Where Will We Be in 2020?

After reading the article Connectivism: A Learning Theory for the Digital Age by George Siemens -- the reality of the unknown, unpredictable future really hit home. One phrase in particular got me thinking about my role as a consultant --"Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. "

In the past, we often asked students what it is they wanted to 'become' when they grew up. Now, with many new opportunities and occupations springing up every day, the question morphs into . . . What do you plan on doing after grade twelve? We don't dwell so much on precise jobs but rather, encourage students to explore the wealth of opportunities open to them and build skills that can be transferred to any given situation. One of these skills, it seems, is to be technologically savvy. Knowing not only how to locate and access tools and information, but how to use them as well, and apply them to specific circumstances is becoming more relevant in today's world. Are we still spoon feeding potentially useless information to our students or are we teaching them how to investigate and learn for themselves?

It is estimated that people will encounter a minimum of five different, unrelated jobs over the course of their lifetime - does this not show the importance of developing transferable skills as opposed to job specific skills? Much of this skill development and learning takes place outside the formal educational system, through a variety of medium - "through communities of practice, personal networks, and through completion of work-related tasks." In my career education classes, I encourage students to research various occupations, conduct interviews, and finally job shadow. So much can be learned from the hands-on experience. When this is not possible, as is the case in many smaller towns, the web is the next best thing. Students can connect with others via the net. Through social networking via technology, students can vicariously 'live' the experience. They learn so much through interacting with others, both professionals who share their experiences, as well as fellow students who are seeking information.

I leave you with a quote from George . . .
"Our ability to learn what we need for tomorrow

is more important than what we know today."

Book Help

This would have to be my favorite video - it captures my thoughts to a "T"!

Phone A Friend

Can phone usage be successfully integrated in the classroom?

Donna D (a friend of mine) and I have constant disagreements when it comes to technology in the classroom. She is very open minded to the idea and is willing to give anything a try. Keep in mind, she has a deep interest in the area and is constantly learning new applications which she gladly shares with her colleagues. I, on the other hand, am a bit more reserved, skeptical and try to steer clear of the notion. After reading the article she gave me, Phone A Friend In Exams, I begin to question my role as a teacher. What is my purpose? Is it my job to fill the heads of eager learners with facts and information (that they may never use in life) or is it more important to provide them with the necessary tools to succeed in life? If our goal in education is to stimulate thought - critical thinking, and instill in our students a love of lifelong learning, is it not our responsibility to show them how to access information for when they need it? Is it classified as cheating when we have to look up information as opposed to knowing it off the top of our head? Maybe the 'phone a friend' idea isn't as crazy as it sounds. Watch out Donna - your phone may start ringing!

I Am Evolving!

I may not have existed in the era of the abacus . . . but I have been around for a long time . . . and during that time, I have witnessed many changes in technology and programming. (Note the word witnessed - because I didn't actually use a computer - I just had friends who did!) Since that time, I progressed from Atari to MacIntosh and finally to what I have sitting in front of me today - what I refer to as an incredibly expensive paperweight - an iMac! (I got it for Christmas in 2007 and have turned it on only three times - I am avoiding having to learn something new since I am somewhat used to my laptop - by the end of this class, I will muster the gumption to learn some of its unique capabilities!)

This reflection comes about because of Dr. Couros' talk about all the different types of applications available today to simplify our lives. Although leery about learning new programs, because they seem to become obsolete so quickly, I have come to realize that these tools are easily accessible, free, convenient and very user friendly. All it takes is the time to explore and play. Computers are so forgiving . . . when I experience difficulties, all I do is swear, slam the keyboard, force quit and walk away . . . I know my faithful companion will be right back to normal when I flip it on next time. (If only real life were like that!) With a little patience, it doesn't take much to learn new applications, and even if something newer and better comes along, they serve a purpose in the meantime and lead to a euphoric feeling of accomplishment. Seeing a finished product is the best motivator to continue learning. This blog is a prime example. Even after this class, I will continue to keep an up-to-date log on my life!

Learning To Change -- Changing To Learn

Are we ready to embrace the educational shift that is upon us?

This video really reinforces the notion that education is not static - it is in a constant state of change (and as some of us old-timers feel - in a state of chaos). The 'old ways' no longer suffice! As frightening or intimidating as the future seems to me, I feel we will be lost unless we at least make the attempt to try new things ourselves. Technology definitely has opened up a whole new world to learning!

I Need a Manual

I am completely puzzled and frustrated!

