- Wikispaces
- Blogger.com
- Google Documents including Google Forms for surveying
- YouTube
- Animoto
- Slideshare
- iGoogle
- Google Reader
- Google Bookmarks
- Delicious
- Screencast-o-matic.com
- Screencast.com
- JING
- Audacity
- NING
- Diigo
- Screenr.com
Sunday, December 13, 2009
Tech Tools
Currently using:
Friday, December 11, 2009
Making the Implicit Explicit by Kim Cofino
When it comes to technology some people seem to just know what to do while others struggle. In fact the list of skills from the 1990s seems almost silly now! (Ex. knowing to hold your mouse over an icon or a link to see what it does). Unless of course you happen to be one of those people for whom teachnology isn't yet "second nature." Rather than try to teach basic, program-specific skills, Kim suggests we teach people the process to figure things out. Things like using the "Help" button and a few key terms to find step by step instructions. Check out the other suggestions on the "Tech Support Cheat Sheet" on the left.
In the long run, these are the 21st century skills that learners need to be successful. Check out Kim's post at "Always Learning - Teaching Technology Abroad"
Thursday, December 10, 2009
Reconceptualizing 21st Century Education
"Self-driven and Classroom-based: Professional Development in the 21st Century" from the K-12 Online Conference.
Konrad Glogowski begins his video where it all happens for most of us - in the classroom. His focus is on the teacher and classroom-based professional development. Most professional development is focused on learning new tools and new methods and then applying it in the classroom. Glogowski sees a need for educators to spend more time and effort reflecting on their practice - both content and process. Though it's great to be exposed to new ideas by following other educators on Twitter or reading blogs, that is passive ( "learning from"). In his view, learning and growth are best achieved by connecting with and engaging in meaningful conversations about practice with 2 or 3 critical colleagues ("learning with"). I absolutely agree. I learn so much by working with colleagues (co-teaching a class) or just observing a class then sharing ideas and insights . I / we need to make more time to do this!
I liked the way Glogowski summarized the steps of the reflection process:
1. DESCRIBING ... what is happening? Is it working? For everyone? Am I proud of my classroom?
2. QUESTIONING .... After we describe our practice, we uncover beliefs that cause us to teach the way we do. Notice our limits. Try to take others' points of view .. parents, students colleagues. This helps us identify the limitations of our own point of view
3. CONFRONTING .... Learn to recognize that our practice is not a group of tools it is very personal. What does it say about our values? What should we be doing?
4. RECONSTRUCTING OUR PRACTICE ... restructure, redefine, How can i change?
Glogowski concludes with:
We need to reconceptualize education in the 21st Century. Key elements:
1. builds on relations with students
2. involves teachers as learners
3. classroom is not a stage - it is an organic environment that leads to learning. A place of inquiry and perpetual experimentation.
In this environment, both students and teachers are stack-holders. The more input students have in content, organization and evaluation of learning the more they will be vested in the process.
Glogowski's final thought: Students don't need prepackaged knowledge. They need classrooms that are sites of inquiry where the teachers and students are learning together in communities of learning.
My thoughts:
How can I make time for reflection on my practice in the Achievement Center? It should be regular and scheduled or it doesn't happen. Who are my 2 or 3 critical colleagues? What would happen if I scheduled one period a week to observe another teacher's class and then had lunch together to discuss it? More questions than answers but then again that is what this activity is supposed to do .. make you think!
Konrad Glogowski begins his video where it all happens for most of us - in the classroom. His focus is on the teacher and classroom-based professional development. Most professional development is focused on learning new tools and new methods and then applying it in the classroom. Glogowski sees a need for educators to spend more time and effort reflecting on their practice - both content and process. Though it's great to be exposed to new ideas by following other educators on Twitter or reading blogs, that is passive ( "learning from"). In his view, learning and growth are best achieved by connecting with and engaging in meaningful conversations about practice with 2 or 3 critical colleagues ("learning with"). I absolutely agree. I learn so much by working with colleagues (co-teaching a class) or just observing a class then sharing ideas and insights . I / we need to make more time to do this!
I liked the way Glogowski summarized the steps of the reflection process:
1. DESCRIBING ... what is happening? Is it working? For everyone? Am I proud of my classroom?
2. QUESTIONING .... After we describe our practice, we uncover beliefs that cause us to teach the way we do. Notice our limits. Try to take others' points of view .. parents, students colleagues. This helps us identify the limitations of our own point of view
3. CONFRONTING .... Learn to recognize that our practice is not a group of tools it is very personal. What does it say about our values? What should we be doing?
4. RECONSTRUCTING OUR PRACTICE ... restructure, redefine, How can i change?
Glogowski concludes with:
We need to reconceptualize education in the 21st Century. Key elements:
1. builds on relations with students
2. involves teachers as learners
3. classroom is not a stage - it is an organic environment that leads to learning. A place of inquiry and perpetual experimentation.
In this environment, both students and teachers are stack-holders. The more input students have in content, organization and evaluation of learning the more they will be vested in the process.
Glogowski's final thought: Students don't need prepackaged knowledge. They need classrooms that are sites of inquiry where the teachers and students are learning together in communities of learning.
