I read a line of information out of the "Issues and Advocacy" section of the American Library Association web site and it sort of struck a nerve. The
Monday, July 7, 2008
State of school libraries
Thursday, February 7, 2008
So here we go: Wiki part 3
This is part 3 so you may want to see Part 1 first or go to part2
After students made their choices of indicators on the first day, I realized our first potential problem. I didn't realize so many students would choose the indicator that they were working on in class that day. Silly me. When I got home, checked the selections, and saw that more than half of the indicators weren't selected, I thanked my lucky stars that many of the students were still wrapping up a photoshop project for me. I was able to come in on day 2, write the indicators that were not chosen on the blackboard and request that all the rest of the students choose an indicator that was listed on the board, tell me so that I could write it down, and then they were to erase the indicator off the board. If I did this project again, I would start with the indicators on the board.
Then the next problem came during that second day when a student said that someone had "taken over" her wiki page that she had started. If only I knew that could happen. So, I began warning all students to make sure they are using their wiki page and not someone else's. I also learned something new just a little bit too late. I couldn't figure out how to save this girl's page since someone made changes to the page. I told her to just go back and change it to what it was. I could identify who made the changes by going to Manage Spaces - list pages- opening the page and clicking on history. When I talked to her, she had no idea that she used someone else's page. I realized afterwards that, if we wanted to save the original page that we could by going to the page, viewing the history of the page, click on an older version of the page until we found the correct version and then click on "revert".
So, once we worked through that problem, on our very next day in class, no one could get to our wikipages because of a problem with our T1 line provider. Great timing since the next day was spring break.
After students made their choices of indicators on the first day, I realized our first potential problem. I didn't realize so many students would choose the indicator that they were working on in class that day. Silly me. When I got home, checked the selections, and saw that more than half of the indicators weren't selected, I thanked my lucky stars that many of the students were still wrapping up a photoshop project for me. I was able to come in on day 2, write the indicators that were not chosen on the blackboard and request that all the rest of the students choose an indicator that was listed on the board, tell me so that I could write it down, and then they were to erase the indicator off the board. If I did this project again, I would start with the indicators on the board.
Then the next problem came during that second day when a student said that someone had "taken over" her wiki page that she had started. If only I knew that could happen. So, I began warning all students to make sure they are using their wiki page and not someone else's. I also learned something new just a little bit too late. I couldn't figure out how to save this girl's page since someone made changes to the page. I told her to just go back and change it to what it was. I could identify who made the changes by going to Manage Spaces - list pages- opening the page and clicking on history. When I talked to her, she had no idea that she used someone else's page. I realized afterwards that, if we wanted to save the original page that we could by going to the page, viewing the history of the page, click on an older version of the page until we found the correct version and then click on "revert".
So, once we worked through that problem, on our very next day in class, no one could get to our wikipages because of a problem with our T1 line provider. Great timing since the next day was spring break.
Friday, April 20, 2007
Wiki's part 4: If it's wik-able can we get rid of the sticky wikit?
Wiki part 1
Wiki part 2
Wiki part 3
Our wiki math page has already begun. If you haven't read the first 3 postings on this topic, I've got links above.
What we are trying to do is take all 46 math indicators at the 7th grade level in our Ohio school and get the students to choose one and then try to teach themselves that one math indicator. Afterwards, our goal is to have each student visit every indicator before their May testing date and see if they can pick up a little extra math knowledge.
What does that mean for me, the techie guy who is the tech instructor in a lab setting where the math wikiwork is being done while the math teacher is far away in another room. To answer that question, you gotta know a couple things about me.
First, even though I'm the techie guy, I have a math certification and taught 6th and 7th grade math for several years before I got into the tech teaching side of the world. I also taught math part-time at Kent state for 7 years. I do have a math background, but I've been out of the business since we converted from Vic 20/Commodore 64's to our first Apple IIe days. In other words, I taught basic programming and math until the IIe's came in and then went full time computer ed. (I also have an masters in library science, but this is the math part of the story.)
I didn't care for math very much as a kid. By my senior year in high school, I had had enough of math and took a math class for students who never would do well in math. My guidance counselor suggested I major in math in college. I thought he was a crazy, old guy. (Sorry, Lou)
After being out of high school for 15 years, having a family, and losing my job as library/media specialist just because of seniority, I realized that math might be a worthwhile certification to get. I enrolled again at Kent State, atoned for my math sins by spending hours at the library while my poor wife suffered without help with the kids, and eventually gained the holy grail of ceritfications that eventually led me to teaching the dang subject; a subject that I learned to respect during this second go-around. (In the interim, I got my media job back...it's a long story.)
That's when I got my chance to teach math. I felt confident enough in math that, if someone threw problems at me and gave me a few minutes, I knew I would be able to solve a high percentage of them. If I was tired, or had a rough day for some reason, my percentage would drop. So, with total focus, I was pretty good. But, if tired...forget it. And with 3 young kids at home, coaching after school, and part time teaching, I had a lot of those tired days.
When I would prepare for a class, and it didn't matter if it was 6th grade or college I would start it a couple days before the class was supposed to be taught. I would try to go through every example, homework problem, and potential question that I thought might come up. Inevitably, though, during the lesson, someone would have a question that would pop up that I couldn't answer. Sometimes it was because of the way the question was asked to me other times was because I was having a brain flatulation at that moment.
As I look back on my past I would see myself as a slow learner who needed to have enough time to play with a concept before I could learn it. (I was so slow it would take me 3 minutes to play the minute waltz.) In high school, I felt like I could never keep up and, in math class, I hated the pressure of coming into school the next day and not really knowing the concept we learned the day before. I felt stupid.
Even with my slow rate of learning, though, if I learned something, I remembered it, or, at least I could work my way back to that learned, but forgotten, concept with some fundamental understanding of pre-concepts I could draw on and build to a repeat "Eureka" experience.
I always thought that the Eureka "learning a concept" experience was like a butterfly that would flutter toward me, land nearby for a moment where I could enjoy its beauty, suddenly flutter away for no reason, and land near you a second time for a brief moment. Just as quickly as it made its surprise stop, it would move on and out of sight. But I always have that memory of the beauty of that butterfly. Learning comes and goes just like that butterfly, but once we have the vision, we have it forever. We can call that vision back up when we need it.
And, I couldn't memorize. I remember one marching band season where our band director came in and said that we had to memorize our music instead of using music holders. I was a better than average trumpet player who became less than average on the field that season because I couldn't memorize the music. I knew then I could never be the next Louie Armstrong or Dizzy Gillespie because I never saw them playing off a music stand.
My whole career, I wouldn't tell anybody about these deficiencies, otherwise they'd boot me right out of teaching and I knew I couldn't support my family while flipping burgers. And, since I've been able to fool everyone all these years, I finally thought, what the heck, maybe I'm not the only teacher who suffers these same problems. Maybe I'm not as dumb as I thought.
