Jumping Into The Future

Crossing the Finish Line

2009-04-08T00:06:00.014-06:00

Class has quickly come to an end . . . and with that end, comes a new beginning!

During the past four months, my journey into technology has lead me to a deeper understanding of the 21st century. We are definitely not a static society, but rather, an ever evolving, complex community! It is important that I 'jump on board' before the train has passed and I am left standing in the dust. I must begin to establish a comfort level with 'the inevitable'.

You asked us to describe our growth during this class . . . physically, I have gained a few pounds and lost a few fingernails . . . but mentally, I have gained a new appreciation for what my students go through everyday. I stand at the front of my class every morning, regurgitating facts and figures, waiting for the 'light to come on' for my students - sometimes wondering if the filament in the bulb is broken. I get frustrated and impatient when they don't instantly grasp a concept. I don't understand their lack of interest or drive. I wonder why they often resist my instruction.

Through this class, I have put myself in my students' place. I have sat in on the class that I never understood with terminology that flew over my head. I have wondered about the relevancy of the teachings. I have been slow on the 'pick up' of many new ideas. I avoided change and hid from technology.

I didn't have much of a choice in this class though, but to attempt to embrace the change and feign interest. Surprisingly, this feeling didn't last! I did in fact rekindle a genuine love of learning and became interested in all that technology could do for me to make my life easier, my teaching more interesting, and help capture my audiences' attention.

By having an opportunity to explore new applications at will . . . and figuring out how they fit in the overall picture (their relevancy), I was able to incorporate much of my learnings/findings into my current teachings. I see the connection and the necessity of many of these new tools. Although I did experience much frustration and often walked away from my troubles, I never gave up. In spite of my apprehensiveness and stubbornness, I conquered my fears and tried out many new ideas.

Technology is forgiving! The 'undo' button has become my best friend. With a little patience and a lot of time, it truly doesn't take much to learn new ideas. Additionally, having the support of peers in my class (even those I've never met) and strangers on line, has encouraged me to expand my boundaries and take more chances. It is amazing how many people are available at the 'push of a button' to offer advice and a helping hand - and for that - I am grateful - thank you! The benefits of sharing and establishing an on-line community (PLN) proved invaluable on my journey!

I have been exposed to a plethora of new applications, made a wealth of new acquaintances, and lost my fear of taking risks. I learned that I do have the ability to learn and be creative - and if I can't - I can always find a program that will learn and be creative for me!

Thank you for introducing me to the 21st century, and I hope to continue getting acquainted with its many capabilities! This is not an ending to my learning - but only a beginning!!!

You will find my final project in a wiki I created for my Home Economics class. It is a piece of work I am very proud of. Take some time to check it out - you may even find something useful to you!

Sexting

2009-04-07T17:34:00.008-06:00

"Would you leave your kid alone unsupervised with someone you didn't know? (Nancy Grace)

A couple days ago, I was vegging on the couch watching Rachael Ray (when I was supposed to be working on my paper) and the topic of 'sexting' came up. Naturally, I jumped to attention. I had never heard this term before and thought it could be interesting.

Wow! Interesting it was! Wikipedia defines sexting as "the act of sending sexually explicit messages or photos electronically, primarily between cell phones". It is much like 'show and tell' but instead of just showing a class - you are basically showing the world! And instead of showing a teddy bear, you are showing you in your bare teddy. According to the statistics they used on the show, 1 of every 6 students admit to sending a sexually explicit picture of themselves to strangers. How scary is that? How damaging could that possibly be to one's reputation? It is too bad that most of the kids engaging in this tpe of behaviour are too young to fully understand the consequences. Little do they know that this is actually a form of child pornography! I guess it goes to show the importance of constant monitoring and instilling a sense of right and wrong in your children. What next????

Check out this clip from the Rachael Ray show . . .

http://www.rachaelrayshow.com/show/segments/view/teen-sexting/

The New Twitter

2009-04-07T11:12:00.004-06:00

Sorry all you twitter fans - you won't like this mockumentary!

Web 2.0s Top 1000 List

2009-04-06T00:17:00.005-06:00

I didn't realize just how many applications and tools were availabe for our use . . . and most are even free!

Here is a list of the 'best of the best'. Through the past several months, I have become acquainted with a few, but I think I'll be needing a lot more time to touch upon the rest. Check it out and try something new - I'm trying to explore at least one new program every week - it doesn't sound like much - but if you knew me a year ago - it is plenty for me to handle.

I can't wait to do more exploring and sharing with my students. You should see how many are are experimenting with animoto - this has quickly become their favorite. (And surprisingly, it didn't make the top 1000 list!) Now, I'm just hoping my new wiki is a hit too - somehow, I'm doubtful, but my fingers are crossed!

