Or maybe my unavoidable skepticism with all new "ground-breaking educational structures" won't allow me to buy in to it quite yet, especially knowing that I would probably be on my own with it for awhile (I've written before about the slow rate of progress in education). But, I suppose all of this is to be expected too, which is why the authors include the curriculum mind shifts at the end of the chapter. We probably just aren't ready yet for this new approach to learning because it doesn't jive with the system we have, and we would prefer not to disrupt what we know. But I love these closing lines of this chapter as well as the book (and my GEM responses to the book), "Growth and change are found in disequilibrium, not balance. It takes some getting used to."
Sunday, November 27, 2011
A Classroom as Wide as the World
One of my advisors during my semester abroad in Costa Rica said, "If everyone traveled, there would be no poverty in the world." Now, part of me feels like this is an oversimplification, but then a much larger part of me whole-heartedly supports this position- an excellent springboard into a discussion of this chapter. I think I get the characteristic from my mother, a forever-lover of travel and world culture, but I have always felt an urgency to discover anything outside of my own "four walls of reality." Whether that be a different part of my own city, a different state in my own country, or another part of the world, I feel drawn to discover people and places beyond what I already know. Overall, I recognize my personal benefit in my opportunities to make those discoveries; in which case I am so pleased to find the need for global literacy in today's students impressed so strongly by this author.
The need for expanding our "education's borders" should not be merely about catching up with the rest of the world's academic achievement, because I strongly believe one hand washes the other. We (as in the educators of America) cannot act as though education is a race to some finish, competing against the education of other countries; because today's world is becoming more and more about "us" working with "them" rather than the us trying to outdo them like our parents and grandparents (cough, space race, cough). If we actually focus outside of ourselves and examine how we fit into the much bigger, global Us, then our students will naturally grow to think about their global peers as partners with important skills to contribute.
So yes, obviously a teacher can't just snap and automatically make the students aware of and appreciate other parts of the world, but that's why the process takes all of us (America's educators again) working together from the beginning- studying language as early as possible, then world economy, science, culture, technology,personal travel, all while addressing history within a global context, etc. One teacher can't do it all alone, although I am certainly in support of global professional development.....traveling! In all seriousness, nothing can influence a student's empathy for the world better than the example of the teacher, and nothing can harbor more empathy in the teacher than actually experiencing the world herself. That enters into administration support- unless the teacher can manage to go by her own means! :)
The need for expanding our "education's borders" should not be merely about catching up with the rest of the world's academic achievement, because I strongly believe one hand washes the other. We (as in the educators of America) cannot act as though education is a race to some finish, competing against the education of other countries; because today's world is becoming more and more about "us" working with "them" rather than the us trying to outdo them like our parents and grandparents (cough, space race, cough). If we actually focus outside of ourselves and examine how we fit into the much bigger, global Us, then our students will naturally grow to think about their global peers as partners with important skills to contribute.
So yes, obviously a teacher can't just snap and automatically make the students aware of and appreciate other parts of the world, but that's why the process takes all of us (America's educators again) working together from the beginning- studying language as early as possible, then world economy, science, culture, technology,personal travel, all while addressing history within a global context, etc. One teacher can't do it all alone, although I am certainly in support of global professional development.....traveling! In all seriousness, nothing can influence a student's empathy for the world better than the example of the teacher, and nothing can harbor more empathy in the teacher than actually experiencing the world herself. That enters into administration support- unless the teacher can manage to go by her own means! :)
Wednesday, November 23, 2011
Five Socio-Technology Trends that Change Everything in Learning and Teaching
I'm pretty tired of talking about social networking, but it is pretty amazing how social production has become such a prominent aspect of the Internet. I've never thought about how much of the Internet really is created or expanded by "amateurs"- why shouldn't students who do that get credit for what they contribute? They are gathering, analyzing, synthesizing, applying, commenting on, and collaborating with the information- all the same things we strive to teach them in class, just with information the teacher picked out ahead of time. There must be a place for truly relevant and real-world Web production in the modern curriculum. At the very least, I plan to include it in my classroom (so to speak).
The Semantic Web and media grids ideas still confuse me a tad, but that is understandable given my somewhat archaic approach to the Internet. I will say that what I've gathered about these new technologies gives me the smallest glimmer of hope for navigating the Internet. I have severely limited research skills, and I've become concerned about facilitating research for my students. How can I instill skills that I don't have myself? But, it seems that the Internet "developers" are catching on to my dilemmas with sifting through the vastness of information by identifying each piece of it as it goes onto the Internet. An appropriate ID will make searching for something so much easier and....faster! I may not have to hate research after all! Modern learning is so not a cathedral- we all really are in a lively, interactive bazaar.
The Semantic Web and media grids ideas still confuse me a tad, but that is understandable given my somewhat archaic approach to the Internet. I will say that what I've gathered about these new technologies gives me the smallest glimmer of hope for navigating the Internet. I have severely limited research skills, and I've become concerned about facilitating research for my students. How can I instill skills that I don't have myself? But, it seems that the Internet "developers" are catching on to my dilemmas with sifting through the vastness of information by identifying each piece of it as it goes onto the Internet. An appropriate ID will make searching for something so much easier and....faster! I may not have to hate research after all! Modern learning is so not a cathedral- we all really are in a lively, interactive bazaar.
Saturday, November 19, 2011
New School Versions: Reinventing and Reuniting School Program Structures
I have been wondering about these topics on my own for awhile now, frustrated because I have ideas, but keep coming back to the limits of the traditional school design structure. The topic doesn't really go too far beyond regular rotation or block schedules?; weekly/biweekly schedules? I won't really touch on the typical school year calendar from August to May (because I spent 8 weeks of my summer in class this year, and pretty much despised the entire concept!), but I suppose there are people who want to learn things that would best be taught in the summer...somewhere. The point is, I agree with Jacobs' mantra "form should follow instruction"- we can't keep reorganizing the contents of a package while we keep using the same sized and shaped box.
