In the class I have been teaching we were studying the Roaring Twenties and the Depression. During this era there were radical and interesting cultural and social changes. A big part of these changes involved music, and basically it was around this time that the white culture started to pay attention to the black music culture and began to copy and popularize it. Whites adopting black music styles has actually happened several times in the twentieth century. Think about the 60’s, and bands like the Rolling Stones, their whole music base was founded in the blues from black musicians of the 40’s and 50’s. Then there was rap which was confined to the black culture for quite a while, and lately it’s a big part of the white youth music diet. Blues started in the cotton fields with slave chants, it moved into the churches, and then into the black culture with lyrics and guitars with basic chord patterns. The roots of jazz started when the blues was played on a horn. So the blues have a strong foundation in the history of the twenties and thirties. In this unit I wanted to include a section of this blues history, and I thought a great culminating activity would be to have the students write their own blues songs, and they could perform it to music and I would record it for them. This lesson would not specifically involve the students learning the software, but I would have to learn it.
This was a very frustrating experience. From the very beginning, just trying to find the right software was difficult. This in itself took a lot of research. There is an abundance of digital recording software out there, but figuring out what would work for me was difficult. The two main things I was looking for was ease of use, and something that was not too expensive. So a lot of software was quickly eliminated because it was outrageously expensive. Some of the software had down loadable trial programs, and I could try it out, but then they never included the full package and I couldn’t do everything I needed to do, and then I couldn’t tell if the full package would be what I wanted and needed, so that was frustrating. Most of this software is so loaded with extras that it became some what mind boggling to figure out.
I finally decided on the NCH software, which fit my two requirements of being affordable and seemingly easy to use. The software came with some instructions, but it took a lot of hours of just experimenting to be able to do what I wanted to do. I kept a brief journal of my day to day wrestling match with this software, eventually I pinned it downed. Now I will be able to record my students in the classroom with some form of background music, either a student musician or a recorded basic blues track. I was never able to do this in class this year, because by the time I had it all figured out, we had been long finished with our unit. But I am really looking forward to the time I will be able to use this in the classroom. The journal of my trials and successes with this program is on Google Docs and so are the lesson plans. The lesson plans are mostly about introducing and learning about the blues in the context of history, and then moves into recording the students own songs.
I also have an instructional video using movie maker, on basic step by step recording and tracking using the NCH software.Check it out on teacher tube
Thursday, May 1, 2008
Saturday, April 12, 2008
Community Web Sites
I joined the Live Journal online community web site. I found it as a link on the NCTE web site, so I figured it must be okay. When you first look at it, it kind of seems like a conservative, more adult, My Space kind of thing, but it has lots of categories and you can type in teaching or your content area and get connected to blogs and comments. I have actually posted a few comments which was not all that painful, and my typing fingers are still intact.
The thing about this site is that there are quite a few beginning teachers using it and they have plenty of questions. It is somewhat comforting to see a multitude of new teachers with the same questions and apprehension as I have, kind of like the misery loves company phenomena, not that I know any thing about misery.
There are plenty of good ideas you can use, and it seems contributors are happy to share:
It gives me a warm and tingly feeling to know that there are teachers out there that understand how hard it all is, and are willing to let you take, and use, their experiences and ideas.
It’s a beautiful thing, I’m serious, it really is, and I appreciate it.
Another really fascinating thing with this site is that there are teachers from all over the country and even the world. You get to see post from teachers that work in environments that are so very different from our Alaskan experience.
- There is a post from a teacher from a school in
- There are posts from a lot of suburban teachers.
- If you are ever thinking about moving out of
Even though this site is worth while, I have been looking around for sites more specific to the teaching community. There are several of them, but the problem is some are just too overloaded and serious, whereas some of the others don’t get used. It’s kind of hard to find something that you are comfortable with and also have the kind informative participants that you are looking for. So this site is good, because it has a little of everything.