Goomoodleikiog

2009-04-03T10:23:00.003-06:00

This video presents a successful way to overcome many classroom issues - especially those surrounding group work. It combines the capabilities of googling, moodling, wikiing and blogging. The idea is wonderful, and I think it would take quite a bit of time to get things rolling, but the outcome would be well worth it. Thanks again Donna for the link! (Isn't making connections great - learning from others!!)

Footsteps

2009-04-01T02:27:00.006-06:00

I got this title from an article by Will Richardson, in which a number of thought provoking issues were addressed. At the forefront of concern was the issue of 'self googling'.

Self googling is basically doing a search on yourself to discover what has been written or submitted 'on your behalf'. The scary part of this concept, is that you often do not have any control of what is or is not stated . . . meaning it is likely that much of what is written is in fact, fiction.

If you analzye the scenarios . . . either (1) you will google well, in which case there are no concerns; (2) you google very poorly, meaning others have access to this information and may judge you on what they read, irregardless of the truth or falsity of the piece; and (3) you won't google at all, meaning - who are you and why aren't you jumping on board with technology?

Having a postive presence on line is crucial. I think it is for this reason that everyone should google themselves regularly and attempt to make corrections and connections that need be. In other words, this is your chance to reveal your positive contributions and personality to the world. Why not start a 'file' on yourself - before someone else does?

Where Are We Going?

2009-03-31T22:28:00.007-06:00

With the plethora of technological advances taking place literally as we speak, we are confronted with issues and information that at one time were foreign to us. What are the big developments coming up in the next ten years?

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Post Secret

2009-03-31T20:16:00.007-06:00

Found this after playing around in post secret - too funny - maybe I need to get a postcard too:-(

Sometimes, I wonder what people think when they post 'secretive' information about themselves and others. I got this link from the class discussion, and already, I've passed it on to a number of friends - ranting about the absurdity of if. Yet, upon reflection, what makes me any better than them - I am the one passing it around?

Tee Hee

2009-03-29T01:34:00.005-06:00

Thought this was cute! It reminds me of all the times when I rely on my students for help.

It Hit Me!

2009-03-26T09:16:00.007-06:00

I have been touched . . . no, not in that way . . . by technology!!!! The most amazing thing happened today.

I needed to pick up ingredients for a recipe we were making in Home Economics this afternoon, but didn't have the recipe with me. After fretting for a bit, I remembered the wiki I am working on for this class - and low and behold - the recipe was there!

At one time, I wondered if the whole wiki creation idea was just 'busy work', or if I'd actually continue with it after this class. Now that I see the value in it , I think I've answered my own question. I can also see how it can fit into my other classes as well. I do, however, still fear the day when someone gets on and deletes everything I've done - now, I do realize that there is a way of preventing this - but I've yet to figure it out!

Thanks for forcing me to expand my repetoire of tools and introducing me to wikis. It is so important to actually experience the benefits something like this can bring to the classroom. I can't wait to introduce the concept to my students!!

Uninhibited Learning!

2009-03-25T20:11:00.005-06:00

After two hours of trying to post eight sentences, I started getting a bit frustrated -- but I managed to make it work in the end. What is it? Well, it's voicethread - and it's cool - if you can figure it out!!! Here is my take on class this past Tuesday and my experience with Edtechtalk.

Vocaroo

2009-03-24T19:36:00.005-06:00

I'm exploring - and procrastinating!!

Just thought I'd check out something new - vocaroo is cool - but the messages you leave must be short! (If only the paper I am supposed to be writing right now could be short . . . hmmm!)

Animoto

2009-03-23T23:51:00.005-06:00

Okay, talk about simplifying video making!!! I stumbled upon animoto and was wowwed by its capabilities. My students would love it and it is so easy to use. I am considering creating a video as part of my masters presentation - I may have to consider this tool! I threw together a quick video in less than five minutes to check out how it worked and this is how my masterpiece turned out . . . oh . . . you have to check it out by going to the widget on the page - I couldn't figure out how to embed it :-(

Web 3.0

2009-03-22T22:34:00.013-06:00

Just when I thought I was finally catching on to the term Web2.0 - along comes Web3.0! Now, I'm a bit leary about jumping on the bandwagon with this one - for fear that Web4.0 is just around the corner - but I am willing to give it a try. I did some searching - in hopes of better understanding the concept - and came up with a video that left things clear as mud for me. The lingo seemed a bit complex for this beginner, but here it is in case you wish to give it a try . . .