I think there are just far too few people willing to take those first drastic steps out of the box to make it actually happen, especially in the same place at the same time. But the schools that have those people, and really are kicking education up a notch, have rave results that the rest of the world ignores. Why? Is it funding? Manpower? I can imagine the vast amount of work and funding needed if we were to establish curriculum groupings other than simply age level. Certainly the change could mean bright futures for multiples of students, but at what sacrifice? Can we take the risk when plenty of students are achieving bright futures in the system we have right now anyway? Once we spend this money for an overhaul, what happens if it doesn't meet students' needs like we thought it would? I get it- I think. We're moving in that direction, but at a sickeningly slow pace because there is not enough evidence of success to outweigh the "risks." Eventually, change will have to happen, but people have to stay gutsy enough to keep pushing for it.
I think there are just far too few people willing to take those first drastic steps out of the box to make it actually happen, especially in the same place at the same time. But the schools that have those people, and really are kicking education up a notch, have rave results that the rest of the world ignores. Why? Is it funding? Manpower? I can imagine the vast amount of work and funding needed if we were to establish curriculum groupings other than simply age level. Certainly the change could mean bright futures for multiples of students, but at what sacrifice? Can we take the risk when plenty of students are achieving bright futures in the system we have right now anyway? Once we spend this money for an overhaul, what happens if it doesn't meet students' needs like we thought it would? I get it- I think. We're moving in that direction, but at a sickeningly slow pace because there is not enough evidence of success to outweigh the "risks." Eventually, change will have to happen, but people have to stay gutsy enough to keep pushing for it.
Wednesday, November 16, 2011
Upgrading the Content: Provocation, Invigoration, and Replacement
I can't exactly itemize my comments on each topic of this chapter, or my post will easily be its own chapter. The author herself itemizes the potential upgrades to each of the curriculum areas. I won't respond to each, but I'll start with an agreement to the upgrade in the first place. Let's face it- a lot of the stuff we teach and expect the students to "know" for the state assessments doesn't ever get thought about once the student graduates high school (maybe college). As hard as it is for me to admit, I probably couldn't confidently tell you the contributions of the Italian explorers or the Eastern Indian trade routes- significant points in the 4th grade social studies curriculum. However, I gathered a much more contextual, global understanding of the explorer's influence on world society when, during my study in Costa Rica, I escaped the pro-Anglo slant of my American education. Not to say we should stop teaching those topics, but there are clearly more relevant aspects of the the stories than the isolated lists of what "good the contributed to the founding of our country." Of course, that's just the social studies.
I would be remiss to pass over the discussion of English Language and Literature, but I was also intrigued by Jacobs' inclusion of Health and P.E. in this discussion. I certainly have less-than-positive flashbacks of the 20-year-old substance abuse video tapes in the makeshift classroom on the gymnasium stage; but I just thought that was Health! This empowerment through science approach seems so forward-thinking, yet at the same time like the only sensible way the "teach health" all along!
As for Literature, I can't say much for the novelty of the author's suggestions. At this point, film studies, Google Lit-Trips and poetry slams feel pretty "been there, done that." But, the whole approach to language of any kind as the development of logic through making meaning, makes perfect sense! There's no point to reading if there's no reason for writing, but there's no point to write if we don't benefit from speaking- which is obviously false. It's all about communicating and receiving a message. Aside from that, is there really a point to teaching anything else?
I would be remiss to pass over the discussion of English Language and Literature, but I was also intrigued by Jacobs' inclusion of Health and P.E. in this discussion. I certainly have less-than-positive flashbacks of the 20-year-old substance abuse video tapes in the makeshift classroom on the gymnasium stage; but I just thought that was Health! This empowerment through science approach seems so forward-thinking, yet at the same time like the only sensible way the "teach health" all along!
As for Literature, I can't say much for the novelty of the author's suggestions. At this point, film studies, Google Lit-Trips and poetry slams feel pretty "been there, done that." But, the whole approach to language of any kind as the development of logic through making meaning, makes perfect sense! There's no point to reading if there's no reason for writing, but there's no point to write if we don't benefit from speaking- which is obviously false. It's all about communicating and receiving a message. Aside from that, is there really a point to teaching anything else?
Friday, October 28, 2011
Upgrading the Curriculum: 21st Century Assessment Types and Skills
The last paragraph of this chapter kept me from completely unloading on assessment topic. I was all gung-ho about totally revamping our concept of what education even looks like, but talking about assessment falls right into that "just like we've always done it" category......I HATE talking about assessment. But, like I said, the author saved me in the end by writing, "changing our assessments and skills is a different type of upgrade than altering content." She isn't addressing assessment simply for assessment's sake- I think she alternatively looks at assessment as the ends to the means of the whole model she has in mind. We should know where we're going, where we'll end up; so from a whole mountain of education to attack, starting with one molehill isn't such a bad idea.
We do still need to be realistic about change, too. Teachers who are part of a "changing curriculum" aren't necessarily going to share the same vision, or even basic skills, for that matter, that are required for these changes to take place. So instead of just leaving them in the dust, which we obviously can't do, changes (like in assessment) need to start in terms they can understand. So although I think swapping an assignment from writing a short story to writing a screen play is not too ground-breaking- that's about where we are now- we've gotta start somewhere.
We do still need to be realistic about change, too. Teachers who are part of a "changing curriculum" aren't necessarily going to share the same vision, or even basic skills, for that matter, that are required for these changes to take place. So instead of just leaving them in the dust, which we obviously can't do, changes (like in assessment) need to start in terms they can understand. So although I think swapping an assignment from writing a short story to writing a screen play is not too ground-breaking- that's about where we are now- we've gotta start somewhere.
Thursday, October 27, 2011
Curriculum 21: Essential Education for a Changing World
I may have found a book that FINALLY puts the whole "curriculum for a digital world through the real-world technology skills and cultural literacy collaboration blah blah blah" mindset into a perspective that's more than just fluff. Today I started reading this book by Heidi Hayes Jacobs with the first chapter, called "A New Essential Curriculum for a New Time." It introduced a lot of sporadic thoughts, but those thoughts present some serious defense for the author's developing educational paradigm.
I particularly identify with the historical traditions establishing the contemporary educational methods......we go with what we know. What we know has been rows of desks, with a blackboard at the front of the room for the students to copy from, and then homework to finish and turn in the next day. That isn't our design because it's necessarily the best anymore....just because that's how it's been! Our standards (another point the author addresses) fit with that design, not because they are the best method of achieving that level of learning, but because that's the only way to quantify the learning that takes place in the rows with the blackboards. So we shouldn't really be looking at the standards for our educational revamp, we should be looking at our revamp of education to revamp education.........the structure probably isn't even the right fit in the first place!