Monday, March 31, 2008
Internet Resources
I joined the National Council for Teachers of English back in the first semester of school and I like it. It is filled with all types of information that is useful for a language arts teacher. It is a fairly easy to use web site that offers access to books, research, lesson plans and useful ideas. NCTE has research-based resources for English teachers that can be very helpful for teachers of Language Arts. This makes it a fruitful web site that helps me with student learning and achievement. The site offers an option where you can fill out information online and request consultation. I’m not sure exactly how this works, but I know it’s available and I’m sure to use it at some point in my career. I think that these kind of online resources are especially important for all of us in
I have also been using the Teacher Vision web site. This is a nice general site that has something for all teachers. Since I have been teaching a block History/ English class, I can go to Teacher Vision and find lesson plan ideas as well as strategies and general teaching plan ideas. I have found a lot of good lesson plan ideas. Many web sites that deal with teachers and teaching have a lot of unusable plans and ideas, at least for me, but this one has things that are useful and workable in the class room. I know because I have used some of them. Of course I usually just pick out what I think I can use, and leave the rest, like right now I am looking at some sections of a blues lesson plan that I can use as part of my to Kill A Mockingbird unit. I haven’t joined Teacher Vision yet, but I have been able to access a lot of information without joining. With a membership fee of about forty dollars a year, I might wait until I get a job.
Since History is the larger section of what I have been teaching, I have also been using the Digital History website. I like this site because it has loads of links. There are links to PBS as well the National Archives. The links are substantial and worthwhile; this site is mostly links, which I like because it takes you to what you are specifically looking for instead of having to search a specific item on a website. It also has a myriad of primary source documents which is invaluable for teaching History. There is a problem though; many of the links do not link to anything, which can be quite disappointing. But I really enjoy browsing around on this site. It’s fun to read Red Horse’s version of the Battle of Little Bighorn, or look at Abraham Lincoln’s second inaugural address. The site also has time lines to all different periods in history. I find these very helpful for students to get an idea of place in time, as well as historical chronology. I have used these by accessing them on my classroom computer, which is connected to an overhead projector, and then I just put it up on the big screen and go over with students. I usually have them copy it and keep it for a reference.
Wednesday, March 26, 2008
Assistive Technologies
This could be the first article in the Educational Leadership magazine where I only have good things to say. The idea of being able to use technology that is very specific to helping students with learning disabilities is a fantastic one. I am enthusiastically for anything that can help students develop grade level reading and writing skills.
- The ultimate beauty of this technology is that many students can read grade level text without a teacher
- It gives students the wonderful feeling of independent accomplishment
Read & Write Gold sounds like some good software with the text to speech that students can listen to at their own pace. The writing software that instantaneously gives students a choice of words that they may be trying to use, can only be positive because the student still has to figure out what the correct word would be. The software does not do all of the thinking for the student.
Believe it or not Sitka High has some type of related technology. I have several students who use it, but I don’t know exactly what it is, and I would guess that there are a lot of teachers that don’t know about it. I am now feeling rather ridiculous not having experienced it with one of my students. I will do this soon.
Wednesday, March 5, 2008
The Over Dominance of Computers
I have a small problem with the analogies at the beginning of this article that are not analogous to the author’s argument. Comparing youthful computer use to alcohol use or driving a car as a youth is too much of a stretch. This sort of thing makes me leery as to how much hyperbole I’m going to have to swallow, and it makes me mentally discount any statement that is vague or is not backed up by reasonable studies or statistics.
His suggestion that since we are teaching computer literacy to students we are not teaching certain values like, “commitment, loyalty and tradition” is an argument that could be made for just about any subject.
However, just because his argument process is weak, it doesn’t mean that the essence of what he is saying is wrong. The article has a solid core of truth; we don’t need to be pushing major computer literacy on young children and there are more important things to be teaching.
The main ideas that can be lost in this rambling article are:
- Students still need to be prepared for the world of technology
- The authentic world, and worldly values, are critical parts of student growth
- Parents and teachers need to recognize and secure a balance between both worlds
Sunday, February 17, 2008
short fiction
I will have students write a work of short fiction using the story map as a guide, once they start writing the actual story they must stay very close to the original story map.The reason is that beginning writers of short fiction usually have problems with randomly straying from the main point.The other main aspect of this is that the core of the story should be at least loosely based on some real experience, and then fiction can be added on, like frosting and colorful little burning candles on a birthday cake.