Web 3.0 explained with a stamp (pt II: techniques)

View more presentations from Freek Bijl.

So, what does all this mean?

Well, from my understanding - Web2.0 allows the user to network, share, publish, participate and interact with others via numerous web-based tools and applications. Web3.0 (Web 3.0 = (4C + P + VS), on the other hand, is another term for a group of applications that will provide the user with more personalized information. Rather than the user searching out the product or information - the information can search out the user - kinda scary!

For those of you who know more about Web3.0 - am I on the right track?

Here is a video that help explain The Semantic Web. It is a bit long but it does provide a pretty good explanation . . .

Bridging the Gap

2009-03-20T07:36:00.007-06:00

A wonderful thing happened this past week -- I had the opportunity to put a face to a name!

I attended part two of Dr. Mohammed's talk about PLCs in North Battleford and although I took much from his insights and interesting experiences, I took much more from the opportunity to meet people from the LaRonge cohort in person. I was pleasantly surprised when two handsome men approached me and introduced themselves as my classmates. I took a quick glance at their name tags and although I didn't immediately recognize them, I did manage to figure out that they were indeed the masterminds - Stephen and Guy! We made some small talk before they pulled me over to meet Ronelda and Jackie - which was another unexpected surprise. They continued to point out others at the conference who were from the 'north' and this feeling of total - I don't know - easiness washed over me. It sounds pretty corny, but, being the old-fashioned girl I am, I really enjoyed meeting these people 'in the flesh' to make them seem more 'real'. Although I did respond to their blogs in the past . . . I have asked Stephen for assistance on numerous occasions and received tons of support and encouragement from him recently . . . I still felt odd about 'chatting' with strangers during class. I feel more like I know them now and we'll see - maybe there will be a bit more interaction during the next Elluminate session.

I guess what I'm getting at is . . . yes, relationships can be built on line . . . but in my world, the F2F far outweighs this online presence. I understand the benefits of online connections - and the vast capabilities and possibilities - but I still enjoy making true contacts!

It was nice meeting you !!

Right On Track!

2009-03-17T22:17:00.006-06:00

I've come so far is this short time that we've been gathering for this class. I think back to the first day when, to be perfectly honest, you scared the living daylights out of me with your big talk and mighty vocabulary! I feel like I've grown quite a bit since those days and I know my knowledge level has certainly increased as to what the world has to offer - technologically speaking! Don't get me wrong - it is only the tip of the iceberg that I have uncovered . . . but . . . a whole new world has opened up to me and now - my progress is in my hands! What I decide to do with this new information is up to me - will I quit the moment this class is finished - or will I venture out on my own and continue challenging myself?

My old, feeble mind never could have imagined all the possibilities available online. Ever so slowly, I find myself revealing more and more of myself to others and establishing online relationships and even more importantly - sharing! I greatly admire those, who upon finding new applications and tools, immediately share with others as opposed to guarding the new information as to elevate their individual 'smarts' status. I see the importance of helping one another. Frankly, I have enjoyed this open, giving and encouraging experience and am in disbelief at how guarded and individual I once was. I believe social networking IS here to stay and that the benefits ARE plentiful and that it is up to each one of us to ensure that we are supportive to those who reach out for help. Thanks for all the help many of you have given me though this experience!

Wow! Upon proofreading - I realize how sappy this sounds - but nonetheless - it is the truth!

Playing

2009-03-17T21:25:00.020-06:00

Since tonight's class was all about our learning thus far in class, I thought I'd take some time to experiment with a few of the tools/applications discussed during the course. I'd like to share some of my experiments with you - in the hope that you may find a purpose for their use.

This photo was from The Hero Factory and I'm quite sure students would love to play with all the choices. Yep . . . the hero is supposed to be me - can you see the resemblance?

Here is yet another attempt at creating myself - in the likeliness of Homer Simpson - using ToonDoo. My personal opinion - wow - it takes a looong time to figure it out! I didn't find it overly user friendly - as a matter of fact - it frustrated me. Sad to admit - but I think I'll have to get an elementary kid to explain it to me! I hope you have better luck than me!

Now this was easy to use and fun! Switchzoo has a number of activities that would hold younger people's interest. I plan on using this when I teach a French unit on animals with the Grade 5s. There are even some pretty cool games that had me thinking!

Wordle is amazing! You can do so many neat projects with it! I highly recommend you trying it with your students - or even for yourself!