Now, I'm not mentioning any of this to get you or me depressed about the future of teaching, I'm just trying to be honest. I have to work for what I get, others have to work for what they get, and, at times, even though we wish it was easier for all of us, we've got to come to terms with personal short-comings.
It's because of these short-comings that I like to work with other teachers. I have to embrace my short-comings. There are much smarter people than me, much better teachers than me, and by the grace and patience that they give me, I can improve at helping kids learn and feel a little more success and self-worth.
So back to the wikimath and what it means to someone like me. It makes me wish that Mrs. M. and I had more time to plan for this wiki. She has a great vision of learning, is one of our master teachers, and knows how to teach math well. But, we each had six classes, school obligations, families, meetings; it all adds up to very little time to plan.
Even with these limitations we decided to jump into the wikimath. We figured that, just the act of structuring a second daily period where students would get to mix with math concepts with technology, that it certainly couldn't hurt them in preparation for the May tests. So we passed a couple emails, chose the indicator theme, put together a few guidelines, discussed a picture of what we each wanted to see come out of this project, and we jumped in.
Originally, we were going to do a blog, but I decided to go the wiki route after thinking that the blog wasn't structured enough to offer the links we wanted to see. If we had more time, we wanted to work through an indicator ourselves, just to see where the possible pitfalls would be. I wish we had the time to do.
We didn't have the background experience in place or the hours of deliberation that teachers normally have when they plan an activity. I didn't know if the wiki was the right way to go, or if it would support the vision completely without causing a big mess. What if the kids didn't accept the project, or what if we got started and we didn't have the software tools in place to support them if they did embrace the project? I had never done a wiki before, so I didn't know the problems we might encounter.
Some of the pre-planning deficiencies did cause some problems, but, so far, we've been able to overcome them. Supplies included an 8mm video camera, (no capture card in school but I have one at home), a digital camera, access to a smart board (Students have been using it all year in Mrs. M.'s math class), and the 28 computers in the lab. Of course, our district tech guys have Deep-Freeze installed on our computers, so, if we needed to get some freebies installed, that wouldn't be done over night. As it was, we needed to get Windows Media Encoder and Audacity installed onto the computers which, we have Audacity now but no encoder, yet. We do have Window's Movie Maker on the computers which one group of 3 students used as of yesterday.
After 7 class days into the project and 2 of those 7 days without internet access, we did encounter some successes and some "not-yet" successes. I set up a video camera to record the class one day, just to see if students are on task. I'm afraid to view it, yet, but I promise I will. My cursory glances around the room in between motivating pep talks, answering questions, and trying to help students understand the indicator their working on, have show that a large percentage of the students are on task.
Each day at the beginning of class, I would try to re-affirm the importance of what they are doing, how they will be helping themselves and their classmates learn math. And, with the growing list of wiki hits picked up on our clustr map, I've been trying to point out the interest others around the world have in what these students are doing. (Talk about Schlechty and affirmation...this seems to be a natural.)
I have noticed problems in the lab, especially on the 2 days the internet went out, but since I'm in the middle of the organized chaos, I still have to step back, blog it out for a while, and reflect and analyze what I think is going on and compare it to what might really be going on in that room. The students were instructed that, what ever you were going to put into a wiki, you could type into Microsoft Word and perform a copy and paste later when the internet would be accessible. I think the internet outage effected about 50% of the kids, but I could have mis-read what was going on. I had to send for something called "math books" to be brought down to the lab so that the students could keep working on the indicators.
This morning (day 7) Mrs. McMahon (real math teacher) and I (real math teacher wannabe) talked about what we would have done different already. For example, Mrs. M. felt that with the indicators that we were too specific for the student choices. She said that we should have had the students work on math strands and concepts, develop those, and afterwards we would squeeze them into indicators. Those indicators are hard for teachers to know what they mean let alone to have 7th graders try to find the meaning. From my perspective I'd have to agree. Let the student's teach pythagorean theorem, scientific notation, and 3-dimensional shapes rather than something that says; Analyze problem situations involving measurement concepts, select appropriate strategies, and use an organized approach to solve narrative and increasingly complex problems.
Even though I have a math certification and I've taught math in the past, I looked at those indicators and thought, "What are these things?" I visited the Ohio Dept. of Ed web site and looked at their info for teachers and parents, viewed the Ohio Math Content Standards, and I realized that the idea of putting together a wiki to explain and give examples of each indicator would help me, parents, students, and math teachers. There just doesn't seem to be good examples, definitions, and quality teaching examples being produced by the leadership that are easily found and available for free downloads, assuming that ODE has produced them. No wonder our nation is slipping in math; we can't comprehend the indicators. Just kidding. I'm sure the real math teachers understand them just fine.
This leads to a weakness in the plan that we'll try to resolve next week and that is we'll make a switch for a day. Mrs. M. will get her math classes started and then we'll sprint down to each other's room, and I'll watch her math classes while she'll try to answer a few specific math-related questions in the tech class.
Another problem we're trying to resolve is that of learning math in a 21st century context. Both of us believe that an inhibitor to math learning is it's lack of "realness" to students. "When are we ever going to use this," has always, in the past, been the over-riding question of math students. I haven't heard that question, yet, but since one of our guidelines from the beginning of the wiki was to find real applications of their indicator, I've been trying to focus student attention to finding authentic examples of where their indicator is used in real life and try to teach that.
It would have been nice if I could have gone through the 7th grade math curriculum completely so that, when questions came up on how to find those connections to real life, I'd have a good handle on where to direct them to find the answer. That's where my library reference-skills background helps quite a bit but I still have fallen short on answers. Luckily, I've got a fast pen and scrap paper, so I can quickly write a pass and say, "go see Mrs. McMahon."
Another problem is my insecurity in knowing that what we are trying to accomplish is going to be successful. I want to be sure that the time invested by everyone will be time worth spent. Maybe that's unrealistic, but I wish I could be certain that the outcome will show some of the descriptors I put into a rubric that I just put up on the wikispace. I watched a great student produced video, Project Based Learning: Mummified Chicken, Mutant Frogs, and Rockets to the Moon and from that decided to visit the website of the Minnesota New County School where I found a rubric that they use at their high school. It didn't totally fit what I wanted to see but some of the decriptors formed the basis of the rubric we're using.
Assessments are another weakness of mine. A problem I'm facing now is, how do I measure the success students are having. How can I be sure that each student is on the right path of learning the things we want them to learn? In theory, I should be able to visit each wikispace and see the accomplishments of each student. I'm trying, but I don't have the organization of time (or maybe I don't have the time) to visit every page every night. And, if you remember from my story about how I learned math a little slower than others, I need the extra time to cogitate on each student's page.