I decided to go with just one image on this video because I thought it would go along with the idea of singleness of effect, which is one of the main points of this writing lesson along with staying focused on the core of the story. I chose one image
that I thought generally expressed the idea. This is not at all necessary, in fact I originally had a whole group of images picked out to use, but then decided to do it this way simply to emphasize the point.
The lesson for creative writing students is to use the story map as the core and then once the core is established the writer can expand using:
• dialogue
• description
• character development
But not:
• additional characters
• extra plot development
The story I posted on Teacher Tube follows these rules, it has a core of real experience and then just story telling all around the core. I think that using movie maker with its time limit along with a story map will be an excellent tool for short fiction and non -fiction writers. It really works by forcing a writer to stay within the story.
You can find my story example by going to teacher tube.
A rubric for the digital story can be found at
Google Docs
I decided to go with just one image on this video because I thought it would go along with the idea of singleness of effect, which is one of the main points of this writing lesson along with staying focused on the core of the story. I chose one image
that I thought generally expressed the idea. This is not at all necessary, in fact I originally had a whole group of images picked out to use, but then decided to do it this way simply to emphasize the point.
The lesson for creative writing students is to use the story map as the core and then once the core is established the writer can expand using:
• dialogue
• description
• character development
But not:
• additional characters
• extra plot development
The story I posted on Teacher Tube follows these rules, it has a core of real experience and then just story telling all around the core. I think that using movie maker with its time limit along with a story map will be an excellent tool for short fiction and non -fiction writers. It really works by forcing a writer to stay within the story.
You can find my story example by going to teacher tube.
A rubric for the digital story can be found at
Google Docs
Sunday, February 3, 2008
story map
This project is going to be about students learning how to take something from their life experiences and use it as the core for a piece of fiction. Staying with the general idea that you should write what you know. It will be okay,in fact necessary to add fiction to this core of fact. One of the biggest problems all writers and especially novice writers have with short fiction is keeping the story line focused. Since this is a piece of short fiction it is critical for writers to keep focused on the main story details. The story map will work to help develop plot and keep writers focused on a central idea. My story map takes an actual experience I had, and then quickly expands into fiction. This story map will be used an example for students on how to do this, as well as showing students some basic elements of short fiction.
Friday, December 7, 2007
Philosophy of Education Movie Maker and Me
I would have to agree that the movie maker is a bit clunky. I would think that having another channel to record would be a simple thing, and it probably is a simple thing, they just want you to buy it, and I guess that’s fair enough. So I ended up buying a twelve dollar microphone for my laptop and I played my i tunes on my computer, and then held the mic up to the speakers for a few seconds and then pulled it away and started talking, then when I was finished talking I put the mic back by the speakers again to finish.I did this so I could have music in the back ground while I was talking. This all sounds pretty simple, but it took a lot of tries to get it even close to right. And then when I finally got one that was at least okay, I listened to it, and noticed that I read my philosophy wrong. The vocals are a little soft too, but no matter what I did I kept getting those popping "P's", so I had to keep the vocals down, probably should have spent more on a microphone, the one I borrowed from Sitka High was even worse than the one I bought.
I published it anyway because I figured at this point in time everybody’s eyes glaze over and their minds go in a fog when they hear the words, “philosophy of education". But actually I had a lot of fun doing this,but I think it would have been more fun on a Mac.
So if you want to take look it's on teacher tube.
I published it anyway because I figured at this point in time everybody’s eyes glaze over and their minds go in a fog when they hear the words, “philosophy of education". But actually I had a lot of fun doing this,but I think it would have been more fun on a Mac.
So if you want to take look it's on teacher tube.
Monday, November 12, 2007
TOOLS FOR THE MIND
Tools for the Mind
There is a lot of validity to what the author of this article is saying. For example the idea that most of the computer use by students is limited to research based projects. There is definitely an abundance of going to the computer lab, and just finding some information on something, and using Word to write about it. And then, of course, there is plenty cutting and pasting going on too. I’m coming from a language arts base so there will always be more research type computer use in language arts.
The author is right on about this lower level thinking process that is going on with computer use, and I think she is right in saying that we need to move beyond that to developing some high order processes with computer use. But there are some big steps to take to get there.