I'm sticking with this book until the end of GEM, so I'm actually excited to find out how this author has developed the ideas I've wrestled with myself.
I particularly identify with the historical traditions establishing the contemporary educational methods......we go with what we know. What we know has been rows of desks, with a blackboard at the front of the room for the students to copy from, and then homework to finish and turn in the next day. That isn't our design because it's necessarily the best anymore....just because that's how it's been! Our standards (another point the author addresses) fit with that design, not because they are the best method of achieving that level of learning, but because that's the only way to quantify the learning that takes place in the rows with the blackboards. So we shouldn't really be looking at the standards for our educational revamp, we should be looking at our revamp of education to revamp education.........the structure probably isn't even the right fit in the first place!
I'm sticking with this book until the end of GEM, so I'm actually excited to find out how this author has developed the ideas I've wrestled with myself.
Wednesday, October 26, 2011
Digital Mapping
I won't say that I'm any more inspired to use Google Earth now than what I was this summer when we explored the program, but I have learned a few more features from Choosing Web 2.0 Tools for Learning and Teaching in a Digital World than what I was familiar with. For example, I don't think I knew about the LAYERS feature that adds an historical map over the imagery of the current terrain in order to compare and contrast the features. This feature also provides 3D viewing capabilities- something that surprised me upon this reading.
As for the Google non-Earth additions, I had no idea there was that much to explore in either Google Oceans or Google Sky. I'm pretty sure I knew they were there, but this text certainly provides much more substantial instruction on using the programs. Even though it does with the basic Google Earth program too, I still don't feel like I know what I'm doing with it. Like I said, I think it's cool to be there for people who are comfortable with it, but I'm still not quite inspired to learn what I need to.
As for the Google non-Earth additions, I had no idea there was that much to explore in either Google Oceans or Google Sky. I'm pretty sure I knew they were there, but this text certainly provides much more substantial instruction on using the programs. Even though it does with the basic Google Earth program too, I still don't feel like I know what I'm doing with it. Like I said, I think it's cool to be there for people who are comfortable with it, but I'm still not quite inspired to learn what I need to.
Tuesday, October 25, 2011
Collaborating and Sharing Information
So, I did know that Web 2.0 is all about collaboration online. But I didn't know that there is as much out there than what this chapter talks about in Making the Web Work for You. Especially the government and business sides of online tools- I never thought about governmental agencies having their own social networks or virtual worlds; or how business almost have to stay on the cutting-edge of Internet technology just to stay in business. A lot of this stuff goes on without the general public even knowing about it!
For the corporate world, and I assume for education too, there are always ways to schedule and organize meetings, brainstorm topics and solutions without ever needing someone to write something down. Or ways to get information from the public without needing to talk to individual people- like with online polls and discussion boards, etc. And even with presenting material, I had no idea there was a 2.0 tool to share your desktop with people in a class.
As sick as I am of talking about technology, and the "new things on the Web," I recognize that it really is impossible to ever be "caught up" with new things..........I'm just not sure how I feel about that.
For the corporate world, and I assume for education too, there are always ways to schedule and organize meetings, brainstorm topics and solutions without ever needing someone to write something down. Or ways to get information from the public without needing to talk to individual people- like with online polls and discussion boards, etc. And even with presenting material, I had no idea there was a 2.0 tool to share your desktop with people in a class.
As sick as I am of talking about technology, and the "new things on the Web," I recognize that it really is impossible to ever be "caught up" with new things..........I'm just not sure how I feel about that.
Monday, October 24, 2011
Research 2.0
Research 2.0, I've discovered, is not so much different from research 1.0. I guess the 2.0 comes into play because of all the additional material available to look through on the Internet. Those sources need to be criticized and cited like any other material, so I suppose this chapter in Web 2.0: Making the Web Work for You might give someone new information. It is certainly good to keep as a quick reference for a newbie to Internet research- but search engines are pushing it for most of us. I did think the mind-mapping tool featured in the chapter was interesting. I am familiar with some mind-mapping software, but hadn't seen anything on the Web. That's good to keep in mind when I won't want to pay for the Inspiration license one day.
Friday, October 21, 2011
Adam Hotchkiss
I really appreciate how realistically Adam approaches the relationship between the technology coordinator and the school's teachers. He touched particularly on the importance of prompt conflict resolution in response to technology maintenance, because he recognizes the reality of teachers eventually giving up their use of technology if they have no reason to trust its dependability. I am just such a teacher, and work with plenty of other teachers like that too. It's impossible to implement technology, or even forsee its implementation, into your planning if you can't predict whether or not the Promethean board will be fixed by then, or if the projector lens has even been cleaned. Teachers can do their part, but that only goes so far. I'm sure CAK operates differently than the schools from my experiences, based on size alone, but still......the tech coordinator needs to realize the reality of their particular situation.
Adam also really emphasizes the training behind the inclusion of technology, but I particularly noted his approach to this perspective from the prevention of wasted resources- technology that a teacher doesn't know how to use will not get used, whether it's in the classroom or not. If it's not used, the funding for that technology goes to waste. Taking this position probably encourages the school's administration and the holders of whatever funds they use to more seriously consider backing appropriate technology training.
Adam also really emphasizes the training behind the inclusion of technology, but I particularly noted his approach to this perspective from the prevention of wasted resources- technology that a teacher doesn't know how to use will not get used, whether it's in the classroom or not. If it's not used, the funding for that technology goes to waste. Taking this position probably encourages the school's administration and the holders of whatever funds they use to more seriously consider backing appropriate technology training.
Thursday, October 20, 2011
Polly Brake
Mrs. Brake's story seems pretty interesting- how she ended up in technology, and especially educational technology for that matter. She certainly demonstrates the passion she has for getting technology into the classroom; I think that's so important, and I think it helps her influence the teachers at Grace in the same way.
Thinking of myself as a teacher at her school, I think I would definitely feel encouraged by her to try new things, and supported by her if I had my own ideas or wanted to go out on a limb. She's a technology coordinator who all teachers should have on their team and take advantage of the opportunity if they do. Thinking of myself actually in her position......I definitely don't think I could do that job very well. She's got a vision and a way of pursuing that vision that I just recognize in myself. Again, her passion begins at the level of technology alone- where she and I will never see eye to eye. However, her natural leadership in that position does lend some wisdom for any other type of leadership. So even if I'm not leading technology coordination in my school one day, I'll consider that necessary drive and conviction, not to mention patience for helping peers push themselves professionally.