Until this project is done, until we get to assess success, and until we see the final product, we won't know if "the juice was worth the squeeze." I think it is and I think we've had some successful pages already because they match the rubric. One good example is Kara Y.'s page. She had ownership and self-direction. And I think I see that in others but I haven't been good at measuring that. When I look around, I think the majority of students are self directed while a couple are snickering over something and a couple more are not anywhere near completion. As soon as I recognize that, I grab that rubric and have a one-on-one talk about being more self-directed, completing the rubric, staying on task when there are so many distractions on the internet, and reminding them that people across the world are visiting these pages. I also know that these conversations are a part of the daily, teacher's life and that there doesn't seem to be more of these discussions than normal, so that's a good thing.
So if you come across this blog, visit the harmon mathwiki site and see what positives and negatives you see from the product point of view. I'm always open for suggestions. Make a comment here. I check it every day when I have time.
At some point, when the project is done and if we see the mathwiki succeeding the way we envisioned, we'll have to decide how to invite others to join in to build a real math educational experience. Wouldn't it be neat to have, just like the wikipedia, a 21st century source for math education where all math instruction can be found in a 21st century context? What if we had a data base of all that we teach and how to teach it, not just math, where every piece was proven to have connections to the real world and in a way that it meant something to the students that will be learning it?
Are these delusions, or, with the power of the wiki and internet, the strength and participation of forward thinking people, are there a group of us able to accept the need for educational change, and make now the right time to initiate that change?
Wiki part 2
Wiki part 3
Our wiki math page has already begun. If you haven't read the first 3 postings on this topic, I've got links above.
What we are trying to do is take all 46 math indicators at the 7th grade level in our Ohio school and get the students to choose one and then try to teach themselves that one math indicator. Afterwards, our goal is to have each student visit every indicator before their May testing date and see if they can pick up a little extra math knowledge.
What does that mean for me, the techie guy who is the tech instructor in a lab setting where the math wikiwork is being done while the math teacher is far away in another room. To answer that question, you gotta know a couple things about me.
First, even though I'm the techie guy, I have a math certification and taught 6th and 7th grade math for several years before I got into the tech teaching side of the world. I also taught math part-time at Kent state for 7 years. I do have a math background, but I've been out of the business since we converted from Vic 20/Commodore 64's to our first Apple IIe days. In other words, I taught basic programming and math until the IIe's came in and then went full time computer ed. (I also have an masters in library science, but this is the math part of the story.)
I didn't care for math very much as a kid. By my senior year in high school, I had had enough of math and took a math class for students who never would do well in math. My guidance counselor suggested I major in math in college. I thought he was a crazy, old guy. (Sorry, Lou)
After being out of high school for 15 years, having a family, and losing my job as library/media specialist just because of seniority, I realized that math might be a worthwhile certification to get. I enrolled again at Kent State, atoned for my math sins by spending hours at the library while my poor wife suffered without help with the kids, and eventually gained the holy grail of ceritfications that eventually led me to teaching the dang subject; a subject that I learned to respect during this second go-around. (In the interim, I got my media job back...it's a long story.)
That's when I got my chance to teach math. I felt confident enough in math that, if someone threw problems at me and gave me a few minutes, I knew I would be able to solve a high percentage of them. If I was tired, or had a rough day for some reason, my percentage would drop. So, with total focus, I was pretty good. But, if tired...forget it. And with 3 young kids at home, coaching after school, and part time teaching, I had a lot of those tired days.
When I would prepare for a class, and it didn't matter if it was 6th grade or college I would start it a couple days before the class was supposed to be taught. I would try to go through every example, homework problem, and potential question that I thought might come up. Inevitably, though, during the lesson, someone would have a question that would pop up that I couldn't answer. Sometimes it was because of the way the question was asked to me other times was because I was having a brain flatulation at that moment.
As I look back on my past I would see myself as a slow learner who needed to have enough time to play with a concept before I could learn it. (I was so slow it would take me 3 minutes to play the minute waltz.) In high school, I felt like I could never keep up and, in math class, I hated the pressure of coming into school the next day and not really knowing the concept we learned the day before. I felt stupid.
Even with my slow rate of learning, though, if I learned something, I remembered it, or, at least I could work my way back to that learned, but forgotten, concept with some fundamental understanding of pre-concepts I could draw on and build to a repeat "Eureka" experience.
I always thought that the Eureka "learning a concept" experience was like a butterfly that would flutter toward me, land nearby for a moment where I could enjoy its beauty, suddenly flutter away for no reason, and land near you a second time for a brief moment. Just as quickly as it made its surprise stop, it would move on and out of sight. But I always have that memory of the beauty of that butterfly. Learning comes and goes just like that butterfly, but once we have the vision, we have it forever. We can call that vision back up when we need it.
And, I couldn't memorize. I remember one marching band season where our band director came in and said that we had to memorize our music instead of using music holders. I was a better than average trumpet player who became less than average on the field that season because I couldn't memorize the music. I knew then I could never be the next Louie Armstrong or Dizzy Gillespie because I never saw them playing off a music stand.
My whole career, I wouldn't tell anybody about these deficiencies, otherwise they'd boot me right out of teaching and I knew I couldn't support my family while flipping burgers. And, since I've been able to fool everyone all these years, I finally thought, what the heck, maybe I'm not the only teacher who suffers these same problems. Maybe I'm not as dumb as I thought.
Now, I'm not mentioning any of this to get you or me depressed about the future of teaching, I'm just trying to be honest. I have to work for what I get, others have to work for what they get, and, at times, even though we wish it was easier for all of us, we've got to come to terms with personal short-comings.
It's because of these short-comings that I like to work with other teachers. I have to embrace my short-comings. There are much smarter people than me, much better teachers than me, and by the grace and patience that they give me, I can improve at helping kids learn and feel a little more success and self-worth.
So back to the wikimath and what it means to someone like me. It makes me wish that Mrs. M. and I had more time to plan for this wiki. She has a great vision of learning, is one of our master teachers, and knows how to teach math well. But, we each had six classes, school obligations, families, meetings; it all adds up to very little time to plan.
Even with these limitations we decided to jump into the wikimath. We figured that, just the act of structuring a second daily period where students would get to mix with math concepts with technology, that it certainly couldn't hurt them in preparation for the May tests. So we passed a couple emails, chose the indicator theme, put together a few guidelines, discussed a picture of what we each wanted to see come out of this project, and we jumped in.
Originally, we were going to do a blog, but I decided to go the wiki route after thinking that the blog wasn't structured enough to offer the links we wanted to see. If we had more time, we wanted to work through an indicator ourselves, just to see where the possible pitfalls would be. I wish we had the time to do.
We didn't have the background experience in place or the hours of deliberation that teachers normally have when they plan an activity. I didn't know if the wiki was the right way to go, or if it would support the vision completely without causing a big mess. What if the kids didn't accept the project, or what if we got started and we didn't have the software tools in place to support them if they did embrace the project? I had never done a wiki before, so I didn't know the problems we might encounter.