Reference Points:
• It’s true that most computer use in schools requires only lower order thinking.
• Higher level activities for computer use will take much more time and energy than the lower order activities.
• Critics should start offering solutions instead of just pointing to our panoply of problems.
I think this article would have greater impact if the author would give us more of the “how to,” instead of “where to.” She has astutely recognized the problem, but it would be nice to see some more details on how to get where we need to be. The really tough part is mentioned, but somewhat brushed aside. The author mentions that the higher order tools are not as user friendly, and they are time intensive to use and to learn, and this is a major factor contributing to the stuck in the muck of the lower order thinking levels with computers. In the end, I have to completely agree that it’s time for more analytic skills to be brought into the computer room. I guess I just didn’t want somebody to remind me that there is even more work to do.
There is a lot of validity to what the author of this article is saying. For example the idea that most of the computer use by students is limited to research based projects. There is definitely an abundance of going to the computer lab, and just finding some information on something, and using Word to write about it. And then, of course, there is plenty cutting and pasting going on too. I’m coming from a language arts base so there will always be more research type computer use in language arts.
The author is right on about this lower level thinking process that is going on with computer use, and I think she is right in saying that we need to move beyond that to developing some high order processes with computer use. But there are some big steps to take to get there.
Reference Points:
• It’s true that most computer use in schools requires only lower order thinking.
• Higher level activities for computer use will take much more time and energy than the lower order activities.
• Critics should start offering solutions instead of just pointing to our panoply of problems.
I think this article would have greater impact if the author would give us more of the “how to,” instead of “where to.” She has astutely recognized the problem, but it would be nice to see some more details on how to get where we need to be. The really tough part is mentioned, but somewhat brushed aside. The author mentions that the higher order tools are not as user friendly, and they are time intensive to use and to learn, and this is a major factor contributing to the stuck in the muck of the lower order thinking levels with computers. In the end, I have to completely agree that it’s time for more analytic skills to be brought into the computer room. I guess I just didn’t want somebody to remind me that there is even more work to do.
Wednesday, November 7, 2007
Power Point Presentation on Energy
Self Critique
One of the first things I noticed while watching my video was that I managed to break the Cardinal Rule of talking in front of a group, and that was chewing gum, yuk, at least the video is a little bit dark so you can’t see it too much, because it is a little embarrassing. Also I think it would have been nice to have some kind of a pointer instead of using the video remote as a pointer. Also I need to work on voice projection, maybe if I didn’t have that big wad of gum in my mouth I would have sounded better.
Another big thing is that I was not as prepared as I should have been to actually give a presentation. I knew the material, but when you get up to do a presentation just knowing the material isn’t good enough, at least not for me, I know I’m not any good at “winging it”. I thought I could follow along with the PowerPoint and it would all go smoothly. It did go all right, but it wasn’t good. It actually makes interesting material boring if all you do is follow along with the presentation without making those interesting interjections that you should be doing as a presenter.
Valuable Lessons Learned:
• Don’t speak dumb – get rid of the gum (I just now made that up, I kind of like it)
• Follow the Boy Scout motto: Always be prepared
Click here to see this PowerPoint presentation on Teacher Tube.
Self Critique
One of the first things I noticed while watching my video was that I managed to break the Cardinal Rule of talking in front of a group, and that was chewing gum, yuk, at least the video is a little bit dark so you can’t see it too much, because it is a little embarrassing. Also I think it would have been nice to have some kind of a pointer instead of using the video remote as a pointer. Also I need to work on voice projection, maybe if I didn’t have that big wad of gum in my mouth I would have sounded better.
Another big thing is that I was not as prepared as I should have been to actually give a presentation. I knew the material, but when you get up to do a presentation just knowing the material isn’t good enough, at least not for me, I know I’m not any good at “winging it”. I thought I could follow along with the PowerPoint and it would all go smoothly. It did go all right, but it wasn’t good. It actually makes interesting material boring if all you do is follow along with the presentation without making those interesting interjections that you should be doing as a presenter.
Valuable Lessons Learned:
• Don’t speak dumb – get rid of the gum (I just now made that up, I kind of like it)
• Follow the Boy Scout motto: Always be prepared
Click here to see this PowerPoint presentation on Teacher Tube.