Thinking of myself as a teacher at her school, I think I would definitely feel encouraged by her to try new things, and supported by her if I had my own ideas or wanted to go out on a limb. She's a technology coordinator who all teachers should have on their team and take advantage of the opportunity if they do. Thinking of myself actually in her position......I definitely don't think I could do that job very well. She's got a vision and a way of pursuing that vision that I just recognize in myself. Again, her passion begins at the level of technology alone- where she and I will never see eye to eye. However, her natural leadership in that position does lend some wisdom for any other type of leadership. So even if I'm not leading technology coordination in my school one day, I'll consider that necessary drive and conviction, not to mention patience for helping peers push themselves professionally.
Wednesday, October 19, 2011
The Digital Citizen
In The Digital Diet, the authors certainly give plenty of sensible advice that every Internet user should hear, understand and practice. Since I have grown up using the Internet, this first chapter didn't really shatter the earth for me, personally. But children growing up with the Internet at its now evolved state, need to understand these lessons we have had to learn through its evolution. And there are always those people who are only just venturing into the realm of technology- some of them as teachers in schools- so this chapter would be great to use in a discuss of "technology's essentials" (just as important as simple hardware knowledge).
I appreciate the approach to this subject by these authors, because their list of "tenets" for the the digital citizen can be understood easily enough by anyone of any age along that Internet use spectrum/timeline.
-Respect yourself.
-Protect yourself.
-Respect others.
-Protect others.
-Respect intellectual property.
-Protect intellectual property.
Again, thorough, simply stated, and easy to understand and remember by children as well as adults.
I appreciate the approach to this subject by these authors, because their list of "tenets" for the the digital citizen can be understood easily enough by anyone of any age along that Internet use spectrum/timeline.
-Respect yourself.
-Protect yourself.
-Respect others.
-Protect others.
-Respect intellectual property.
-Protect intellectual property.
Again, thorough, simply stated, and easy to understand and remember by children as well as adults.
Tuesday, October 18, 2011
Digital Video in Mathematics
So I covered the Language Arts chapter of Teaching with Digital Video, but continued on with the Math chapter mainly out of curiosity. I've always considered math the content area of most challenge with things like technology integration or cross-curricular connections, so I found the idea of digital video most intriguing.
This chapter came from the same 3-fold stance of video: watching, analyzing, and creating; and contained several lesson plans utilizing each of those techniques. I must admit, however, I think most of the lesson plans may be stretching things a bit. I bought into more easily the "watching" lessons, because video can always be used as a way to demonstrate or visualize a concept; but that can only go so far before the videos become superfluous. With the analyzing and creating videos in math, the "Marching Band Choreography" lesson plan won me over (I'm sure it helps that I was a band kid myself, but not exclusively.), and I think it totally falls into today's discussion of teaching, learning and the curriculum. A teacher using this lesson presents a problem in video form, which the students identify, analyze and eventually apply to their own creations recorded on video. In all my years of marching band, I never thought about how geometrically-based it really is, so I can certainly see the technology working with the curriculum all the way through the problem-based learning to be something the students could really enjoy and benefit from.
This chapter came from the same 3-fold stance of video: watching, analyzing, and creating; and contained several lesson plans utilizing each of those techniques. I must admit, however, I think most of the lesson plans may be stretching things a bit. I bought into more easily the "watching" lessons, because video can always be used as a way to demonstrate or visualize a concept; but that can only go so far before the videos become superfluous. With the analyzing and creating videos in math, the "Marching Band Choreography" lesson plan won me over (I'm sure it helps that I was a band kid myself, but not exclusively.), and I think it totally falls into today's discussion of teaching, learning and the curriculum. A teacher using this lesson presents a problem in video form, which the students identify, analyze and eventually apply to their own creations recorded on video. In all my years of marching band, I never thought about how geometrically-based it really is, so I can certainly see the technology working with the curriculum all the way through the problem-based learning to be something the students could really enjoy and benefit from.
Digital Video in English Language Arts
Obviously I went right for this chapter of the book Teaching with Digital Video, edited by G. Bull and L. Bell. I appreciate the idea the authors present of three different activities to do with digital video: watching, analyzing, and creating. Analyzing and creating are particular easy and seamless in a Language Arts classroom- and videos are usually just used for watching after the class has finished reading its corresponding work of text- but I never really applied that thinking to videos....a communication genre that truly is a part of the language world.
Like I mentioned, watching videos is the easiest to do, but should not be taken for granted. Part of our discussion on Monday mentioned how all teachers hold differing levels of ability with technology. One of the seventh grade teachers at my base placement asked me if I could help her make a video full screen.......I just dragged the corner of the window until it was the right size. So, even people more comfortable with technology still need to be conscious of other teachers wanting to start into the realm of digital media- literally from the ground, up.
I love the lesson shared in this chapter for Analyzing digital video, because it involves the students interacting directly with the technology as well as presenting something of themselves that they created. This "Performance Poetry" lesson includes teacher and student collaborative feedback, creative writing, poetry, self-expression, student presentation, with a great list of suggested resources....all wins...So I will definitely keep note of this lesson plan.
You can't get any more student involvement than you get from students creating their own product. I love the book trailer idea shared in this chapter (another one I plan to use one day), because the students have to completely absorb the text and present its parts that held most meaning for them. This is also a great opportunity for a middle school teacher to scaffold student understanding of copyright and appropriate media use, while the students sift through potentially mass amounts of helpful content online. I think the students would love it, but still display an endless amount of standards mastery!
Like I mentioned, watching videos is the easiest to do, but should not be taken for granted. Part of our discussion on Monday mentioned how all teachers hold differing levels of ability with technology. One of the seventh grade teachers at my base placement asked me if I could help her make a video full screen.......I just dragged the corner of the window until it was the right size. So, even people more comfortable with technology still need to be conscious of other teachers wanting to start into the realm of digital media- literally from the ground, up.