Some of the pre-planning deficiencies did cause some problems, but, so far, we've been able to overcome them. Supplies included an 8mm video camera, (no capture card in school but I have one at home), a digital camera, access to a smart board (Students have been using it all year in Mrs. M.'s math class), and the 28 computers in the lab. Of course, our district tech guys have Deep-Freeze installed on our computers, so, if we needed to get some freebies installed, that wouldn't be done over night. As it was, we needed to get Windows Media Encoder and Audacity installed onto the computers which, we have Audacity now but no encoder, yet. We do have Window's Movie Maker on the computers which one group of 3 students used as of yesterday.
After 7 class days into the project and 2 of those 7 days without internet access, we did encounter some successes and some "not-yet" successes. I set up a video camera to record the class one day, just to see if students are on task. I'm afraid to view it, yet, but I promise I will. My cursory glances around the room in between motivating pep talks, answering questions, and trying to help students understand the indicator their working on, have show that a large percentage of the students are on task.
Each day at the beginning of class, I would try to re-affirm the importance of what they are doing, how they will be helping themselves and their classmates learn math. And, with the growing list of wiki hits picked up on our clustr map, I've been trying to point out the interest others around the world have in what these students are doing. (Talk about Schlechty and affirmation...this seems to be a natural.)
I have noticed problems in the lab, especially on the 2 days the internet went out, but since I'm in the middle of the organized chaos, I still have to step back, blog it out for a while, and reflect and analyze what I think is going on and compare it to what might really be going on in that room. The students were instructed that, what ever you were going to put into a wiki, you could type into Microsoft Word and perform a copy and paste later when the internet would be accessible. I think the internet outage effected about 50% of the kids, but I could have mis-read what was going on. I had to send for something called "math books" to be brought down to the lab so that the students could keep working on the indicators.
This morning (day 7) Mrs. McMahon (real math teacher) and I (real math teacher wannabe) talked about what we would have done different already. For example, Mrs. M. felt that with the indicators that we were too specific for the student choices. She said that we should have had the students work on math strands and concepts, develop those, and afterwards we would squeeze them into indicators. Those indicators are hard for teachers to know what they mean let alone to have 7th graders try to find the meaning. From my perspective I'd have to agree. Let the student's teach pythagorean theorem, scientific notation, and 3-dimensional shapes rather than something that says; Analyze problem situations involving measurement concepts, select appropriate strategies, and use an organized approach to solve narrative and increasingly complex problems.
Even though I have a math certification and I've taught math in the past, I looked at those indicators and thought, "What are these things?" I visited the Ohio Dept. of Ed web site and looked at their info for teachers and parents, viewed the Ohio Math Content Standards, and I realized that the idea of putting together a wiki to explain and give examples of each indicator would help me, parents, students, and math teachers. There just doesn't seem to be good examples, definitions, and quality teaching examples being produced by the leadership that are easily found and available for free downloads, assuming that ODE has produced them. No wonder our nation is slipping in math; we can't comprehend the indicators. Just kidding. I'm sure the real math teachers understand them just fine.
This leads to a weakness in the plan that we'll try to resolve next week and that is we'll make a switch for a day. Mrs. M. will get her math classes started and then we'll sprint down to each other's room, and I'll watch her math classes while she'll try to answer a few specific math-related questions in the tech class.
Another problem we're trying to resolve is that of learning math in a 21st century context. Both of us believe that an inhibitor to math learning is it's lack of "realness" to students. "When are we ever going to use this," has always, in the past, been the over-riding question of math students. I haven't heard that question, yet, but since one of our guidelines from the beginning of the wiki was to find real applications of their indicator, I've been trying to focus student attention to finding authentic examples of where their indicator is used in real life and try to teach that.
It would have been nice if I could have gone through the 7th grade math curriculum completely so that, when questions came up on how to find those connections to real life, I'd have a good handle on where to direct them to find the answer. That's where my library reference-skills background helps quite a bit but I still have fallen short on answers. Luckily, I've got a fast pen and scrap paper, so I can quickly write a pass and say, "go see Mrs. McMahon."
Another problem is my insecurity in knowing that what we are trying to accomplish is going to be successful. I want to be sure that the time invested by everyone will be time worth spent. Maybe that's unrealistic, but I wish I could be certain that the outcome will show some of the descriptors I put into a rubric that I just put up on the wikispace. I watched a great student produced video, Project Based Learning: Mummified Chicken, Mutant Frogs, and Rockets to the Moon and from that decided to visit the website of the Minnesota New County School where I found a rubric that they use at their high school. It didn't totally fit what I wanted to see but some of the decriptors formed the basis of the rubric we're using.
Assessments are another weakness of mine. A problem I'm facing now is, how do I measure the success students are having. How can I be sure that each student is on the right path of learning the things we want them to learn? In theory, I should be able to visit each wikispace and see the accomplishments of each student. I'm trying, but I don't have the organization of time (or maybe I don't have the time) to visit every page every night. And, if you remember from my story about how I learned math a little slower than others, I need the extra time to cogitate on each student's page.
Until this project is done, until we get to assess success, and until we see the final product, we won't know if "the juice was worth the squeeze." I think it is and I think we've had some successful pages already because they match the rubric. One good example is Kara Y.'s page. She had ownership and self-direction. And I think I see that in others but I haven't been good at measuring that. When I look around, I think the majority of students are self directed while a couple are snickering over something and a couple more are not anywhere near completion. As soon as I recognize that, I grab that rubric and have a one-on-one talk about being more self-directed, completing the rubric, staying on task when there are so many distractions on the internet, and reminding them that people across the world are visiting these pages. I also know that these conversations are a part of the daily, teacher's life and that there doesn't seem to be more of these discussions than normal, so that's a good thing.
So if you come across this blog, visit the harmon mathwiki site and see what positives and negatives you see from the product point of view. I'm always open for suggestions. Make a comment here. I check it every day when I have time.
At some point, when the project is done and if we see the mathwiki succeeding the way we envisioned, we'll have to decide how to invite others to join in to build a real math educational experience. Wouldn't it be neat to have, just like the wikipedia, a 21st century source for math education where all math instruction can be found in a 21st century context? What if we had a data base of all that we teach and how to teach it, not just math, where every piece was proven to have connections to the real world and in a way that it meant something to the students that will be learning it?
Are these delusions, or, with the power of the wiki and internet, the strength and participation of forward thinking people, are there a group of us able to accept the need for educational change, and make now the right time to initiate that change?
Monday, April 16, 2007
New to Blogs and how we respond
Funny. I really liked listening to Will Richardson at the Etech conference down in Columbus in Early March, 2007. It really got me thinking and, even though I've been involved in this technology thing since we got our first Vic 20's in our school, it never ceases to amaze me how, teachers communicating together, sometimes reminds me of trying to talk to someone up-wind in a 50 mph thunderstorm.