Wednesday, October 31, 2007
I have been living in Sitka for four months now and I pretty much drive everywhere. I sprinkle in an occasional walk, if you know Sitka you know what I mean by sprinkle. All of this driving makes me feel a little guilty,because this is a bicycle and pedestrian friendly community.
The price of gas is not the main motivation for changing my driving habits,there are several factors in play here:
*the idea that Americans need to start thinking about change,and it starts with each individual.
*The general world situation is crazy right now and it is all because of oil greed and need
So I decided to see what the numbers would look like if I made a small change in my driving habits.Not only to see how much money I would save but,how much less gas I would consume, and then run some numbers to see if a lot of people made this small change, how much overall gas would be saved, and then see what that would mean for overall oil consumption.You can see the rest of the basic premise at this link
To see the Excel spreadsheet with all the numbers on this project click here.
The price of gas is not the main motivation for changing my driving habits,there are several factors in play here:
*the idea that Americans need to start thinking about change,and it starts with each individual.
*The general world situation is crazy right now and it is all because of oil greed and need
So I decided to see what the numbers would look like if I made a small change in my driving habits.Not only to see how much money I would save but,how much less gas I would consume, and then run some numbers to see if a lot of people made this small change, how much overall gas would be saved, and then see what that would mean for overall oil consumption.You can see the rest of the basic premise at this link
To see the Excel spreadsheet with all the numbers on this project click here.
Saturday, October 13, 2007
Read/Write Web Article
If you are looking at this site you probably know about something about blogging. Even though my spell check doesn’t seem to recognize the word, most people have at least heard the word. But what are the implications of writing on the web for education? The simple answer is that teachers can use writing on the web to motivate students to do a little writing and maybe, since the whole world can potentially look at what they are saying, students might also do some thinking about what they are writing. I like what they are doing at Hunterdon High School where the students collaborate online with authors of the books that they are reading. And then there is the communal wiki process that is really pretty neat, and very successful in terms of self regulation, because everybody can edit text on the site.
This Educators Guide to the Read Write Web is a well thought out article. I say this because the author takes a serious look at the crucial idea of students learning how to question, differentiate, and evaluate published information. In some ways it is similar to people learning to figure out what is true in the news, or what is real on TV and what is make believe.
Reference Points and Concerns:
• How do we rethink the concept of literacy?
• Are writing styles like text messaging going to become a literate language?
• How does the role of the teacher change as technology like web writing becomes more prevalent?
• With technology does the teacher become more of a guide or monitor?
• Finally, is student online anonymity a concern?
The point is that now students have a new sounding board. I say let them have at it and see what they can do. Teachers have to think about the future and where this is all headed. If you think there isn’t going to be big changes from the “paper to teacher, to grade concept,” then I think you’re filling your tank with the wrong fuel. It’s time to look for alternative sources of energy.
If you are looking at this site you probably know about something about blogging. Even though my spell check doesn’t seem to recognize the word, most people have at least heard the word. But what are the implications of writing on the web for education? The simple answer is that teachers can use writing on the web to motivate students to do a little writing and maybe, since the whole world can potentially look at what they are saying, students might also do some thinking about what they are writing. I like what they are doing at Hunterdon High School where the students collaborate online with authors of the books that they are reading. And then there is the communal wiki process that is really pretty neat, and very successful in terms of self regulation, because everybody can edit text on the site.
This Educators Guide to the Read Write Web is a well thought out article. I say this because the author takes a serious look at the crucial idea of students learning how to question, differentiate, and evaluate published information. In some ways it is similar to people learning to figure out what is true in the news, or what is real on TV and what is make believe.
Reference Points and Concerns:
• How do we rethink the concept of literacy?
• Are writing styles like text messaging going to become a literate language?
• How does the role of the teacher change as technology like web writing becomes more prevalent?
• With technology does the teacher become more of a guide or monitor?
• Finally, is student online anonymity a concern?
The point is that now students have a new sounding board. I say let them have at it and see what they can do. Teachers have to think about the future and where this is all headed. If you think there isn’t going to be big changes from the “paper to teacher, to grade concept,” then I think you’re filling your tank with the wrong fuel. It’s time to look for alternative sources of energy.