My thoughts:
How can I make time for reflection on my practice in the Achievement Center? It should be regular and scheduled or it doesn't happen. Who are my 2 or 3 critical colleagues? What would happen if I scheduled one period a week to observe another teacher's class and then had lunch together to discuss it? More questions than answers but then again that is what this activity is supposed to do .. make you think!
Sunday, December 6, 2009
Working smarter not harder ...
Learning is more than just knowing about new tools - it means using and applying what you learn. So obvious right? When we learned about RRS feeds coming in to Google Reader, I added a couple of subscriptions to classmates' blogs, put them in a folder and thought "that's going to be useful." But since then I haven't used my Google reader much. I have been checking classmates blogs by going to Alice's blog list and opening each blog to see what's up. Yesterday before class I had one of those "ah ha" moments. I though "why didn't I put the blogs for everybody in my class into my Google Reader and then check Google Reader?" That's working smarter not harder. So this morning, I spent about 30 minutes doing just that. That way I can keep tabs on what everybody is doing and keep in touch after our class ends. I am realizing that this class has given me new tools (which I expected) but more importantly it has exposed me to and connected me with a very global learning community for both my personal interests and my professional development. I had an inkling of this but never thought I would spend my evenings reading blogs!
Friday, December 4, 2009
Final Project: National Honor Society Wiki
WHAT: Create a Wiki for National Honor Society (NHS) @
http://cehsnationalhonorsociety.wikispaces.com/
WHY: The group currently uses email and a First Class-hosted website for communication. In addition to our need for communication, the group's events and service projects also require a significant amount of interaction and collaboration that our website does not allow and our email does very inefficiently! A Wiki would address these needs and would give us the option to share videos in addition to photos.
HOW: One of the NHS officers is responsible for the website. He has not used a Wiki before but is a quick study and very capable of maintaining the Wiki if I set it up.
CHANGE IN PRACTICE: I work closely and regularly with this group of 26 students so this group is an obvious choice for me to work with. My goal is to change the way we do business. The Wiki will better serve the needs of the organization and the students will learn a new, valuable tool.
WHEN: By the end of this year!
Monday, November 30, 2009
K-12 Online Conference Keynote Address
"Going Global: Culture Shock, Convergence and the Future of Education" by Kim Cofino
I watched Kim's keynote then I joined the K-12 Conference NING so I can participate in some of the followup discussions. The NING includes a map that is constantly flashing photos of all the members and where they are from. Amazing - they are from all over the world. Our world is truly getting smaller and we are more becoming more connected. I can't help but think (and hope) that this "connectedness" may change the way we - individuals and nations - deal with each other.
I am beginning to feel more connected. When I started this class I was focused on learning the tools and sharing them with staff and students. I wasn't thinking about my personal learning and my network. I am realizing - as Kim suggested - I need to build my personal learning network and be actively using the tools for my own learning. Then I will be able to incorporate the tools effectively and hopefully encourage collaboration and learning.
I watched Kim's keynote then I joined the K-12 Conference NING so I can participate in some of the followup discussions. The NING includes a map that is constantly flashing photos of all the members and where they are from. Amazing - they are from all over the world. Our world is truly getting smaller and we are more becoming more connected. I can't help but think (and hope) that this "connectedness" may change the way we - individuals and nations - deal with each other.
I am beginning to feel more connected. When I started this class I was focused on learning the tools and sharing them with staff and students. I wasn't thinking about my personal learning and my network. I am realizing - as Kim suggested - I need to build my personal learning network and be actively using the tools for my own learning. Then I will be able to incorporate the tools effectively and hopefully encourage collaboration and learning.
Tuesday, November 24, 2009
Creativity
Ken Robinson video:"Creatively Speaking: Part 2." Edutopia. Web. 11 Nov 2009.
http://www.edutopia.org/sir-ken-robinson-creativity-part-two-video
Ken's article:
"Schools Must Validate Artistic Expression." Edutopia Oct 2006: Web. 11 Nov 2009.
http://www.edutopia.org/take-chance-let-them-dance
Stopping, thinking, reexamining what we do and believe, trying to see the world from a different perspective. Be creative. All of these are so important and yet it is so easy to get caught up in the day to day routine . . .
Ken's ideas made me stop and think about education (big picture) as well as how and what we are teaching at my high school (local view).
He got my attention with his creativity test results: 98% of 3 to 5 year olds score high (genius) in divergent thinking/creativity. By the time those students are age 13 to 15, that number has dropped to only 18%. How sad. Our system values academics (some more than others) and discourages "being wrong" and "making mistakes." Our system is educating the creativity right out of them. How many students are left behind or never reach their potential because of our education system's limited focus? I agree that future success - for our planet and our kids - will require creative thinkers willing to take risks and try new things.
Much of what Ken says is even more pronounced at the high school level. The focus on content is intense. Standardized and multiple choice testing is the norm. Smaller schools are often forced to choose between programs and in tough budget times, it gets worse. At my high school the current focus is literacy because our students' language arts results lag behind their performance in math. Nobody is talking about creativity. The state of Maine's curtailment will force the elimination of teaching positions and programs. It seems inevitable that art, performing arts, chorus and numerous co-curricular stipended positions will be targeted. These are some of the programs and activities that educate the "whole person." As programs are eliminated it will be even more critical that we infuse creativity and divergent thinking across the curriculum and into our school culture .. and the earlier the better.
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