[I submitted this comment to a post at David Warlick's 2¢ Worth blog: http://davidwarlick.com/2cents/2007/08/25/in-defense-of-education-blogs/. Mr. Warlick suggested that his daughter might ask her new professors if they read any blogs and which ones. Some readers took offense at placing any importance on whether teachers and/or professors read blogs.] Here's my response:
I am a high school English teacher, and when I was a teacher of content (literature and compositions about literature), it didn't matter to my students whether or not I was technologically savvy. I was teaching them the past, so they expected me to use my own college texts and notes. Those printed texts were vessels of Truth about my subject area, and I shared that Truth with my students.
But now, I am a teacher of skills (literacy, research, communication), and my students need me to help prepare them for the future. Do I have any credibility with my students if I am not part of the great (internet-based) public discourse? My students and I know that the act of publishing does not guarantee Truth, and we must critically read any text. Our school library provides so much more texts electronically than physically. When my students publish their own papers, they can publish to an audience of one (me) or they can share their work with many. I am learning with my students, and they know that I am highly motivated to move forward into the 21st century with them.
I began my Web 2.0 journey just this summer, and my school, SILSA, the School of Inquiry & Life Sciences at Asheville, just began its first year of IMPACT model implementation. I look forward to the support that this model will afford me as an educator.
Everything I know about any of this I have learned from reading a blog. My mentors are classroom teachers who blog, and, even though I have never met them, they have taught me much. From the big dogs like David Warlick, I get inspiration and encouragement. From all of them, I get a sense of belonging.
I'm just waiting to be able to add an RSS feed from a blog written by a teacher at my school. That will be cool!
Sunday, August 26, 2007
Who Has Time to Blog?
Between lesson planning, assessing student work, blogging on mrsrudd.net, and all the rest, I just haven't had any time to blog here. I admire teachers who can do all they do and keep a professional blog. I'm struggling.
I will report, though, that I attended my first MTAC meeting on Thursday. Our MTAC group serves both SILSA and Asheville High. I came away from the meeting feeling especially thankful for some of my technology, especially my LCD projector. I have been using my projector every class period. In fact, I make an inelegant PowerPoint which serves as a visual lesson plan. So far, the PowerPoints are completely bare-bones, just black text on the white screen, but I appreciate not having to write the same notes over and over. I also appreciate how easy it is to share a day with a student who missed it and to develop CLOZE notes for students who can't do all the transferring or writing for themselves.
The MTAC meeting highlighted all the exciting things that are happening with learning and collaborating and integrating technology on our campus. We are going to have access to ePals, and I signed up to pilot the blogging feature for SILSA. I can't believe that blogging is now within reach for my students and me. It's so basic, but so powerful. My students and I will be able to offer written feedback to one another's work fairly effortlessly. There will also be email for students which I think will be helpful for kids since they aren't allowed to use thumb drives on school computers. For my part, though, I am much more interested in the public discourse.
I am somewhat puzzled by a comment that I hear repeatedly from various school leaders that IMPACT is about teaching not about technology. They really seem to want to downplay the tecnology component. I think I understand the point, that the IMPACT model is about collaboration between teachers, media specialists, literacy coaches, and writing coaches. I know that it's about collaboration, but, since we are getting a huge grant for technology, then I think it's obvious, to all parties, that access to technology will facilitate collaboration and innovation in teaching and learning. I don't know if the comment hopes to soften the blow for those who won't receive an LCD projector the first go-round or what.
My mission is clear. I must do all I can with what I have.
I will report, though, that I attended my first MTAC meeting on Thursday. Our MTAC group serves both SILSA and Asheville High. I came away from the meeting feeling especially thankful for some of my technology, especially my LCD projector. I have been using my projector every class period. In fact, I make an inelegant PowerPoint which serves as a visual lesson plan. So far, the PowerPoints are completely bare-bones, just black text on the white screen, but I appreciate not having to write the same notes over and over. I also appreciate how easy it is to share a day with a student who missed it and to develop CLOZE notes for students who can't do all the transferring or writing for themselves.
The MTAC meeting highlighted all the exciting things that are happening with learning and collaborating and integrating technology on our campus. We are going to have access to ePals, and I signed up to pilot the blogging feature for SILSA. I can't believe that blogging is now within reach for my students and me. It's so basic, but so powerful. My students and I will be able to offer written feedback to one another's work fairly effortlessly. There will also be email for students which I think will be helpful for kids since they aren't allowed to use thumb drives on school computers. For my part, though, I am much more interested in the public discourse.
I am somewhat puzzled by a comment that I hear repeatedly from various school leaders that IMPACT is about teaching not about technology. They really seem to want to downplay the tecnology component. I think I understand the point, that the IMPACT model is about collaboration between teachers, media specialists, literacy coaches, and writing coaches. I know that it's about collaboration, but, since we are getting a huge grant for technology, then I think it's obvious, to all parties, that access to technology will facilitate collaboration and innovation in teaching and learning. I don't know if the comment hopes to soften the blow for those who won't receive an LCD projector the first go-round or what.
My mission is clear. I must do all I can with what I have.
Wednesday, August 8, 2007
Is the Juice Worth the Squeeze?
What squeeze?