Sunday, October 7, 2007
Energy Project
1. How much fuel would I save if I ride my bicycle to Sitka High School for just three days a week? I’m using three days a week because for me this is a reasonable proposition.
2. I Googled “energy consumption,” and I got 9,050,000 results, has anybody else noticed this, and what does it mean. I clicked on the fifth entry down and looked at energy consumption for the US for the year 1997. One of the many available statistics was oil consumption for one day in the US, not the world. It was 18.92 million barrels per day. This is a stunning figure that should get you asking questions, like, where does all that oil come from? It should make a person consider how the world situation got to be the way it is. Some of these considerations would include greenhouse gasses, global warming, and various military invasions of oil producing countries, and while we are at it, we might as well throw Dick Cheney into the mix.
After I wrote this paragraph, I had to go back and double check that figure, because I just couldn't believe it, and sure enough that’s what it says.
3. Data needed will be the number of miles from home to Sitka High. Data for miles per gallon that my vehicle gets for this kind of driving will be needed.
4. The method for computing miles to Sitka High will be odometer readings. Several will be taken to insure accuracy. Miles per gallon fuel consumption will be done by filling the gas tank and writing down mileage taken from the odometer. Then I will drive a certain amount of miles, all of this driving will be the same driving style as the drive to Sitka High, basic short distance and stop and go. Then I will re-fill the gas tank writing down the total gallons put in the tank, this figure is the amount of gas consumed for this period. I will at the same time as filling the gas tank write down the new mileage on the odometer. This will give me total miles driven and amount of fuel used during this mileage period.This basic procedure will be repeated multiple times.
1. How much fuel would I save if I ride my bicycle to Sitka High School for just three days a week? I’m using three days a week because for me this is a reasonable proposition.
2. I Googled “energy consumption,” and I got 9,050,000 results, has anybody else noticed this, and what does it mean. I clicked on the fifth entry down and looked at energy consumption for the US for the year 1997. One of the many available statistics was oil consumption for one day in the US, not the world. It was 18.92 million barrels per day. This is a stunning figure that should get you asking questions, like, where does all that oil come from? It should make a person consider how the world situation got to be the way it is. Some of these considerations would include greenhouse gasses, global warming, and various military invasions of oil producing countries, and while we are at it, we might as well throw Dick Cheney into the mix.
After I wrote this paragraph, I had to go back and double check that figure, because I just couldn't believe it, and sure enough that’s what it says.
3. Data needed will be the number of miles from home to Sitka High. Data for miles per gallon that my vehicle gets for this kind of driving will be needed.
4. The method for computing miles to Sitka High will be odometer readings. Several will be taken to insure accuracy. Miles per gallon fuel consumption will be done by filling the gas tank and writing down mileage taken from the odometer. Then I will drive a certain amount of miles, all of this driving will be the same driving style as the drive to Sitka High, basic short distance and stop and go. Then I will re-fill the gas tank writing down the total gallons put in the tank, this figure is the amount of gas consumed for this period. I will at the same time as filling the gas tank write down the new mileage on the odometer. This will give me total miles driven and amount of fuel used during this mileage period.This basic procedure will be repeated multiple times.
Tuesday, September 25, 2007
There is a very healthy overall attitude toward using technology at Sitka High School. Mikolas and Joe are helpful and supportive. I have taken several classes over to the computer rooms for various projects and it is easy to sign up and find an available time. Because there are ample computers available you can have an average size class in the room and if there are a few students that come in and need to use computers for a project there are usually computers available. And there are computers in the library. I think that this willingness to spend money to make sure there are enough computers available is a good sign. The only thing that could be better would be one computer at each desk. This would be handy and useful but is not necessary when access to computers is readily available.
When I take a class to work on a project I find it a little worrisome that while most students are either e-mailing their work to their homes or saving it on a flash drive to work on at home, there are still too many students that do not have this luxury.
It is a luxury for some students and the problem is that it puts them behind and stifles their ability to keep up. It also seems to do something to their attitude about the work. The other minor flaw as I see it is that while the tech support is fantastic, I find it a little random in terms of access and this is no ones fault in particular, but rather a system thing and is actually not that difficult to work with. try this link
When I take a class to work on a project I find it a little worrisome that while most students are either e-mailing their work to their homes or saving it on a flash drive to work on at home, there are still too many students that do not have this luxury.