After visiting the doctor this week and discovering that I was inflicted with the oh so contagious strep throat, I decided to phone in sick and catch some shut eye on my comfy couch in front of Oprah. My substitute graciously agreed to pick up my lesson plan from my house in the morning and out of respect (and the threat of a lawsuit from slipping), I decided to give her some light and turned on the outside light - or not! See, my fiance is this techno geek who insists upon turning the house into something from the 22nd century (can you feel my hostility?). See, he has our lights somehow computerized - and is mighty proud of this feat I might add - but neglects to see my point of view - my helpless point of view! Not only am I unable to turn on the outside lights, but I am also unable to turn up the heat, activate the door bell, deactivate the cameras (that catch me no matter where I hide in the yard and picks up the pizza boy a block away) or water the lawn! I feel completely useless in my own home! I try to understand how to work these functions, but being that everything is automated, do I really need to know? Don't get me wrong - it is incredibly cool what this house can do - if you know how to use it! Is it sad when a house - an inanimate object - is smarter than me? (Don't answer this - it is a rhetorical queston!).

Too Personal

Where do we draw the line when it comes to privacy?

After constant hounding by my friends, I was finally cajoled into joining the 'facebook' family. Don't get me wrong - I am just as snoopy as the next guy and I enjoy delving into the photos and private lives of my friends (it kind of allows me to live vicariously through them since my life is a bit hectic right now and there is very little time for fun). Facebook offers an amazing service! It allows you to hunt down anyone from your past - or hopeful future - and find out personal details. This is where my concerns lie. Some people reveal way too much about themselves and don't realize that this information, although one day erased on the site, lives forever in the cyber world. We encourage our students to become part of the 'social networking' family, but many do not realize the implications of their actions (inappropriate photos, private information, etc.) and are oblivious to the ramifications of their postings. How do we make kids aware of the consequences that may ensue? How do we get them to understand that the information they post is not really 'private'?

The same concerns come in with my personal experiences with facebook or twittering - once again, I am asked why I don't keep my profile or whereabouts up to date. My response is simple . . . why do I want people to know what I am doing every second of the day? Is this an issue I should be worried about?

Connectivism and Connective Knowledge

Whoa! Talk about technology overload! Don't get me wrong, the presentation was interesting and the concepts were thought provoking, but the lingo was far beyond my comprehension. I didn't even know what 2.0 meant!

Social networking via technology has become somewhat of a hobby, or as some would say, a necessity. It focuses on the building of relationships or communities through a variety of online and open source programs (I hope I am using the lingo properly). It brings together people who share similar interests and wish to expand their circle of acquaintences to learn more about others or contribute to others. This class is a perfect example of social networking. As a matter of fact, I am astounded by the number of participants we have from all over the world. Their perspective, insight and interest in what we are doing is remarkable (and voluntary on their part - illustrating the dedication some people have to learning with others and helping others). Also, after being welcomed into the Twitter world by Dr. Couros, I was able to touch base with people I never would have imagined - and so quickly!

I am very new to Twittering and like most others in the class, Elluminate. After seeing the capablilities these programs have - I envision myself using them in the classroom. Unfortunately, at this point, it is only a vision. By the end of this class, I think it would be neat to conduct my own Elluminate session with my colleagues. Of course, I would have to learn more about it and cross my fingers that something newer and better doesn't come out in the meantime - but the concept is amazing! Even more amazing is the fact that I got it working (with a little help from my friends). I am not adverse to learning new things - I am just scared, leery, intimidated and easily frustrated.

The points that George Siemens made in his session, Connectivism and Connective Knowledge, about the capabilities we have today of communicating with others, giving content away for free and the role of teachers is what hit home the most. What will our role as educators be in the future? How much further advanced can we possibly become? Are we relying so heavily on technology that we have no reason for true human interaction?

Minds On Fire

Brown and Adler, in their article entitled Minds on Fire (a recommended reading for this class), comment on the flatness of the world and the problem of the 'growing global demand for education'. They note that 'the current methods of teaching and learning will [not] suffice to prepare students for the lives that they will lead in the twenty-first century' and make reference to the wealth of Open Educational Resources now available, stating the importance of social learning.

"Social learning is based on the premise that our understanding of content is socially constructed through conversations about the content and through grounded interactions, especially with others, around problems or actions.

The focus is not so much on what we are learning but on how we are learning."