"We Have To Change . . . We Cannot Stand Still Any Longer"

2009-03-15T22:13:00.015-06:00

Will Richardson's comment about change really resonated with me. I must face facts - I am not living in a stagnant society! It is rapidly changing, and if I don't keep up, I will find myself in, dare I say, great danger! I am problably one of the few people left doing my banking by phone . . . I have never used Ebay . . . I don't download my pictures from my digital camera myself . . . I have no idea what students are talking about when they tell me about the new gadgets they get for Christmas . . . I don't know how to set the alarm in my own home . . . I am completely out of touch with modern society!!

As a teacher, I am expected to 'model' and encourage the use of technology -- when I don't have a clue what I am doing! I am to engage students digitally, encourage global participation/interaction and create links to social networks. I am to update my personal skills and share my experiences with others. I am to grow from my mistakes and 'never stop learning'. As Angela stated, "teachers must be learners, actively adapting, adjusting and evolving." The traditional form of education is no longer adequate. I must prepare kids for the future they will realistically live in - which is not at all the future I envisioned us to be in!

I do, however, see myself moving in the right direction. Through this class, I see myself experimenting and enjoying learning. I feel the energy and confidence growing. I am at the point where I WANT to learn! I am willing to try new things in class and I know that my students will be supportive - I do, however, worry about parent perception - do they see the importance in technology? Are they supportive and do they model the use of technology in their home? Are they 'old school' in their views of education, and want their children to be sitting in rows at desks working page to page in textbooks? Where do they stand?

500 Million Dollars

2009-03-15T22:09:00.003-06:00

As unbelievable as it may sound, perhaps now IS the time to jump on the bandwagon and start twittering. Apparantly, Facebook offered to purchase the search engine for $500,000,000.00 - now that's a lot of zeros!!! Check out this video that Donna located (and I found while stalking, oops, I mean lurking, on my yammer account).

Multitasking

2009-03-13T09:10:00.008-06:00

The ability to effectively engage in numerous tasks at one time - something I thought I was totally incapable of - happened during Tuesday night's class!

I've always been the type to finish one project before moving on to the next - it gave me a sense of accomplishment or maybe pride is the word I am looking for - proud that I successfully completed a thought! I tend to get flustered when confronted with too many options or tasks at once. I did discover, however, during this week's session, that I can carry on more than one task at a time and be quite successful at it! I think about the students in my class and me, standing at the front -waiting for total eye contact before delivering my lesson. Maybe my class is paying attention, but in their own way -while doing something else! Dare I say, they are multitasking!

I found myself asking students lots of questions this week at school. I asked them about what I had just said or about what was going on on the other side of the room - and surprisingly - they had a pretty good grasp of all the actions taking place - and here I thought it was always just the teacher with eyes in the back of her head. I noticed this too in the computer lab at noon - students would be talking with their friends, working on the computer, and scribbling something down - all while music was blasting from their earbuds! Technology has enabled me to carry on multiple tasks. I do research, listen to my class, comment on blogs, write my own blog, follow the conversation in the chat room, and converse with my fiance. . . while still watching a batch of cookies in the oven! Technology has somewhat allowed me to do this . . . but sometimes I wonder if it is too much! Are all these jobs completed as efficiently?

Saya

2009-03-11T11:24:00.011-06:00

A robot teacher -- what next?

A new Japanese teacher was welcomed into the world today. Her name is Saya and she is an android. Surprisingly (or dare I say scarily), she comes with many human-like traits and emotions. Technology has definitely come a long way!

"Japan and other nations are hopeful robotics will provide a solution for their growing labour shortage problem as populations age. But scientists express concern about using a machine to take care of children and the elderly."

With the dawn of teacher robots, how long will it be before we (humans) are replaced? Are we rendering ourselves obsolete? Can robots effectively simulate an actual human being? Do they have the capability to feel, understand and sympathize as we do? Am I being too pessimistic - after all, we currently have teachers in the workforce who possess few of these traits and skills themselves - perhaps the androids will do a better job!

Hmmm . . . I wonder if they'll ever come up with an android husband . . . one I can program to my exact specifications - one can only hope!!!

Blast From the Past!

2009-03-10T00:31:00.003-06:00

I accidently came across the Obsolete Technology Website and memories of my youth flashed before me. It seemed like only yesterday when I was sitting in front of one of these big clunkers. My, have things changed! It is scary to see where we will be even five or ten years from now!

Personal Learning Networks

2009-03-09T03:11:00.018-06:00

Our school division had a professional development day focusing on Building and Sustaining PLCs with Dr. Anthony Muhammed. As he spoke, my unfocused mind drifted to the world of PLNs - noticing the similarities - both in the structure and the purpose!