At 8:31 am Sunday morning, April 14, 2007, Will posted a response to an article and his posting, One Laptop Per Child Begins, talked about getting $100 laptops into the hands of 3rd world children to level the playing field. Richardson states that, "As Chris notes, it does make you wonder what it’s going to take to make this happen in this country as well...what’s it going to take before we understand what No Child Left Behind really means?"
I read the blog responses, I added my own response (look below) and the funny thing is, I think only a couple people were really responding to what each other said. It was like...well... like talking up wind in a thunderstorm; no one was hearing each other.
It seemed, too, that unless you wrote a book, no one really wanted to respond to what you were saying. I guess we're all sucking up to the "popular" and "famous" in the web 2.0 world. There is a blog pecking order and, since I'm new to blogs...I'm on the low end of that pecking order. (I guess some will call it sour grapes).
So, in case anybody of unimportance or someone lower in the pecking order than I am ever reads this blog, I'm going to post my "Will Richardson Response" to the newly, coined OLPC (one laptop per child) initiative that has been put in place.
By the way, I was up early that morning; my response was number 4 on Will's OLPC response list. That was exciting. I felt like John Candy in that 1984 movie Splash, where Candy gets his letter to the editor published in a magazine. (Gee, I forget the name of the mag). I'm running around with my keyboard waving in the air yelling, "It's on his blog...it's on his blog!)
So, to answer the One Laptop per child question posed about "what's it going to take" to get people in the United States to recognize the importance of getting technology into the hands of every U.S. student, here we go.
One would think that, if school districts, boards of education, and teachers could really see the importance of getting these tools into the hands of all students in America, it would get done in spite of the cost. And if we, in education, could change the way that we teach if every student had laptops, then we could probably make the sacrifices to find the finances to buy laptops, even more expensive ones, and get them into student’s hands.
For example, we could cut into a textbook budget for a year, learn to use free internet sources, drop boxes, paperless assignments, or other things that would help us find the money. We certainly wouldn't be hurt by using web info that has to be more up-to-date than the textbooks we use, and take that money saved for a year and spend it on 21st century tools.
So, what does it take. I think everyone realizes that. As the cliche goes, "It ain't rocket science." It takes systemic change, and human change, one person at a time, one small group at a time, and one heck of a communication job to get the point across to all entities involved that technology, used correctly in the right learning environment, can make a difference on what students learn. We need to gather more data that proves all students meet proficiencies through engaged, technology-enhanced, well-designed learning experiences and get that message out there to the people in charge of decision-making. It's a slow but necessary process and it's got to start somewhere. You can put laptops into the hands of millions, but if the people who count don't know what to do with the technology wants its placed, then, well, it's just like my first year of teaching when I walked into a Cleveland Elementary school, looked into a back storage room and found thousands of dollars of Title I equipment in that room with an inch of dust covering it all. Never used; never missed.
What would be really cool is if we could get all of these educational consultants all on the same page. Could we get them to quit their isolated approaches of "I know what’s best for education" and "Follow" me down "the yellow brick road" to Education-Oz where life is cheery and learning is maximized and it will only cost a small stipend. (Just take a look at all the web pages of everything from assessment specialists, value-added, 9 steps to student achievement, right brain/left brain/no brainers... everyone has the answer, but every answer can only be seen if you buy a membership to uncover the master wizardry of "their thing", and only one answer will work, so don't waste your time on others, and here, behind the magic curtain, is the Truth that you've been seeking...that will be $150.00, please.)
With organizations like George Lucas Educational Foundation and Partnership for 21st century skills, who seem so closely aligned in their framework and philosophies, it would seem that, if all the ed consultants across our nation really cared about changing the educational world for the better, they could band together under one umbrella, convince people in power how to effect change, and they would still make their money helping teachers and administrators learn how to adapt to our new, flat world. The Partnership for 21st century skills or a George Lucas Edutopian foundation, these are good organizations. There philosopies are very similar and they encompass all of these private consultant philosophies. (Why don't these two groups join forces. Bill and Melinda Gates, Dr. Phil Schlechty, don't they all basically want the same thing and aren't their beliefs basically the same?)
Once aligned, as a group, we could all make a difference. In Washington, D.C., in state legislatures, in local school districts, and in colleges where new and experienced teachers are trained, we could, as a group, communicate with everyone who is involved in education and prove with new research and data what common sense tells us; that people (students and teachers) can be engaged to learn if we create the right experiences, assist the right guidance, and help them by providing the right equipment to get the job done.
We always need consultants and we always need their help and support to get the word out and to help teachers; theres plenty of money around. The only difference is that now we work together instead of separately. We get organized. We use the same education language. If we stand together, we can effect change. We help each other instead of competing; we use the same, successful teaching skills, we get support of the non-educational community. We could get every teacher up to speed with the way subjects need to be taught in this advanced technological world and to more technologically savvy students. We could call the movement, No Teacher Left Behind.
So, I guess what I’m saying is that, the $100 dollar laptop isn’t the problem. It wouldn’t matter if it cost $1000. We in teaching are certainly part of the problem. Until we can get educators more concerned and more knowledgeable about what student’s really need to know as they enter the adult world; until we get legislatures more in tune with the same important knowledge, until we get our own special interest group with teachers, administrators, and consultants leading the demand for change, then we’ll still be here, 50 years from now, wondering why we can’t get the “$5.00 expandable cell phone/laptop/snickerdoodle” or whatever the technology will be, into the hands of our students.
And if we do get that equipment into the hands of the students, hopefully, we won't be wondering, as teachers, "Well, now that we have it, what do we do with it?"
At 8:31 am Sunday morning, April 14, 2007, Will posted a response to an article and his posting, One Laptop Per Child Begins, talked about getting $100 laptops into the hands of 3rd world children to level the playing field. Richardson states that, "As Chris notes, it does make you wonder what it’s going to take to make this happen in this country as well...what’s it going to take before we understand what No Child Left Behind really means?"
I read the blog responses, I added my own response (look below) and the funny thing is, I think only a couple people were really responding to what each other said. It was like...well... like talking up wind in a thunderstorm; no one was hearing each other.
It seemed, too, that unless you wrote a book, no one really wanted to respond to what you were saying. I guess we're all sucking up to the "popular" and "famous" in the web 2.0 world. There is a blog pecking order and, since I'm new to blogs...I'm on the low end of that pecking order. (I guess some will call it sour grapes).
So, in case anybody of unimportance or someone lower in the pecking order than I am ever reads this blog, I'm going to post my "Will Richardson Response" to the newly, coined OLPC (one laptop per child) initiative that has been put in place.
By the way, I was up early that morning; my response was number 4 on Will's OLPC response list. That was exciting. I felt like John Candy in that 1984 movie Splash, where Candy gets his letter to the editor published in a magazine. (Gee, I forget the name of the mag). I'm running around with my keyboard waving in the air yelling, "It's on his blog...it's on his blog!)