I love the lesson shared in this chapter for Analyzing digital video, because it involves the students interacting directly with the technology as well as presenting something of themselves that they created. This "Performance Poetry" lesson includes teacher and student collaborative feedback, creative writing, poetry, self-expression, student presentation, with a great list of suggested resources....all wins...So I will definitely keep note of this lesson plan.
You can't get any more student involvement than you get from students creating their own product. I love the book trailer idea shared in this chapter (another one I plan to use one day), because the students have to completely absorb the text and present its parts that held most meaning for them. This is also a great opportunity for a middle school teacher to scaffold student understanding of copyright and appropriate media use, while the students sift through potentially mass amounts of helpful content online. I think the students would love it, but still display an endless amount of standards mastery!
Saturday, July 23, 2011
EXPAND
Here's the link to my site called My Shakespeare Gallery
https://sites.google.com/site/shakespeareobsession/
Of course, there's not much to see right now, since it's just the beginning. But I plan to keep using the site and adding to it as time goes on, especially as Shakespeare eventually becomes part of my lesson curriculum (hopefully!).
https://sites.google.com/site/shakespeareobsession/
Of course, there's not much to see right now, since it's just the beginning. But I plan to keep using the site and adding to it as time goes on, especially as Shakespeare eventually becomes part of my lesson curriculum (hopefully!).
Friday, July 8, 2011
Digital Citizenship
Brooks-Young lists self-respect, respect of others, and respect of outside limits as three characteristics of a model digital citizen. I would say that the majority of adults and students I know fit into this category. However, there are always those few exceptions who either don't understand what these traits even mean, or, like the examples I am thinking of right now, don't necessarily translate the offline standards of respect into the digital world. This is mainly on facebook- I don't have much experience with online material beyond that.
I am not saying I approve of sexting, but I can't help but feel that there is a line drawn between privacy and upholding law. I am definitely referring to specifically minors- but what makes consensual, underage sexting different than consensual, underage sex? That sort of activity falls under parental jurisdiction, not adult government, so I don't believe there is a law against it. Of course, anything under the school roof falls under school jurisdiction; but still, any type of enforcement has to follow an appropriate establishment of expectations and appropriate use. I don't think it's realistic to hold students to a certain level of accountability if they don't clearly know what that level is to begin with. We have a good hold on what our 21st century problems are, so it's time to start planning the prevention of those problems rather than planning how to handle the problems after they've happened.
I am not saying I approve of sexting, but I can't help but feel that there is a line drawn between privacy and upholding law. I am definitely referring to specifically minors- but what makes consensual, underage sexting different than consensual, underage sex? That sort of activity falls under parental jurisdiction, not adult government, so I don't believe there is a law against it. Of course, anything under the school roof falls under school jurisdiction; but still, any type of enforcement has to follow an appropriate establishment of expectations and appropriate use. I don't think it's realistic to hold students to a certain level of accountability if they don't clearly know what that level is to begin with. We have a good hold on what our 21st century problems are, so it's time to start planning the prevention of those problems rather than planning how to handle the problems after they've happened.
HTML Page
Alright, this is my first try ever at a web page......no promises......but here's the link:
http://maegansclassproject.webs.com/HarryPotterPage.html
http://maegansclassproject.webs.com/HarryPotterPage.html
Thursday, July 7, 2011
Creating Content- Images
My use of online images and videos has almost entirely revolved around facebook. You can't log in to facebook without seeing multiple pictures, either on your own page or at least in your newsfeed from other people's postings. I will admit that I enjoy browsing through another perspective of an event or some experience that one of my friends wants to share, because if I was there, I can reminisce and/or see another side of it, and if I wasn't.....well, I always enjoy vicarious experiences! :) I try to keep up with random photos of everyday life here and there, but my biggest and most purposeful use of online images happened during my semester abroad. I let everyone know the URL for my personal blog, but in my blog I posted links to picture albums and videos that I had uploaded to facebook. Facebook allows public viewing (when the author allows that feature) to items even to people without an account. This was perfect for my parents, in particular. Other than that experience, I really don't post things just to post them- especially videos. I will be intentional if I really want to document something specific, or may post if something happens so spontaneously that I simply MUST share it with the world. Otherwise, I do still maintain some of the caution about how much of myself I put out in front of the world.
In the classroom setting with public images, creative commons licenses come into play. Wikipedia describes Creative Commons licenses as "several copyright licenses that allow the distribution of copyrighted works. The licenses differ by several combinations that condition the terms of distribution." These various types of licenses provide tremendous flexibility in the use of online videos and photos, but could also provide a large amount of confusion for the teacher and student. The first step of any Web-based, image project would be to ensure clarification of licenses recognition and individual use policies. Once the students know what they are allowed to search for, and the teacher can properly monitor the students' use of online materials, the students will still be left with immense potential for creativity in their learning. Everyone just needs to start on the same page.
In the classroom setting with public images, creative commons licenses come into play. Wikipedia describes Creative Commons licenses as "several copyright licenses that allow the distribution of copyrighted works. The licenses differ by several combinations that condition the terms of distribution." These various types of licenses provide tremendous flexibility in the use of online videos and photos, but could also provide a large amount of confusion for the teacher and student. The first step of any Web-based, image project would be to ensure clarification of licenses recognition and individual use policies. Once the students know what they are allowed to search for, and the teacher can properly monitor the students' use of online materials, the students will still be left with immense potential for creativity in their learning. Everyone just needs to start on the same page.
Wednesday, July 6, 2011
Creating Content- Writing
Blogs are mainly used as sort of an online journal- entries are dated and listed chronologically. After the entries are posted, people can comment on any entry in the blog. These entries are also posted chronologically, with information to identify the commenter. The blog owner may decide which comments to keep or remove from the blog, if desired. This would be a great way to establish contact with parents of students. Even if a parent isn't likely to use email or communicate online, finding a blog is simple enough with limited instruction; and then the parent can at least be kept up to date on classroom happenings if he or she desires. I have become familiar with Google's blog site Blogger (obviously), because I have used it to blog for several different occasions now. But I am not really familiar with any other type of blogging system...there may be one better suited for classroom use.