DuFour defines PLCs as "a group of educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve." Likewise, PLNs are a collection of experts or resources that are shared and available to assist in locating information, verifying facts or just conversing with on a personal level in order to achieve greater understanding or establish meaningful relationships with those who share similar interests. It is a supportive group of people that assist in personal and professional growth and development.

Incorporating technology in school takes into consideration many of the points Muhammed mentioned such as the building of a supportive culture (or community). We must be willing to embrace technology and act as positive spokespersons if we are to get others on board and make meaningful, lasting changes. Sharing our successes with colleagues and students and supporting them during their learning phase is important if we want to establish a culture that supports technology. Getting staff to buy-in and try new technologies is perhaps the most difficult step in making change - but well worth the effort upon viewing the finished result. Just as the previous students from this class came to realize the benefits of some of the applications and tools available and continued using them, so will the staff once they understand the capabilities and their simplicity of use. It is much like the Smart Boards - all that is needed is some support and time - and once the interest builds - teachers will take over with self-directed learning. Many teachers who swore up and down that they didn't want them, now would never do without them!

Dr. Muhammed also categorized school culture as consisting of Believers, Tweeners, Survivors, and Fundamentalists. Again, my mind wandered to this class . . . when it comes to technology, where do we lie and how do we get people to where we want them to be? Believers have high expectations and are willing to embrace change. They want to try new things. Tweeners are still finding their place in the system - they don't want to rock the boat but will go with the flow. Survivors are barely afloat. They are hardly one step ahead - and sometimes even one step back! Fundamentalists love to leave things as is. They are rigid and narrow in understanding and often refuse to change, challenge or alter the current paradigm. When it comes to technology, I am a drowning survivor, striving to become a believer!

Hmm . . . upon reflection, I am thinking I need to work on 'focusing'. It seems as though I spent more time inside my own head than paying attention to what was being said. Sorry Dr. M - but thanks for making me think!!

"If schools are to be transformed into learning communities, educators must be prepared first of all to acknowledge that the traditional guiding model of education is no longer relevant in a post-industrial, knowledge-based society. Second, they must embrace ideas and assumptions that are radically different than those that have guided schools in the past." (Dufour & Eaker)

Responsibility ???

2009-03-07T00:00:00.005-06:00

Here is some food for thought . . .

We've discussed the issue of internet safety and the protection of privacy on-line -- what happens in such cases when we are requiring a student to complete projects (blogs, wikis, photo editing, etc.) for credit in a class where some aspect of the student's life is revealed on line? Do we avoid these types of assignments at all costs? For example, in this class, we share our thoughts in a blog, share a journal in googledocs and start a project to share with others such as a wiki (which I am attempting to make for my project) which is available for all to see. What would happen if I did all the required work to pass the course, but in the meantime, was found by someone through my on-line identity - would I be held responsible for revealing too much of myself or would the university be responsible for asking me to 'expose' myself on line?

Sharing

2009-03-03T20:32:00.009-06:00

Interestingly enough - much of our class thus far has dealt with the issue of sharing - the sharing of ones knowledge, resources, and support. Tonight's class emphasized the importance of this act. It speaks volumes when people take time out of their already busy day to share their personal experiences with others. I greatly appreciated the opportunity to make contact with those who were 'once in my place' even though I was just a parasite and 'lurked' about in the chat room, eavesdropping (or would it be eavesreading) on their thoughts and opinions.

My confidence level definitely grew when I heard how far your previous students had come in such a short period of time - some of whom possessed the same skill level, apprehension and attitude as myself. Like many others suggested, I can see how a class such as this one can drastically alter one's perspective of teaching and learning - I only wish I had been exposed to it earlier in the program! I also enjoy your teaching style of self-exploration. Let's face it - you only get out of a class, what you put in to it! You (as well as fellow classmates) provide ample opportunities, tools and applications to examine - it is up to us to explore and pick those that fit our needs and interests.

Establishing a PLN definitely allows for the building of strong relationships - many of which are with people we will never meet in person, yet feel so close to on-line. It fosters a comfortable, supportive feeling that allows me to grow in my profession and personal life. As Cindy stated, "it is an intellectual challenge -- putting your ideas out there and having them challenged". Being completely 'immersed' in technology may be intimidating and scary at first, but the equipment we use today is so forgiving should we make a mistake and the assistance available is overwhelming. I understand how this class is an opportunity to freely 'get out of our comfort level' and experiment with new tools - not those that we are 'forced' to use - but those that we may actually find useful/valuable in our everyday lives. In an odd way - this class is all about 'play' (as Kyle so eloquently put it). It is so nice to hear that many of your previous students are continuing their journey into 'technology' and have kept up their participation.