So, to answer the One Laptop per child question posed about "what's it going to take" to get people in the United States to recognize the importance of getting technology into the hands of every U.S. student, here we go.
One would think that, if school districts, boards of education, and teachers could really see the importance of getting these tools into the hands of all students in America, it would get done in spite of the cost. And if we, in education, could change the way that we teach if every student had laptops, then we could probably make the sacrifices to find the finances to buy laptops, even more expensive ones, and get them into student’s hands.
For example, we could cut into a textbook budget for a year, learn to use free internet sources, drop boxes, paperless assignments, or other things that would help us find the money. We certainly wouldn't be hurt by using web info that has to be more up-to-date than the textbooks we use, and take that money saved for a year and spend it on 21st century tools.
So, what does it take. I think everyone realizes that. As the cliche goes, "It ain't rocket science." It takes systemic change, and human change, one person at a time, one small group at a time, and one heck of a communication job to get the point across to all entities involved that technology, used correctly in the right learning environment, can make a difference on what students learn. We need to gather more data that proves all students meet proficiencies through engaged, technology-enhanced, well-designed learning experiences and get that message out there to the people in charge of decision-making. It's a slow but necessary process and it's got to start somewhere. You can put laptops into the hands of millions, but if the people who count don't know what to do with the technology wants its placed, then, well, it's just like my first year of teaching when I walked into a Cleveland Elementary school, looked into a back storage room and found thousands of dollars of Title I equipment in that room with an inch of dust covering it all. Never used; never missed.
What would be really cool is if we could get all of these educational consultants all on the same page. Could we get them to quit their isolated approaches of "I know what’s best for education" and "Follow" me down "the yellow brick road" to Education-Oz where life is cheery and learning is maximized and it will only cost a small stipend. (Just take a look at all the web pages of everything from assessment specialists, value-added, 9 steps to student achievement, right brain/left brain/no brainers... everyone has the answer, but every answer can only be seen if you buy a membership to uncover the master wizardry of "their thing", and only one answer will work, so don't waste your time on others, and here, behind the magic curtain, is the Truth that you've been seeking...that will be $150.00, please.)
With organizations like George Lucas Educational Foundation and Partnership for 21st century skills, who seem so closely aligned in their framework and philosophies, it would seem that, if all the ed consultants across our nation really cared about changing the educational world for the better, they could band together under one umbrella, convince people in power how to effect change, and they would still make their money helping teachers and administrators learn how to adapt to our new, flat world. The Partnership for 21st century skills or a George Lucas Edutopian foundation, these are good organizations. There philosopies are very similar and they encompass all of these private consultant philosophies. (Why don't these two groups join forces. Bill and Melinda Gates, Dr. Phil Schlechty, don't they all basically want the same thing and aren't their beliefs basically the same?)
Once aligned, as a group, we could all make a difference. In Washington, D.C., in state legislatures, in local school districts, and in colleges where new and experienced teachers are trained, we could, as a group, communicate with everyone who is involved in education and prove with new research and data what common sense tells us; that people (students and teachers) can be engaged to learn if we create the right experiences, assist the right guidance, and help them by providing the right equipment to get the job done.
We always need consultants and we always need their help and support to get the word out and to help teachers; theres plenty of money around. The only difference is that now we work together instead of separately. We get organized. We use the same education language. If we stand together, we can effect change. We help each other instead of competing; we use the same, successful teaching skills, we get support of the non-educational community. We could get every teacher up to speed with the way subjects need to be taught in this advanced technological world and to more technologically savvy students. We could call the movement, No Teacher Left Behind.
So, I guess what I’m saying is that, the $100 dollar laptop isn’t the problem. It wouldn’t matter if it cost $1000. We in teaching are certainly part of the problem. Until we can get educators more concerned and more knowledgeable about what student’s really need to know as they enter the adult world; until we get legislatures more in tune with the same important knowledge, until we get our own special interest group with teachers, administrators, and consultants leading the demand for change, then we’ll still be here, 50 years from now, wondering why we can’t get the “$5.00 expandable cell phone/laptop/snickerdoodle” or whatever the technology will be, into the hands of our students.
And if we do get that equipment into the hands of the students, hopefully, we won't be wondering, as teachers, "Well, now that we have it, what do we do with it?"
Thursday, April 12, 2007
5 year strategic plan part 2
Our School District Action Plan
The Partnership for 21st Century Skills organization takes a comprehensive approach to preparing students for the future. During the research and presentations of our 5 year strategic planning group, many questions, concerns, and suggested directions were expressed that clearly aligned with the goals stated by the Partnership for 21st Century Skills. From formative assessments, state standards, multi-cultural approach to education, and NCLB to the skills necessary for students to be successful in our rapidly changing world, this partnership offers a direction that a forward-thinking school district such as ours should adopt as its own.
One of the statements at the on-set of our strategic planning group was, “Don’t re-invent the wheel,” and, with adoption of this partnerships platform we could put our district on a well-planned course of action that rides on the shoulders of many community, business, and educational leaders who spent countless hours developing a plan that we could not match in time or resources. This organization has developed plans that cover learning and teaching as well as leading, managing, and partnering,
It would be wise for us to spend time to really get to know this platform and its full potential before we adopt an action plan that could be short-sighted and leave us without focus and constantly scrambling to put together other in-service opportunities that may or may not accomplish what they set out to do. We need to adopt an all-encompassing vision for our district that guides our decision-making in curriculum, instruction, technology, assessments, community, and results in us fulfilling our mission statement; our promise to the community to deliver the best possible education that we can.
We need to either embrace this Partnership or find another path. I think that, if we really get to know what this partnership is all about, we’ll see that it covers the need to focus on math and science, languages, NCLB, and the critical skills for graduates of our digital world. This organization offers resources to districts to assess where the district is and what it needs to do next. I think we’ll find that its objectives are similar to our International Baccalaureate program, but that these objectives are for everyone, not just a select few.
What we need to do as a group is have everyone view their small group presentation in relation to the 21stcenturyskills.org materials and see if it is inclusive of the group’s findings. It could make our job a little easier, because then, we could adopt the 21st century platform and work from a cohesive vision.
What I mean is, we need a common thread in our action plan that incorporates the 5 part action plan developed by our leaders. My fear is that this set of 5 action plans will be done in isolation of each other when, in fact they should be done blended together in a 21st century framework, with 21st century tools, skills, and assessments. If we think some things are left out, we should easily be able to plug them into this plan.
So, what I’ve done is taken the 5 step action plan proposed by our leaders and plugged it into a 21st century framework with some modifications.
Action plan: Adopt 21st century skills, as stated by the partnership for 21st Century skills, and embed these skills into our school district's standards.