Similar to blogs, wikis also include a collaborative element that is available to anyone. Posts can be edited or modified by readers. I'm not sure if this one would be the most ideal for communication like a blog, but I could see students using a wiki as a workplace for group assignments. I think one person would be in charge of making sure important content doesn't get erased, but everyone in the group could add information as they wanted to share it. This tool is the least familiar to me, because I have never really participated in a wiki- as far as editing myself. I occasionally visit Wikipedia to browse random information, but I'm sure there are still more functions of wikis that I need to explore to fully appreciate.
Web-based word processors don't really mix up the document world any more than their collaborative aspect also. However, the collaborative features of documents shared on these word processors happen in real time- meaning one student typing in a document will see if another student is typing also, who that student is, and what that student is typing. All these editing processes are also tracked by the word processor itself, just in case someone (like a teacher) needs to monitor some of the content. Again, this feature would be great for group projects, or even creative writing. Any student sharing the document can watch the story unfold, and add in their own ideas whenever he needs or wants to. I knew these possibilities existed before my experience with them in this class; because a student in my latest field experience placement used GoogleDocs to take class notes on a netbook. Before that, I really just didn't know these tools were out there. Now I do, so I doubt I'll forget it anytime soon! :)
Similar to blogs, wikis also include a collaborative element that is available to anyone. Posts can be edited or modified by readers. I'm not sure if this one would be the most ideal for communication like a blog, but I could see students using a wiki as a workplace for group assignments. I think one person would be in charge of making sure important content doesn't get erased, but everyone in the group could add information as they wanted to share it. This tool is the least familiar to me, because I have never really participated in a wiki- as far as editing myself. I occasionally visit Wikipedia to browse random information, but I'm sure there are still more functions of wikis that I need to explore to fully appreciate.
Web-based word processors don't really mix up the document world any more than their collaborative aspect also. However, the collaborative features of documents shared on these word processors happen in real time- meaning one student typing in a document will see if another student is typing also, who that student is, and what that student is typing. All these editing processes are also tracked by the word processor itself, just in case someone (like a teacher) needs to monitor some of the content. Again, this feature would be great for group projects, or even creative writing. Any student sharing the document can watch the story unfold, and add in their own ideas whenever he needs or wants to. I knew these possibilities existed before my experience with them in this class; because a student in my latest field experience placement used GoogleDocs to take class notes on a netbook. Before that, I really just didn't know these tools were out there. Now I do, so I doubt I'll forget it anytime soon! :)
Tuesday, July 5, 2011
Gaming
This topic relates a lot to the virtual worlds discussion yesterday, so I have several similar feelings about gaming in the classroom, but those feelings are both good and bad. I realize that we are discussing mainly virtual games, but the educational value of gaming in general has been proven for long into educational history. My personal learning style defends the use of gaming, because I am a visual, learn-by-doing type of student. That mixes well with my slight (sort of :) competitive nature and pulls me easily into most games/activities, either in groups or individual. Again, combining this line of thinking with the idea of students using relevant technology of interest to them, I can see our activity paradigm naturally shifting into a virtual format. Everything else is on computers by now, right? There really is neat stuff available, too; so I figure it shouldn't go to waste if you're prepared to use it the right way (as scaffolding rather than the teaching itself).
As far as students creating their own games.......I think this added dimension would make me much more apt to use virtual games at all. Creating is in the upper level of taxonomy for a reason- especially with something like a game, the student has to see the big picture first, and then analyze what the picture looks like. The critical thinking needed to complete the game is there, in addition to the critical thinking needed to determine what it means to even complete the game and/or how that happens! Of course, I wouldn't want to force everyone into creating a virtual game- I'm sure I will have at least one student without a technology preference (like me!) who will want to draw or make/build his or her game, but the process is the important part. This is a good example of how the technology is merely the means to the end. With or without it, student learning is the goal, but with technology can provide sometimes provide a more relevant means to that same end, and in some cases, maybe more effectively.
As far as students creating their own games.......I think this added dimension would make me much more apt to use virtual games at all. Creating is in the upper level of taxonomy for a reason- especially with something like a game, the student has to see the big picture first, and then analyze what the picture looks like. The critical thinking needed to complete the game is there, in addition to the critical thinking needed to determine what it means to even complete the game and/or how that happens! Of course, I wouldn't want to force everyone into creating a virtual game- I'm sure I will have at least one student without a technology preference (like me!) who will want to draw or make/build his or her game, but the process is the important part. This is a good example of how the technology is merely the means to the end. With or without it, student learning is the goal, but with technology can provide sometimes provide a more relevant means to that same end, and in some cases, maybe more effectively.
Monday, July 4, 2011
Virtual Worlds
I guess I'm not really entirely sure what virtual worlds really are. I have never even heard of any sites the chapter mentions, and based on the descriptions, I don't think I have ever participated in anything like that online. I don't think I have not "visited" virtual worlds for any particular reason.....they just have never been something I have gotten into. My younger brother is very involved in the virtual world, online gaming. He plays as one certain character, which grows and develops over time as he plays the game. This isn't so hard for me to understand, because my family is pretty familiar with video games in general, and most hold at least a similar premise (working toward beating the game, etc.). I just can't seem to wrap my mind around the idea that while my brother is "playing the game" on his computer, he's communicating with people on their own computers, who-knows-where in the world, so they can all work together to achieve some designated task or mission and each grow their characters into however much more experience/maturity. The game in itself is complicated enough for me to understand, let alone to involve people you can't even see, but I can certainly see how my brother and the millions like him find it so enjoyable.
Since I do see how much my brother enjoys participating in his online gild (I think they're called-the group of characters he goes on missions with), I think that interest could really benefit a student in the classroom. The key to my agreement with this, however, is my assumption that the interest will transfer into something educational and relevant- meaning, the virtual world sincerely scaffolds meaningful learning from the teacher. I realize that my knowledge of these world are sadly lacking, as I have already stated my complete ignorance of all the sites mentioned by Brooks-Young; but my other experience with educational technology has taught me how easy it would be for a teacher to fit the lesson around the virtual world, when the world should really be supporting the lesson. Personally, the reality of achieving that balance makes me skeptical, but that's not to say it can't be done. If it is.....at this point I'm prepared to at least try whatever might help my students learn....why not?!