Upon registering for this class, the thought of me and technology together just didn't paint a lovely picture. I couldn't envision myself as one who would be stuck to her computer, eager to learn the most recent applications or programs, anxious to make connections with strangers, or wanting to openly share my thoughts and feelings. The whole idea seemed rather daunting. However, this article makes me realize the importance of taking this 'big' step in my life.

I believe it is true that you get out of things what you put into them. In other words, the more I am willing to reach out for help and advice, the more willing others are to respond, and the more growing I will do. Just like my old university days, I can sit back and soak up knowledge while letting others take the reins or I can actively participate, making learning more authentic. Social networking does just this . . . makes learning more genuine and interactive, with the student being responsible for his/her own learning. Dr. Couros pushes us to do just this - break free from the barriers - be it internal or external - and explore the vast options available to us through learning from others. In return, we are able to pass this newly acquired information on to others (share) and feel exhilarated by our personal learning and growth. I always thought online courses were very impersonal - how wrong I was! I probably know more about the people I interact with on line than the people I sat beside for an entire semester - how scary is that?

Cell Phones

Today was semester change in my school - and with a new group of students, comes a review of my class rules and expectations. Among my many rules is the use of cell phones - or rather - the ban of cell phones. I understand that social networking is important and that we must encourage this interaction among our students . . . but is the classroom the place to be doing this? I don't permit the use of phones in my class -- but is it because they cause too much of a disturbance and I want to hog the attention . . . or is it because I don't fully understand their capabilities? Interestingly enough, I had a cooking question one day (I teach Food Studies), and although kids volunteered to phone their parents for answers, I refused it! Why? Should kids be allowed to use them freely?


Now, being able to use a cell phone may categorize me as a technologically advanced person (according to my personal definition), but it is truly sad when I look at how I use the phone. I use it as just that - a phone! I don't have any phone numbers stored in it, I don't have any videos or photos, I don't know how to use the hands-free dialing and I have never touched the appoinment book or notepad . . . but on the bright side - I did learn how to text message - and that was taught to me by a student (yeah, I know - NO phones in the classroom - goes to show you how strict I am). I had no idea that there were short cuts like that ABC arrow up thing to finish the words off for me, nor did I know what lmao or l8r were. I am learning - s l o w l y!

Change is Inevitable!

In my measly twelve years of teaching, I have witnessed many changes - changes in the students, the teachers, the administration and the public perception of education. Many of these changes are due to societal happenings, some due to differences in upbringing and priorities, and many - a result of new technology!

It seemed like only yesterday when I was taking a class at the University of Saskatchewan that focused on usage of the overhead and making of transparencies - and thinking - WOW - colored overheads!!! Long gone are those days (and easy credits I might add). Instead, I now feel bombarded with the plethora of technological advancements and the responsibility of 'keeping up'. It was refreshing to relive the past through Dr. Schwier and Dr. Wilson's comical Introduction to Educational Technology session. I long for those days to return. Why? Because I don't feel confident in my abilities and get easily frustrated when things 'don't work'. I am one of those teachers who lug around boxes of clip-art, I still use video tapes (and still have problems hooking up the VCR when the kids think it is funny to disconnect the cable on me), and yes, I still do most of my marks by pencil and calculator (which I might add is a real calculator - not one of the accessories on my computer!). I live in the stone age - and love it!

Now to change my story . . . tonight's presention really made me sit and reflect - reflect on my unwillingness to change. I am living in the past. I know that there are so many more opportunities available for those who are willing to expand their horizons and try new things. I am reluctant to take that leap, but know full well that it is for the best - for both myself and my students! Good teachers keep up with the times - including technology - do I want to be a good teacher?

Here I Am - Now What?

Well, with the new year comes a new course - EC&I831 to be exact! Learning definitely is a lifelong endeavor. This term, I'm attempting to open my mind to all the possibilities technology brings. I'm completely ignorant to all that is available and thought I had already stretched my mind to its limit in the last class when I learned how to make a power point. Every time I think I get ahead in the game - something new comes out! I get so frustrated because everyone seems so much further ahead of me and my 'new' ways quickly become obsolete. As unbelievable as it sounds, I still don't know how to download music or burn a CD - I am perfectly content living in my little cocoon --- however, as I am being exposed to the wealth of information and technology out there, I am realizing the vast opportunities and potential. I imagine all the cool things I could be doing with my students but either lack the confidence to start something new, lack the time needed to learn a new program or lack the desire (so sad) to break away from the old - the comfortable! It takes a while to convince me that the 'new' ways are best - but eventually, I come around. I am up for the challenge!