One thing I did really reflect upon at the end of the class was Shaun's statement about technology communication and the absence of body language and tone, leading to misunderstood or misinterpreted messages. Being the sarcastic person that I am - it is an area I must definitely be aware of - as people who don't know me may be easily offended by my often flippant remarks. Thanks for the heads up!

Yippee

2009-03-02T23:32:00.005-06:00

Okay, I am thrilled. I received a phone call last night saying I had won a 50 inch Panasonic plasma television. (It beats the heck out of my 27 inch RCA piece of crap!) My fiance picked it up this afternoon and hooked it up for me - wow - I am now officially part of the plasma world. The Simpsons have never looked so clear! I was so excited that I explored and played with every feature it had. I even stuck a SD card in and was mesmorized as pictures of my last holiday flashed before my eyes. Unfortunately, I did hear my poor iMac in the next room crying, "Please give me some attention too - you've had me for over two years now and haven't played with any of my buttons yet!" It kinda reminded me of the gingerbread man and its gumdrop buttons (yeah, my mind wanders). Anyhow, to make a long story short, I hopped on the iMac and finally gave it some attention. It has some incredible features - and garage band is amazing! I really do need to dedicate more time to exploring and learning.

By the way, I just ran out and bought a Millionaire For Life ticket - let's hope the winning streak continues!!!

Slideshare

2009-03-01T21:55:00.004-06:00

Although slidshow.com may be old news to you . . . I just stumbled upon it this morning! It contains some very interesting shows covering a range of topics. Two of special interest to this class are posted here - thanks Donna for introducing me to the site!

Technology...it's all around us...

View more presentations from Melanie Wiscount. (tags: web2.0 digital)

The 21st Century Learner

View more presentations from Kim Cofino. (tags: learner k-12)

Weird Al

2009-02-26T17:14:00.009-06:00

After watching 'David After Dentist' on youtube several times, I've come to realize that this action isn't as strange as one might think. We question the reasons for remixes and in fact, the reason for the posting in the first place. Is the answer to this question not - for entertainment???
We revel in other people's misery. It is entertainment to many of us. Just look at adult cartoons such as Family Guy and Simpsons, or even Married With Children - how many of us would actually enjoy living the lives depicted in these sitcoms -- although there are many aspects of the show that hit a close to home? The humor and 'realness' of some situations makes us laugh. How true to life some of these shows really are - they are moments we look back on (often years after such embarrassing incidents) and laugh at. Perhaps David too will find his 'escapades' in the back seat entertaining one day.

Posting these videos aren't meant to do any harm - although sometimes innocent people (David in this case, being that he is too young to distinguish between right and wrong) are caught in the crossfire. This reminds me of the good ol' Weird Al days. Look how many parodies he created, much to the chagrin of many, and made a fortune doing it. Sure, he followed the correct procedures by obtaining permission from the artist, paid royalties, etc., but in essence, is he not doing the same thing - just on a bigger scale? Why do we think it is funny when it comes from him . . . it still belittles some people, pokes fun at artists and pushes many limits -- but we see it as entertainment. What is the difference between what he is doing and what David's dad did?

Just for the record, I love Weird Al and Amish Paradise is one of my favorite videos - check it out if you time!

Interesting Points to Ponder

2009-02-24T20:03:00.007-06:00

During tonight's class, several comments were made in the chat room that are worthy of addressing.

The question, "Has technology changed the learner -- for the better or the worse?" was raised. When I reflect back on my childhood (pre-texting), I smile at the simplicity of it all. Life seemed so much easier back then (even though I'm sure people worked much harder - at least from my perspective). Has technology taken us a step back? Do we rely too heavily on it?

Stephen King eluded to the fact "that teachers are often dinosaurs before they even start (technologically speaking!)" If this is the case, how do we adequately prepare our teachers for the world they will face? How do we keep up with the times when the times are changing exponentially?

The last idea that really struck me was "you have to be energetic about the change yourself to make it work . . . pass on the enthusiasm!" How true this is!!! This class has inspired me try new things and I can already see my growth in just a few months - as can my students. I have brought more technology into my classroom and have given my overhead a well-deserved break. I use the LCD projector more than ever before (okay . . . twice), I show youtube videos in class, I am attempting to make videos with my French students, and I am starting up a cooking wiki. The students are excited when I walk into the class with a new gadget and big bright eyes indicating I have just learned something new. They become excited because of my reactions. It kind of reminds me of when I was younger and I'd watch my brother eat turnips with a smile - before eagerly trying them myself (only to find out that I hated them - but at least I tried - okay, maybe this wasn't such a great example but you get the idea --- show enthusiasm about something and it is sure to be catchy!)