Since I do see how much my brother enjoys participating in his online gild (I think they're called-the group of characters he goes on missions with), I think that interest could really benefit a student in the classroom. The key to my agreement with this, however, is my assumption that the interest will transfer into something educational and relevant- meaning, the virtual world sincerely scaffolds meaningful learning from the teacher. I realize that my knowledge of these world are sadly lacking, as I have already stated my complete ignorance of all the sites mentioned by Brooks-Young; but my other experience with educational technology has taught me how easy it would be for a teacher to fit the lesson around the virtual world, when the world should really be supporting the lesson. Personally, the reality of achieving that balance makes me skeptical, but that's not to say it can't be done. If it is.....at this point I'm prepared to at least try whatever might help my students learn....why not?!
Friday, July 1, 2011
Social Networks
My social network experience started on myspace when I was in my early years of high school. I was late to joining in on it, but at that point, facebook was still exclusively for college students. I eventually started hearing about more and more people joining on facebook once it opened up to high school students too, but the first few times I looked at a profile page I was so overwhelmed with how it was set up. That's ironic, too, because once I swapped over to facebook for myself, and then went back to myspace here and there....I was so confused with what they had done with it! Regardless, I do my best to use facebook just for my own business rather than getting into other people's business. Naturally, however, the way facebook is set up makes it hard to not stalk people a little bit. :)
Mainly because I am not addicted to facebook, and have seen how easy it is for people to get addicted to facebook, it's hard for me to envision social networks in the educational setting. I feel like the distraction would be just too hard to overcome for the students. Our chapter talks about how using facebook or myspace as they already are would be almost impossible; so if you wanted to use networks, your school or class would have to set up an in-house network. But even in that case, what would you have your students do with it? One point the author started with was the lack of opportunity for students to have face-to-face social situations. So instead of using networked social situations, why don't you use the classroom to take advantage of the face-to-face collaboration. I understand that with each student pretty much already having a facebook page, that would already be an advantage for a classroom tool, but I feel like the hassle and the extra work wouldn't really be worth it; but, we'll see what happens at my school one day!
Mainly because I am not addicted to facebook, and have seen how easy it is for people to get addicted to facebook, it's hard for me to envision social networks in the educational setting. I feel like the distraction would be just too hard to overcome for the students. Our chapter talks about how using facebook or myspace as they already are would be almost impossible; so if you wanted to use networks, your school or class would have to set up an in-house network. But even in that case, what would you have your students do with it? One point the author started with was the lack of opportunity for students to have face-to-face social situations. So instead of using networked social situations, why don't you use the classroom to take advantage of the face-to-face collaboration. I understand that with each student pretty much already having a facebook page, that would already be an advantage for a classroom tool, but I feel like the hassle and the extra work wouldn't really be worth it; but, we'll see what happens at my school one day!
Thursday, June 30, 2011
Netbooks
Most of my postings up to this point have already included the phrase "assuming each student has a laptop," because I feel like without student real-time use to these technologies we have been learning about, some of the learning effect will be lost. The teacher would most likely lose a lot of working time as he or she has to "retrain" each student with the classroom computer when it came to be his turn with it." Now, as I have maintained all along, I don't feel like we necessarily need these technologies to effectively stimulate learning; but if we are going to completely transition over to a technology integrated and/or centered/focused whatever classroom, it would be nearly futile to try it without a computer per student (or at least pair of students).
The question remains, however, which mode of one-to-one student computing would be the most effective? It's hard for me to get past the price, right off the bat, but also as an argument I keep running into. The author even comments on potentially budget being the deciding factor for these incentives in schools. Simply put, netbooks are cheaper; and from what I have gathered from my reading, stand up well in design against the test of student hands. I have only had the experience with iPads from this class, but I envision myself as a nervous wreck trying to stay accounted for a classroom of fragile 500 dollar bills with not-so-careful-or-aware-all-the-time teenagers. I feel like my fear of complete freedom for the students with iPads would limit their use, but would save the investment. On a personal note, I prefer a keyboard rather than the touch screen on the iPads, and I think even a smaller keyboard would be much more realistic for the more serious word processing we would be doing in my classroom, anyway. Transporting of the computer would be in favor of either tool, although my hesitation comes in again with the more delicate state of iPads (even with a case).......I know all too well the conditions of a public school bus. I guess we'll just have to wait and see what my school will have to offer...at least I'll be prepared for whatever may come! :)
Wednesday, June 29, 2011
MP3 Players
Just like the issue of cell phones in the classroom, MP3 players present a large distraction due to their use at inappropriate times, and/or their inappropriate use at any times; but, they also present enormous potential as a tool that teachers can utilize in the classroom. The balance comes from positive modeling of the technology's use by the teacher, and intentional instruction of its ethical use.
I had issues with several of the sites this chapter provided as examples, but I had substantial luck with the Education Podcast Network. I realize I'm developing a theme that may be growing tiresome to read about, but I can't deny...anywhere I find Shakespeare, I'll be much more likely to approve! :) Beyond Shakespeare, though, this site linked to lots of podcasts in lots of subject areas as well as grade level. I mostly explored the language arts subgroup, which contains many useful recordings of book talks/literature discussions in language that won't go over my students' heads. This reminded me a lot of a method I really loved from one of my high school literature teachers. We had small group book discussions and would be graded based on what we added to the discussion- we just recorded them on tape decks instead of podcasts. :) I love this idea already, so the added collaboration and publishing capabilities of posting to a more public audience simply adds extra points to my own use of this technology in my classroom one day!
I had issues with several of the sites this chapter provided as examples, but I had substantial luck with the Education Podcast Network. I realize I'm developing a theme that may be growing tiresome to read about, but I can't deny...anywhere I find Shakespeare, I'll be much more likely to approve! :) Beyond Shakespeare, though, this site linked to lots of podcasts in lots of subject areas as well as grade level. I mostly explored the language arts subgroup, which contains many useful recordings of book talks/literature discussions in language that won't go over my students' heads. This reminded me a lot of a method I really loved from one of my high school literature teachers. We had small group book discussions and would be graded based on what we added to the discussion- we just recorded them on tape decks instead of podcasts. :) I love this idea already, so the added collaboration and publishing capabilities of posting to a more public audience simply adds extra points to my own use of this technology in my classroom one day!
