This chapter was extremely helpful in laying out the new ways we all need to be thinking about teaching and learning. Examining the "Big Shifts" is a useful way for me to see where I am in terms of being a 21st century teacher and teacher librarian. The good news is, while I still have some things to wrap my brain around and fully embrace, I feel like I am in a good place.
Also, I texted Google for the definition of "stickleback" a la page 133. How COOL!
Tuesday, July 7, 2009
Podcasting, Video and Screencasting, Live Streaming
On Sunday, Casey Kasem broadcast his last countdown on the public airwaves. Talk about the day the music died. When I was a kid, I listened to Casey Kasem and Rick Dees every Sunday. My best friend and I used to create little radio shows we taped on my first "stereo" (In addition to recording and introducing music, I distinctly remember doing play-by-play of a Cardinals game and a Boris Becker/Ivan Lendl tennis match -- Boris Becker ended up with a tennis ball stuck in his ear; we created a Culligan commercial and a new episode of Three's Company; and, I insisted upon carrying on with the worst Pee-Wee Herman impression ever recorded). When MTV arrived, video did not kill the radio star because this radio star lived in the country and did not have cable. Corporate ownership of radio stations killed the radio star. When my favorite radio station KIIK 104 decided to change its format and go to an all-oldies radio station, well, I started going crazy for CDs.
So, I am thrilled by the emergence of podcasting. It's beautiful -- Pump Up the Volume hits the 21st century. As a lover of independent music, I think the possibilities are incredible. As an educator, I think back to my goofy self as a kid and know that I would have thriven on such a medium. There, too, the possibilities are incredible. As we discussed in class, podcasting for fluency would be a great way to use the tool. I also really like the idea of a "school radio station" where both academic and non-academic information and performances can be shared. For those who are somewhat leery of public sharing, it is a great way to test the waters with a little bit more anonymity than a video offers. Having had just a little practice with it already and found it to be very easy to use, I feel like many teachers would be comfortable implementing into their lesson plans.
So, I am thrilled by the emergence of podcasting. It's beautiful -- Pump Up the Volume hits the 21st century. As a lover of independent music, I think the possibilities are incredible. As an educator, I think back to my goofy self as a kid and know that I would have thriven on such a medium. There, too, the possibilities are incredible. As we discussed in class, podcasting for fluency would be a great way to use the tool. I also really like the idea of a "school radio station" where both academic and non-academic information and performances can be shared. For those who are somewhat leery of public sharing, it is a great way to test the waters with a little bit more anonymity than a video offers. Having had just a little practice with it already and found it to be very easy to use, I feel like many teachers would be comfortable implementing into their lesson plans.
Implementation
1. I would welcome any advice on developing my personal learning network (all of you are certainly in that category for me right now -- thanks!!!!). Who feels like they have something that is working?
2. I loved the line about how teaching technology would be like teaching pencil (160)...I'm not sure the analogy totally works, but I think it's a great way to think about what we do as educators.
2. I loved the line about how teaching technology would be like teaching pencil (160)...I'm not sure the analogy totally works, but I think it's a great way to think about what we do as educators.
Ethics and Context
I thought Warlick's statistics about what students do online -- suggesting that their activity is much more likely to be school related than most people imagine -- is telling information. While many parents are very open to Classroom 2.0 innovations, many are also leery about the possibilities. It is going to be a challenge for us (and our colleagues) to start alleviating some of these fears by teaching our communities about the benefits that await our young people (and the possible detriment to their future success if we don't embrace some of these new learning tools).
Along those same lines, I do have a question. Because I have taught only at the high school level, this has not been much of an issue. However, I know that in recent years, there have been concerns about the practice of students switching papers and correcting one another's work. For some lower-performing students, this has been an embarrassing experience and some teachers have stopped doing it altogether. So, how does this transfer into the digital world? What if some students (and/or their) parents do not want their work published -- even in a "private"/"protected" wiki or blog? (Anyone who has done peer reviewing in a class has surely run into a multitude of issues here, of course.) Certainly, I can imagine alternative assignments, but how might one go about addressing this, en masse?
Along those same lines, I do have a question. Because I have taught only at the high school level, this has not been much of an issue. However, I know that in recent years, there have been concerns about the practice of students switching papers and correcting one another's work. For some lower-performing students, this has been an embarrassing experience and some teachers have stopped doing it altogether. So, how does this transfer into the digital world? What if some students (and/or their) parents do not want their work published -- even in a "private"/"protected" wiki or blog? (Anyone who has done peer reviewing in a class has surely run into a multitude of issues here, of course.) Certainly, I can imagine alternative assignments, but how might one go about addressing this, en masse?