It is a luxury for some students and the problem is that it puts them behind and stifles their ability to keep up. It also seems to do something to their attitude about the work. The other minor flaw as I see it is that while the tech support is fantastic, I find it a little random in terms of access and this is no ones fault in particular, but rather a system thing and is actually not that difficult to work with. try this link
Monday, September 17, 2007
listen to the natives
Jeff Glase jglase@mail.uas.alaska.edu 9-17-07
Listen to the Natives by: Marc Prensky
In the magazine piece Going Native Marc Prensky talks about today’s student being digital natives and compares them to those people who weren’t born into the digital world,he calls these people digital immigrants. It is time to shift gears and move teaching into the 21st century by starting to use tools like cell phones to do things like help students access language or vocabulary training. And maybe even have teachers deliver interactive lessons over cell phones. His idea is to compact legacy knowledge lessons to make room for 21st century learning. The idea that teachers are out of touch with student’s interest and needs in the digital world is emphasized in the quote that he uses from Henry Kelly, president of American Federation of Teachers, “the cookies on my daughter’s computer know more about her interests than her teachers do.”
REFERENCE POINTS:
1. Prensky believes that teachers must practice putting engagement before content when teaching.
2. Educators should take cues from students’ 21st century innovations and behaviors.
3. Student collaboration with teachers is important. Students should collaborate on everything including curriculum.
4. A web cam in every room to show parents what really is going on?
5. Personalized instruction, adaptive lessons geared to individual students’ abilities rate of learning would be possible with modern computers.
Not only is this a statement about how educators need to be aware of the digital world and learn how to incorporate digital technology into the classroom, but he also incorporates an education philosophy. The ideas of curriculum collaboration with students are a somewhat progressive philosophy. I think this is useful because in the digital realm the students may have a better idea of what will work for them, and so some collaboration could be a positive development. I especially like the idea of computerized adaptive lessons and testing. A computer that would instantly figure out a students learning abilities while they are using it is something I would be using right now if I had the capability and tools. This type of learning tool would fit nicely into today’s multi-cultural and multi-level classrooms. If I had access to cell phones that could help users access language or vocabulary training I would try to incorporate it into my curriculum. I know something like this would take several years to figure out and implement, but I think it could be very useful and very engaging for today’s students.
Listen to the Natives by: Marc Prensky
In the magazine piece Going Native Marc Prensky talks about today’s student being digital natives and compares them to those people who weren’t born into the digital world,he calls these people digital immigrants. It is time to shift gears and move teaching into the 21st century by starting to use tools like cell phones to do things like help students access language or vocabulary training. And maybe even have teachers deliver interactive lessons over cell phones. His idea is to compact legacy knowledge lessons to make room for 21st century learning. The idea that teachers are out of touch with student’s interest and needs in the digital world is emphasized in the quote that he uses from Henry Kelly, president of American Federation of Teachers, “the cookies on my daughter’s computer know more about her interests than her teachers do.”
REFERENCE POINTS:
1. Prensky believes that teachers must practice putting engagement before content when teaching.
2. Educators should take cues from students’ 21st century innovations and behaviors.
3. Student collaboration with teachers is important. Students should collaborate on everything including curriculum.
4. A web cam in every room to show parents what really is going on?
5. Personalized instruction, adaptive lessons geared to individual students’ abilities rate of learning would be possible with modern computers.
Not only is this a statement about how educators need to be aware of the digital world and learn how to incorporate digital technology into the classroom, but he also incorporates an education philosophy. The ideas of curriculum collaboration with students are a somewhat progressive philosophy. I think this is useful because in the digital realm the students may have a better idea of what will work for them, and so some collaboration could be a positive development. I especially like the idea of computerized adaptive lessons and testing. A computer that would instantly figure out a students learning abilities while they are using it is something I would be using right now if I had the capability and tools. This type of learning tool would fit nicely into today’s multi-cultural and multi-level classrooms. If I had access to cell phones that could help users access language or vocabulary training I would try to incorporate it into my curriculum. I know something like this would take several years to figure out and implement, but I think it could be very useful and very engaging for today’s students.