Tuesday, June 28, 2011
Cell Phones
I'm going to try to set my personal feelings aside with this issue, and make present this post as objectively as possible. :)
I figured that the statistics of cell phone usage were through the roof, but these really surprised me! 20% of 6-8 year olds in the US have a cell phone! It's hard for me to rationalize reasons why a child that age would need a cell phone. Use, I can understand, maybe...at a friend's house for the night, for example....but have for their own? Not so easily. I am also amazed at the rate of increase in smart phone ownership. Even when cell phones were getting more and more commonplace to have, Blackberries (pretty much THE smart phone at the time) were thought of as representative only of the businessman, or some other sort of dignitary. Now 20% of the teenagers on their phones in you class are surfing on facebook and wikipedia instead of simply texting.
Advocates for cell phone use in classroom settings propose their use similar to the use of any other technology students are already familiar with. Why ban something from use when it could be an aid to the learning taking place? Especially if the teacher monitors use, as should be the case with all things in the classroom, anyway, cell phones in the curriculum would provide teachers with the opportunity to model etiquette and overall appropriate use of the cell phone capabilities. Also, as cell phone technology progresses, students may virtually "cut out the middle man" laptop, and upload or post data directly from their phone. With the cell phone always on the student's person, that student has, arguably, unlimited access to academic tools.
Of course, a teacher must realize that improper use of educational tools will never completely be eliminated. The misbehavior of some may damage the sincere learning potential of the rest of the group. Similarly, to some students, cell phones would present an unavoidable distraction to themselves and/or others. I also cannot help but consider those students who will inevitably not have a cell phone in my classroom. Would I need to plan an alternate activity for those other 21% of teenagers anyway? Where does the tool become a hassle? Ultimately, I would recommend playing out the classroom, school, students, and according technology by ear. I think one of the biggest marks of an effective teacher is flexibility after recognizing what strategies work or don't work for a given classroom. Additionally, and I think this is where Brooks-Young and I agree the most, any use of a tool MUST include training on the ethical use of that tool, as well as a teacher/administration to adequately model that ethical use. This plays a huge role in technology, and I think even to cell phones especially.
I figured that the statistics of cell phone usage were through the roof, but these really surprised me! 20% of 6-8 year olds in the US have a cell phone! It's hard for me to rationalize reasons why a child that age would need a cell phone. Use, I can understand, maybe...at a friend's house for the night, for example....but have for their own? Not so easily. I am also amazed at the rate of increase in smart phone ownership. Even when cell phones were getting more and more commonplace to have, Blackberries (pretty much THE smart phone at the time) were thought of as representative only of the businessman, or some other sort of dignitary. Now 20% of the teenagers on their phones in you class are surfing on facebook and wikipedia instead of simply texting.
Advocates for cell phone use in classroom settings propose their use similar to the use of any other technology students are already familiar with. Why ban something from use when it could be an aid to the learning taking place? Especially if the teacher monitors use, as should be the case with all things in the classroom, anyway, cell phones in the curriculum would provide teachers with the opportunity to model etiquette and overall appropriate use of the cell phone capabilities. Also, as cell phone technology progresses, students may virtually "cut out the middle man" laptop, and upload or post data directly from their phone. With the cell phone always on the student's person, that student has, arguably, unlimited access to academic tools.
Of course, a teacher must realize that improper use of educational tools will never completely be eliminated. The misbehavior of some may damage the sincere learning potential of the rest of the group. Similarly, to some students, cell phones would present an unavoidable distraction to themselves and/or others. I also cannot help but consider those students who will inevitably not have a cell phone in my classroom. Would I need to plan an alternate activity for those other 21% of teenagers anyway? Where does the tool become a hassle? Ultimately, I would recommend playing out the classroom, school, students, and according technology by ear. I think one of the biggest marks of an effective teacher is flexibility after recognizing what strategies work or don't work for a given classroom. Additionally, and I think this is where Brooks-Young and I agree the most, any use of a tool MUST include training on the ethical use of that tool, as well as a teacher/administration to adequately model that ethical use. This plays a huge role in technology, and I think even to cell phones especially.
Monday, June 27, 2011
21st Century Skills
No one can really argue the fact that society looks differently today as a whole than it did in, say, the 1800s, and now even the 1900s. Naturally, the change of society requires a corresponding change in education, because we must prepare our students to survive and thrive in the society in which they exist. In our contemporary context, we almost instinctively mention technology as the characteristic change of this generation, and we therefore, in my opinion, establish technology as our "secret weapon against failing standards." This mindset worries me. Yes, students who are bound for today's corporate office rather than yesterday's corn field need to learn computer networking rather than the mechanics of a plow; but I think there is a fine line between technology being part of education in order to reflect society, and technology being used as a miracle replacement for traditional, "outdated" education curriculum.
Whether a student will be harvesting corn or working under Bill Gates himself when he or she leaves school, that student will still need to know that 5+5=10, the world has 7 continents, and a capital letter always begins the first word of any sentence. Now, if a teacher can teach that same information with all the available technology in the world, I will never doubt its potential nor its results. However, I resist this overwhelming stampede into educational technology only as far as to say I don't believe it is the only option. Again, I realize that education must supply skills for participation in modern society, which means that "computer-savvy-ness" is becoming more and more assumed and expected; but, I also have to keep one foot in the curricula I feel are foundational, and therefore equally essential to the success of my students. Brooks-Young defines this conflict well by stating, "the sticking point seems to be how to do both well." I plan to use technology in my classroom, but only as it enhances my students' mastery of the curriculum; whereas some teachers, I fear, supply an abundance of technology-based skills despite the curriculum.
Whether a student will be harvesting corn or working under Bill Gates himself when he or she leaves school, that student will still need to know that 5+5=10, the world has 7 continents, and a capital letter always begins the first word of any sentence. Now, if a teacher can teach that same information with all the available technology in the world, I will never doubt its potential nor its results. However, I resist this overwhelming stampede into educational technology only as far as to say I don't believe it is the only option. Again, I realize that education must supply skills for participation in modern society, which means that "computer-savvy-ness" is becoming more and more assumed and expected; but, I also have to keep one foot in the curricula I feel are foundational, and therefore equally essential to the success of my students. Brooks-Young defines this conflict well by stating, "the sticking point seems to be how to do both well." I plan to use technology in my classroom, but only as it enhances my students' mastery of the curriculum; whereas some teachers, I fear, supply an abundance of technology-based skills despite the curriculum.
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