I should have live-blogged the conversation. Yesterday was the first day of our SILSA retreat. After lunch we had a lively conversation about technology in the classroom. Apparently not everyone is as eager to push Web 2.0 into the classroom as I am. Some people may think that others of us might be using technology egregiously, technology just for the sake of technology. Others seem to worry that teachers may devote too much instructional time to teaching how to use the technology, rather than spending those instructional minutes on subject-specific content.
I am afraid I became rather bombastic. At least I was among friends! For example, I accused one friend of being a Luddite. (He is a history teacher friend, so he then attempted to teach me about the mills and why they were dismantled in the first place.) At another point, I responded to a friend by saying, "Well, we could have them write on slates or use quill and ink!"
Our tech facilitator/lead teacher sensibly suggested that we should all incorporate technology at a level with which we feel comfortable.
As always, I wasn't nearly as eloquent as I wished I were. I was surprised to find myself on the defensive. I wasn't the enthusiastic, well-versed English Teacher 2.0 that I hope to be. I have much work to do!
I should have live-blogged the conversation. Yesterday was the first day of our SILSA retreat. After lunch we had a lively conversation about technology in the classroom. Apparently not everyone is as eager to push Web 2.0 into the classroom as I am. Some people may think that others of us might be using technology egregiously, technology just for the sake of technology. Others seem to worry that teachers may devote too much instructional time to teaching how to use the technology, rather than spending those instructional minutes on subject-specific content.
I am afraid I became rather bombastic. At least I was among friends! For example, I accused one friend of being a Luddite. (He is a history teacher friend, so he then attempted to teach me about the mills and why they were dismantled in the first place.) At another point, I responded to a friend by saying, "Well, we could have them write on slates or use quill and ink!"
Our tech facilitator/lead teacher sensibly suggested that we should all incorporate technology at a level with which we feel comfortable.
As always, I wasn't nearly as eloquent as I wished I were. I was surprised to find myself on the defensive. I wasn't the enthusiastic, well-versed English Teacher 2.0 that I hope to be. I have much work to do!
Saturday, August 4, 2007
From Theory to Practice
Now, this is the tricky part! All summer I have been learning and dreaming and researching and thinking. I enjoy all of those tasks immensely, and summer break is such a welcome opportunity to reconnect with the theories of education. Also, I love being in the classroom with my students, never a dull moment. But, this transitional part is hard for me. I have one and a half weeks until the First Day of School. Out of all of that enjoyable learning and dreaming, what will get translated into practice in my classroom this year?
Right now I must make important decisions about year-long planning and assessment and classroom design and what to say the first fifteen minutes. And, in the spirit of digital literacy issues, the concern is an abundance of information, not a scarcity of information. Out of all of this sound educational research, what makes most sense to me? What resonates with me so perfectly that I can seamlessly integrate it into my own teaching? What gives me such anxiety that I know it is an issue I must tackle in my own practice?
Our school's retreat begins on Tuesday. We will meet from 8:30-3:00 in the media center. Afterward, in pairs, we will go and visit the homes of our new students. I admit that, on some level, I felt closer to the students whose homes I visited last year. When I looked at them, I knew exactly where they came from. And, I know that their families felt more comfortable contacting me because they had spent some time with me in their space. It takes some extra effort to have home visits, but I think the benefits are substantial.
Right now I must make important decisions about year-long planning and assessment and classroom design and what to say the first fifteen minutes. And, in the spirit of digital literacy issues, the concern is an abundance of information, not a scarcity of information. Out of all of this sound educational research, what makes most sense to me? What resonates with me so perfectly that I can seamlessly integrate it into my own teaching? What gives me such anxiety that I know it is an issue I must tackle in my own practice?
Our school's retreat begins on Tuesday. We will meet from 8:30-3:00 in the media center. Afterward, in pairs, we will go and visit the homes of our new students. I admit that, on some level, I felt closer to the students whose homes I visited last year. When I looked at them, I knew exactly where they came from. And, I know that their families felt more comfortable contacting me because they had spent some time with me in their space. It takes some extra effort to have home visits, but I think the benefits are substantial.
Friday, August 3, 2007
A Great Introductory Article
In GLEF's recent Technology in Education Newsletter, there's an article by Josh McHugh called "Synching Up with the iKid: Educators Must Work to Understand and Motivate a New Kind of Digital Learner." McHugh offers a thorough explanation of how today's often media-saturated students need technology-rich learning environments. This article also presents information about current classroom technologies. It's a good introduction to current educational technology issues. I plan to link to this article from my website so students and parents may understand more about my own ed tech goals. (The image is credited to David Julian.)
Wednesday, August 1, 2007
On Your Mark, Get Set!
This morning I read some great reminders about starting the school year off right at the Cool Cat Teacher Blog. I have about four educational technology blogs that I am currently reading. They are listed on this page. I LOVE my real life teacher friends, but I am also really diggin' reading blogs from teachers in other places.
I just learned yesterday that I will have an additional preparation this year. I am extremely excited about the opportunities for the Student Leadership Academy class, but am also feeling just a bit overwhelmed. I think that adding more technology to my teaching will make some things easier this year.
I am very eager to get started with it all.
I just learned yesterday that I will have an additional preparation this year. I am extremely excited about the opportunities for the Student Leadership Academy class, but am also feeling just a bit overwhelmed. I think that adding more technology to my teaching will make some things easier this year.
I am very eager to get started with it all.
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