Exposing What Is True
This chapter is absolutely rich with information, but I want to comment on just two things.
First, I think Warlick makes a good point about getting to know students' parents by inviting the "village" in. Obviously, parent contact is always important, but I think Classroom 2.0 innovations allow for more authentic connections with parents. Instead of simply notifying parents of grades and behaviors or school events, this is a chance to truly get parents involved in their child's learning on a much deeper level. Of course, it also raises some logistical concerns about the digital divide and how schools will work to ensure that all families have access to equipment and skills -- definitely a 21st century challenge.
I totally agree with Warlick's investigative strategies, and I think he provides many useful tips about teaching the process of research. However, I also think we need to be wary of overdoing things like the "search log" component. Having assigned similar tasks to students, I have found that it takes a fine balance of getting students to be thorough and effective researchers (I like the idea of making students defend their sources as part of the process) without making the research process the most laborious and gruelling exercise in detail they have ever done.
First, I think Warlick makes a good point about getting to know students' parents by inviting the "village" in. Obviously, parent contact is always important, but I think Classroom 2.0 innovations allow for more authentic connections with parents. Instead of simply notifying parents of grades and behaviors or school events, this is a chance to truly get parents involved in their child's learning on a much deeper level. Of course, it also raises some logistical concerns about the digital divide and how schools will work to ensure that all families have access to equipment and skills -- definitely a 21st century challenge.
I totally agree with Warlick's investigative strategies, and I think he provides many useful tips about teaching the process of research. However, I also think we need to be wary of overdoing things like the "search log" component. Having assigned similar tasks to students, I have found that it takes a fine balance of getting students to be thorough and effective researchers (I like the idea of making students defend their sources as part of the process) without making the research process the most laborious and gruelling exercise in detail they have ever done.
Wednesday, July 1, 2009
Tuesday, June 30, 2009
Sunday, June 28, 2009
Employing the Information
There are three things I appreciated about this chapter.
#1. I like that fact that Warlick addressed some literacies that are not yet "basic" (data scraping, mashups, etc.) but are still in need of consideration. Though it seems nearly impossible at times, sometimes a view of the "Big Picture" of technology is useful -- even if it's not all comprehendible.
#2. His discussion on music was interesting, and I thought his point about activating all senses was important. How does Muzak play into all of this? : )
#3. I really liked his "Action Items" at the end of the chapter. Not only did I find some useful tips for media specialists, but I also found what he had to offer other educational participants helpful as well.
#1. I like that fact that Warlick addressed some literacies that are not yet "basic" (data scraping, mashups, etc.) but are still in need of consideration. Though it seems nearly impossible at times, sometimes a view of the "Big Picture" of technology is useful -- even if it's not all comprehendible.
#2. His discussion on music was interesting, and I thought his point about activating all senses was important. How does Muzak play into all of this? : )
#3. I really liked his "Action Items" at the end of the chapter. Not only did I find some useful tips for media specialists, but I also found what he had to offer other educational participants helpful as well.
A Day in the Life of School 2.0 -- 2015
I thought Warlick's statement that we need to add "futurist" to our job descriptions was intriguing. Not something I would have thought of (can one major in futurism?!), but I think his point that we are preparing students for a future that we know almost nothing about is significant. It really is mindblowing to think about how much the world has changed in just the last 5 years, not to mention the last 20, 30, 40. A little daunting (but exciting!) to say the least.
I also thought the point he made about computer access (who would ever think of asking students to share a textbook? Though, that unfortunately happens, too) and the fact that the tools we use to communicate with students "...should not have to be checked-out from the media center" were both strong statements about the value that school districts need to start placing on technology. Finally, I liked his concept about creating some kind of universal profile so that people can network across sites like MySpace, Facebook, and beyond. How cool.
I also thought the point he made about computer access (who would ever think of asking students to share a textbook? Though, that unfortunately happens, too) and the fact that the tools we use to communicate with students "...should not have to be checked-out from the media center" were both strong statements about the value that school districts need to start placing on technology. Finally, I liked his concept about creating some kind of universal profile so that people can network across sites like MySpace, Facebook, and beyond. How cool.
Remember the Time?
Reportedly, more people first heard about Michael Jackson's death online than from any other news source. This should come as no surprise, though I was glad I happened to hear it from Brian Williams first. There is something very cold about reading about someone's death in a brief headline link, which I've been doing a bit too much of lately. Somehow, that personal voice does make a difference.
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