Proper Comment Etiquette

2009-02-23T23:28:00.003-06:00

Being new to the whole blogging world - I have a question . . . is it expected by the 'commenters' to receive a 'comment' from the 'commentee'? What is proper blogging etiquette?

To begin with, what an elating feeling - to know that someone is taking the time to check out my posts. Not only are they reading my thoughts, but they are providing feedback which helps me grow and even more importantly - find reason to continue on my learning journey. I now know how students feel when they receive a sticker on their work - even when they are in grade eleven! Secondly, receiving a comment instills a feeling of 'belonging'. It is true - an online social network can bring someone out of their 'shell'. There is no threat! There is no judging! There is no pressure! Everyone is so eager to help and share. If only the real world were like this!

Digital Identity

2009-02-22T02:43:00.001-06:00

Your Digital Dossier, is a scary coming-to-terms with the information that exists 'somewhere' about our personal lives. As noted earlier in my blog, I am very concerned with privacy when it comes to technology. The video (sent by Couros) is mind-boggling! It validates my concerns. What is being done with the vast accumulation of information?

My Continuing Privacy Rant

2009-02-16T07:55:00.000-06:00

I just returned from Privacy Training (which is required for my second job with the Ministry of Corrections) where I obtained a number of pamphlets from the Office of the Information and Privacy Commissioner. I again found myself in a dilemma.

The Freedom of Information and Protection of Privacy Act and The Local Authority Freedom of Information and Protection of Privacy Act are designed to protect our privacy. They focus on our rights as individuals to have our personal information protected. These laws are applicable in the cases as outlined in the handbook, but no mention is made of cases that pertain to our personal everyday lives. Many of us do not realize how much personal information we unknowingly release every day or are oblivious to the conditions in which we release it. For example, even this posting reveals information about myself that you don't need to know.

How many times have you been at a store where they required a piece of identification to return items? How many over-the-phone surveys have you responded to and given information such as yearly income, age, number of persons living in the home, etc.? How many times have you applied for jobs where information was required about about your references? How many times have you made purchases at stores where they asked for your postal code and phone number? How many times have you 'confided' in your hairdresser or masseuse, only to find her confiding in you about a number of her other clients? What do these places do with all this information?

For fun, I had a number of friends do google searches on themselves. The information they found (some true, some not) was alarming. Where did all this information come from?

It is a scary world out there and the amount of personal information available is staggering. The internet makes accessing this type of information much too easy. It also makes it effortless to post incriminating, misleading and bogus information - unfortunately, it is left to the reader to decide what is real and what is phony!

A Day In My Life

2009-02-13T08:04:00.001-06:00

I finally did it! I figured out how to post something to youtube! Interestingly enough, I sit here wondering "who would ever want to watch this?" and then I recall some of the other postings I have viewed - scary as they may be - and if there is an audience for watching someone sleep, or someone defecating, or a dog humping a leg - then I think there just may be an audience for me too!!

Privacy

2009-02-10T19:37:00.000-06:00

As noted in class, there are many issues surrounding digital media literacy. The most applicable in my life, would be that of privacy. Wikipedia defines privacy as "the ability of an individual or group to seclude themselves or information about themselves and thereby reveal themselves selectively". Unfortunately, the internet is a massive sieve that allows information - both factual and fictional - to flow freely, sometimes, unannounced to the stakeholder.

I am well aware of the fact that anything and everything entered on the internet is cached away someplace in computer land and can be instantly recovered - even years later! It is vital, for this reason, that users are aware of the implications that may ensue should they decide to post anything personal about themselves, or about others for that matter. This is where my concern lies. As mentioned, I understand the repercussions of posting factual, fictional and/or questionable material - however - I am leary about the postings of others.

Just the other day, I had students bring cameras with them to class. I don't mind them taking pictures, and even find it a bit flattering that they would find my class interesting enough to document through photographs. I'm also known as a teacher who likes to goof around with her students (I'm trying to relive my youth), and you'll often find me restraining students, headlocking students - you know - the things teachers normally don't do. This, however, is always done in good taste. Everyne in the photos are laughing and having a great time. After the class discussion this week, I starting reflecting on my actions. What if one of these photos ever made it to facebook or some other social network where it became a - dare I say - viral photograph! What would the implications be for me? Viewers don't necessarily know - or care to know - the context in which the pictures were taken and they may be perceived in an unfavorable manner. Where do my rights lie? I know now that I will be more consciously aware of cameras in the classroom, but fear losing my 'personality' due to my fright of appearing on the net.

How is it fair that someone else can post photos or information about myself without my knowledge or permission?