Action Steps:
1. Perform self-assessment of district using Partnership for 21st Century Skills Mile Guide and begin our action from where we are now.
(The Partnership for 21st Century Skills developed the Milestones for Improving Learning and Education (MILE) Guide for 21st Century Skills to assist educators and administrators in measuring the progress of their schools in defining, teaching and assessing 21st Century Skills.)
2. Embed 21st century skills into every grade and into every core subject, as identified by NCLB and the Partnership for 21st Century Skills.
3. Align incoming state and federal requirements into a 21st century framework.
4. Align all professional Development opportunities to support the goal of providing 21st century education to all students.
a. Train administrators in 21st century skills.
b. Bring in support from Partnership for 21st Century Skills
c. Visit states incorporating 21st Century Skills into standards.
d. Visit school districts that have incorportated 21st century skills into their standards, such as Lawrence Township Schools, Indiana.
e. Provide on-going professional development in a 21st century framework and teaching in a 21st century context.
f. Develop a collection of teacher produced examples of technology-curricular integration best practice lessons (podcasts, vodcasts, webcasts, etc.)
g.Create instructional technology position for each building to assist teachers to be able to integrate technology skills into the classroom.
h.Formally recognize and support the efforts of the Sandbox technology team who research and develop the technology advancements that will impact our students.
i. Provide time and training to continue the successful implementation of professional learning communities in a 21st century framework. This should encompass all aspects of the framework includingdevelopment/revision of common summative and formative assessments and to increase teacher assessment literacy.
j. Provide all teachers the comprehensive definition of assessment literacy. (Differentiation, authentic learning)
k. Develop a graduate credit course offering within the district focusing on the essential assessment skills to increase student learning and guide daily instruction in a 21st century framework.
Embed the 21st century framework into the curriculum maps/pacing and common assessment development in the curriculum revision process.
5. Provide all students with opportunities to work in a 21st century framework with 21st century tools.
- To provide transportation opportunities for students involved in after school programs (PARTA, Activity Bus, Parent volunteers)
- Establish a high school course for credit for students that provide community service hours (tutoring, mentoring, etc,)
- Develop additional club(s) to provide opportunities for social development and multi-cultural experiences for students.
- Extend the computer labs hours outside of the regular school day to provide opportunities for every student to have greater access to technology.
- Development of a Pyramid of Strategies for each building utilizing best practice interventions for student academic and behavioral support.
- Institution of a process for referral of a student to the intervention system. Using classroom data (AimsWeb, classroom assessment) to identify the appropriate intervention level.
- Adoption of a social skills curriculum for students needing additional support.
- Identify pre-Kindergarten students that do not meet the academic benchmarks and provide opportunities for intervention to close the gap.
- Adopt the Physical Education waiver approved by the Ohio State Legislation for students who have two seasons of athletics, marching band, or cheerleading, giving students the required graduation credit, and allowing these students to replace that time with other 21st century skill opportunities.
- Provide an expanded Foreign Language program for students beginning in the elementary school so that all students can learn in a 21st century context and “utilize non-English languages as a tool for understanding other nations and cultures.”
These plans above are based on the following Partnership for 21st Century Skills 9 steps to build momentum as presented in the Mile Guide.
1. Embrace a powerful vision of public education that includes 21st century skills.
2. Align leadership, management and resources with educational goals.
3. Use this tool (Mile Guide) to assess where schools are now.
4. Develop priorities for 21st century skills.
5. Develop a professional development plan for 21st century skills.
6. Make sure students have equitable access to a 21st century education.
7. Begin developing assessments to measure student progress in 21st century skills.
8. Collaborate with outside partners.
9. Plan collectively and strategically for the future.
Definitions:
A 21st century framework includes the core subjects as identified by NCLB, 21st century content (global awareness, financial, economic, business and entrepreneurial literacy,), learning and thinking skills (critical thinking and problem solving skills, communication skills, creativity and innovation skills, collaboration skills, information and media literacy skills, and contextual learning skills), information and communications technology skills(ability to use technology to develop 21st century content knowledge and skills), life skills (leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self direction, and social responsibility), and 21st century assessments “(Authentic 21st century assessments are the essential foundation of a 21st century education. Assessments must measure all five results that matter - core subjects; 21st century content; learning skills; ICT literacy; and life skills. To be effective, sustainable and affordable, assessments must use modern technologies to increase efficiency and timeliness. Standardized tests alone can measure only a few of the important skills and knowledge students should learn. A balance of assessments, including high-quality standardized testing along with effective classroom assessments, offers students a powerful way to master the content and skills central to success).”
21st century context: teaching through the use of relevant real-world examples, applications and settings to frame academic content for students, enabling them to see the connection between their studies and the world in which they live.
Taken from Framework for 21st Century Learning by The Parnership for 21st Century Skills.
Sunday, April 8, 2007
Look Mom, no hands; Starting the Math Wiki without training wheels
There is a wiki part 1
So we've already started the math wikipage and without training wheels. The purpose of this blog is to act as counsel to anyone who wants to start a wiki page and a few things to look for. Since we're doing this without training wheels, I'm sure we'll find a lot of problems that will crop up and, of course, we're not sure about any success; we are making our best guess that, any work students will do on this math wiki, will be better than no work.
The goal we decided on was to take all of the Ohio math indicators for 7th grade and have students teach it the way they think it should be taught. We (Mrs. McMahon. and I) tried to set up some guidelines, requirements, and a sample page in the limited time we had to plan. We both have 6 classes of 7th graders and I, as the techie class teacher, have most of her math students.
Mrs. M. named the wiki and came up with the original description of the task at hand. I added my perspective on the project after reading Mrs. M's, and I added an mp3 and an embedded youtube video, so that the students could see the possibilities.
We knew that, because of scheduling and after-school conflicts, we really weren't going to have much more time to plan together. Since testing is coming up soon, we figured that any re-visiting of math indicators outside of math class would be better than no re-visiting, so we decided to just jump into the project and if a couple kids got something out of it we would be further ahead. We also believe that this project fits all of the ISTE standards as proposed in their Jan. 07 draft of technology standards.
So thus begins the project called:
A Student's Point of View: The Ohio Math Standards
I had already gotten the free educational wikispace from wikispaces.com and named the url for the page. During our techie classes, I did a random, visual survey, just to see if any of the students had done wiki pages before or knew what they were and, surprisingly, no one had. But, even more surprisingly, more than half of our students had myspace accounts.While Mrs. M. was introducing the project in math classes, I began doing a similar intro in my classes, but, to be honest, my intro was more wiki and safety oriented than math oriented. I talked about a TV news investigator series about how a reporter found out addresses, sports, and other family activities, including dates and times, at a myspace account of a high school sophomore or junior. He met her at her house one day and told her so many things about her that she swore she never put on myspace. The reporter said that she didn't, but all her visitors did.