Tuesday, September 4, 2007
EPIC 2015
This is a total freak out to me. I mean it's overwhelming. One hundred years from now, are countries going to invade other countries digitally or actually physically take over countries to gain access to their digital information. Yeah, well what about back in 1907, who thought we would be laser guiding missiles on one middle east country just to drive it out of another middle east country? Just for oil.
The idea of podcasting classroom information seems to be the most interesting and practical. Think about the possibility of never having to meet in a classroom. This makes sense as the classroom environment, especially for High School, is one of the most absurd environments I can think of, it makes more sense to hold classes in a mosh pit, or maybe in a place like the trading floor of the New York Stock Exchange. But if teachers could podcast lessons to students on a daily basis and then maybe meet students individually or in small groups for those that have questions or want to talk about the lessons- WOW.
The other idea of the possibility of news being brought to you by so many different podcast that is actually verifiable, and who would have thought of this: objective
The question is not whether all of this is the thing of the future, but more like when does the school yard bully show up? I'm talking about the corporate Orcas cruising the waters looking to gobble up the little morsels of digital seals, and then turning all the good free stuff into some kind of fee based system.
The idea of podcasting classroom information seems to be the most interesting and practical. Think about the possibility of never having to meet in a classroom. This makes sense as the classroom environment, especially for High School, is one of the most absurd environments I can think of, it makes more sense to hold classes in a mosh pit, or maybe in a place like the trading floor of the New York Stock Exchange. But if teachers could podcast lessons to students on a daily basis and then maybe meet students individually or in small groups for those that have questions or want to talk about the lessons- WOW.
The other idea of the possibility of news being brought to you by so many different podcast that is actually verifiable, and who would have thought of this: objective
The question is not whether all of this is the thing of the future, but more like when does the school yard bully show up? I'm talking about the corporate Orcas cruising the waters looking to gobble up the little morsels of digital seals, and then turning all the good free stuff into some kind of fee based system.
Monday, September 3, 2007
Hannah the Fox
This is a charming and nice example of real time story telling with a wonderful message that is founded in a native culture/modern fairy tale style. It is something that can reach people of all ages, which is a wonderful thing. This would have met all my grading expectations if I had assigned it to anybody. It's easy to follow, pleasant to watch, with the wonderful drawings in the background, and no cha cha cha music. It's the kind of production that didn't try to appease young peoples random abstract brain neuron pathway receptors by using half second cuts and screeching visuals. But the beauty of the whole thing is that it is an old type of story told using modern technology but still moving in real time, it's a beautiful thing.
Get on the metaphor train
Metaphor Train
It was probably a lot of fun for the kids to make this video. It seemed a somewhat frivolous exercise, but the kinesthetic aspect; the kids with arms on each other shoulders simulating a train is a nice physical example for them in terms of a train analogy/ metaphor. I suspect they had a minimal amount of work on producing and creating the video. But still it's a worthy cause to get fourth graders to understand metaphor, even if it takes such a huge production. I actually liked the first two minutes or so, minus the techno music shtick. Like most pieces of prose it became a little too fluffed up and I hit the peak of the content curve quickly, but I suppose that wouldn't be the case with fourth graders. The first part with the text overlay was effective and worthwhile and had the most meaningful learning content, the rest was just playing around. Still if I were grading it I would give it a top mark.
It was probably a lot of fun for the kids to make this video. It seemed a somewhat frivolous exercise, but the kinesthetic aspect; the kids with arms on each other shoulders simulating a train is a nice physical example for them in terms of a train analogy/ metaphor. I suspect they had a minimal amount of work on producing and creating the video. But still it's a worthy cause to get fourth graders to understand metaphor, even if it takes such a huge production. I actually liked the first two minutes or so, minus the techno music shtick. Like most pieces of prose it became a little too fluffed up and I hit the peak of the content curve quickly, but I suppose that wouldn't be the case with fourth graders. The first part with the text overlay was effective and worthwhile and had the most meaningful learning content, the rest was just playing around. Still if I were grading it I would give it a top mark.
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