I think kids were surprised at the story, but, I'll have to do a questionaire at the end to see if my observation was accurate.
Then we jumped right into the assignment: Student chooses a math indicator (that the student doesn't know), learn everything about it, and teach it the way you think it should be taught. Luckily, everyone knew about the new TV show, "Are you smarter than a 5th grader", so it was easy to say that, from that show we've learned that parents aren't as smart as us so, we should teach the math concept as if we were trying to teach our parents. (I haven't heard the parental complaints, yet. I just hope there's a sense of humor out there.)
I told the students to check how well they teach the concept by asking their parents to read the wiki page and get their opinion. Hopefully, they do ask their parents because any affirmation they give to the importance of the assignment could increase engagement in the project.
A slight digression
Anything Schlechty that we can do we'll squeeze in. Our middle school went through Schlechty training back in the late 90's as part of our Schoolnet Raising the bar, 3 year project. Sometimes it's sad how some perfectly sound principles of education are abandoned because of a new fad that comes along, but that's for another blog entry.
So, here's my Schlechty checklist for the project
☛ Content and substance ( math indicators and iste indicators)
☛ Organization of knowledge (We are hoping that the modeling we've done, the guidelines, the demo of how to find keywords in the indicator and searching the web, and the pre-instruction on the indicators done in math class, will stimulate active participation, self-instruction, and, with the novelty/affirmation and other Schlechty elements of engaged learning, that the students will persevere until the task is complete.)
☛ Product focus ( meaningful to students, we hope that this is by virtue of "teaching each other the way you think it should be taught," that the world will access this wiki, tests coming up in May, and that each student will be visiting and learning from your page)
☛ Clear and compelling product standards (This is a weakness from not enough planning. We've given a demo of what it could look like and guidelines/checklist on what we would like to see in the presentation of the wikipage, but we need more. Us teachers needed to work through a concept together to be more specific on the final outcome. Maybe what we have is enough...)
☛ Protection from adverse consequences for initial failures (this is in the process. In other words, we need to visit pages on a consistent basis to make sure that the student is on a successful path. We are doing this, but, as the project moves on, we'll need to communicate to every student, which is difficult just like any assignment is difficult to give immediate feedback on. Hopefully the teachers will succeed).
☛ Affirmation of the significance of performance (we have had a couple visitors to our pages from outside our little world after only a day on the project. We'll try to get parents viewing the pages, also.)
☛ Affiliation (Students can work with partners)
☛ Novelty and variety(Students teaching the concept, use of wiki, podcasts, vodcasts and other audiovisuals)
☛ Choice (Students can work with partners, indicators chosen, how to teach the concept, audiovisuals used).
☛ Authenticity(Finding how the concept is used in real life, teaching others in school and all who access the wikipage.)
So following this post will be other postings on the progress of this project. I need to get this down now that I've got a spring break and can have some time to reflect on the start of the project. We've had a couple problems already, which I'll put in my next post.
Using a Wiki in School Part 1
Getting ready to invest courage in a 7th grade math project with my classes was, well, scary. First, I haven't taught math in years, since I began being the tech guy at our school, and, second, because as I stated in one of my other postings, I was caught sleeping during the Web 2.0 invasion. It was an etech conference in Columbus this year and listening to keynote speakers Will Richardson and Susan Patrick that finally slapped me awake. Just as Susan Patrick was telling her education analogy about steamships and planes, I found myself on an old, steamship bound for 1961 (The year Roger Maris broke the Babe's 60 homerun barrier.) I guess, since 1961, better conditioning techniques, equipment (livelier balls), and training entered the game and "possibly" brought about the advancement of new homerun hitters like, McGwire and Sosa. But whether it was bouncier baseballs or not, the new techniques of developing our athletes certainly has had an impact on the game.
Now, just like baseball, education has new techniques, equipment, and training and I need to take advantage of what's available or I won't be an effective hitter in the game. Occasionally, I might be able to hit the homerun ball but I really want to hit over 60 of them in a school year (about 1 every 3 school days).
I guess, to carry the analogy a little further, the web 2.0; wikis, blogs, youtubes, flickr, vods and pods are the steroids that enter the game. They can be dangerous but they certainly enhance performance, and it's that danger that scares me. I know what kind of garbage is out there; the bad sites and the bad people. Most of our parents know what's out there and as a teacher and parent, I want to engage students so that they really want to learn, but I want to make sure that they want to learn the "right" things. I want to help them learn the things that will develop them to become a major league hitter in whatever profession they choose.
The Partnership for 21st century skills, Edutopia, and the Bill and Melinda Gates Foundation certainly have identified those skills that students need to have and the approach that educators need to take to get our students to learn how to learn, and no matter what us old-timers say and do, we can't avoid the impact of that hi-tech trans-atlantic airplane/rocket/space shuttle/space elevator that is rapidly flying over our heads while our young ones fly in it every day without a well-defined, positive destination.
I certainly can't solve all the problems in the world or in education and I've already proven by my great sleeping ability that I'm not a leader in this field of technology integration. But, when I see something that makes sense and stimulates my desire to learn, like the potential value in education of a wiki or a secondlife.com, I've got to jump in regardless of my fears.
Luckily, I'm not in it alone, because I've got a real math teacher who also will invest her courage and time into the project. Collaboration; a 21st century skill, I guess it really is important.
Now, just like baseball, education has new techniques, equipment, and training and I need to take advantage of what's available or I won't be an effective hitter in the game. Occasionally, I might be able to hit the homerun ball but I really want to hit over 60 of them in a school year (about 1 every 3 school days).
I guess, to carry the analogy a little further, the web 2.0; wikis, blogs, youtubes, flickr, vods and pods are the steroids that enter the game. They can be dangerous but they certainly enhance performance, and it's that danger that scares me. I know what kind of garbage is out there; the bad sites and the bad people. Most of our parents know what's out there and as a teacher and parent, I want to engage students so that they really want to learn, but I want to make sure that they want to learn the "right" things. I want to help them learn the things that will develop them to become a major league hitter in whatever profession they choose.
The Partnership for 21st century skills, Edutopia, and the Bill and Melinda Gates Foundation certainly have identified those skills that students need to have and the approach that educators need to take to get our students to learn how to learn, and no matter what us old-timers say and do, we can't avoid the impact of that hi-tech trans-atlantic airplane/rocket/space shuttle/space elevator that is rapidly flying over our heads while our young ones fly in it every day without a well-defined, positive destination.
I certainly can't solve all the problems in the world or in education and I've already proven by my great sleeping ability that I'm not a leader in this field of technology integration. But, when I see something that makes sense and stimulates my desire to learn, like the potential value in education of a wiki or a secondlife.com, I've got to jump in regardless of my fears.
Luckily, I'm not in it alone, because I've got a real math teacher who also will invest her courage and time into the project. Collaboration; a 21st century skill, I guess it really is important.
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