Just recently, I also managed to find a picture of myself in grade four, smiling sheeishly in the front row - and it wasn't me who posted the photo! Someone else had taken the liberty to post a photo of their class from decades (whew, that was difficult to type) ago and attached our names to it. Where is my right to be censored? How can I protect my privacy when I don't know when I'm being exposed?

Where Are We Going?

2009-02-08T23:33:00.001-06:00

I just perused a rather lengthy reading by Stephen Downes entitled The Future of Online Learning: Ten Years On' that outlines some of the changes that have taken place in technology over the past ten years. It made some interesting revelations and made me reflect on my personal experiences with technology.

We are required to have a minimum of two computers in each classroom. Years ago, I may have jumped for joy to have this opportunity, but today, I am down right annoyed. The computers take up too much space and we never use them!!! I tried to get administration to remove them - but to no avail! Instead, I have two unplugged computers, but with awesome storage capabilities (they are on a cart with a shelf that I can stack full of paper resources) sitting at the back of my room. I believe it is my lack of experience and confidence that prevent me from flicking the switch, so they'll just sit there and collect dust for now.

Sometimes, we require computers for assignments -- being a french teacher -- I find them rather hindering. My students not only use them for research, but they also use them as translators. This wouldn't be so bad, except for the fact that when I ask students to read to me what they have written, they have no idea what their own paper says. How is the translation function helping them here? How do I prevent them from using this feature? How do I make them understand the value of doing the work the hard way - using the dictionary (either online or paper version)? How do I keep them on task?

Yes, technology does have its benefits . . . but when do I find the time to learn how to use it effectively? A parent made a comment the other day about the school website and how teachers should be updating it daily. I'm sure she saw my sour facial expression - but unfortunately, I didn't have time to explain it. To begin with, many teachers have no training or time, many teachers come in early to prep, supervise during breaks, run intramurals, coach after school, correct in the evening . . . and surprisingly, try to have a life outside school! Not all teachers get preps and when they do have them, there are so many things to do that blogging and posting assignments don't take precedence. I see the value in keeping up-to-date information on line, but people have to realize that time is a real issue - especially when learning something new!

Don't get me wrong, our division is very supportive when it comes to technology. We have a wonderful technology consultant who is more than willing to come out anytime to help out with classes or provide PD, we have excellent equipment and cool gadgets, we have student laptops available, the list is quite lengthy of the supports we have . . . but the issue remains . . . lack of time and experience (and confidence in my case)!

I guess I started rambling (since this entry was supposed to be about Stephen's revelations), but I do recommend taking a read of his article. It is interesting - and understandable!

Jackpot!

2009-02-08T09:45:00.001-06:00

For all you tech newbies - like myself - I have hit upon an incredible site filled with games, teaching strategies, news, tools, stories and so much more for teachers. Actually, it was a site mentioned during the last online session we had - and it is well worth a check! It is called freetech4teachers.com.

A World Where People Subscribe to People, Not Magazines

2009-02-05T21:43:00.000-06:00

Shareski made an excellent point when he made the comment about the world being a place where people subscribe to people, not to magazines! There is so much to learn from others, all we have to do is reach out and ask for the help. Why don't we?

I know in my case, it is a lack of confidence that prevents me from asking others for assistance. I am apprehensive about making the request because I worry about my question being stupid - a question that I should already know the answer to. I am very self-conscious about my abilities and am reluctant to share for fear of judgment. I am intimidated by the wealth of knowledge some people have. For now, I enjoy sitting back and taking in all that I can, but still feel a twinge of guilt for not reciprocating to all those who have helped and guided me thus far. With time and successes come confidence. As well, comments greatly add in this growth. As mentioned in the session, having an audience makes an immense impact on my learning. Knowing that someone is actually reading my thoughts and taking the time to provide feedback to help me with my growth, makes me want to reach out to others and provide the same respect to them.

I recall the old days of sharing, when everything was kept under lock and key, and you didn't dare breathe a word of what your lesson would be for that day - for fear of it being used by another teacher - and then being stumped during class when you realized someone had used the same handouts/lessons/activities the year prior. Now-a-days, sharing isn't so much of an isolated act. It is also much broader, in that it is more of a collaboration between people rather than just a handing-down of information. It is a way of improving our practices and our profession. It is a way of keep in tune with current changes, needs and impacts. It saves time and it imparts a (for lack of a better word) warm and fuzzy feeling!

To all those who have shared with me in the past -- especially when I started my new job as a clueless consultant and non-cooking food studies teacher -- thank you! You have made a difference in my teaching and you have changed my attitude toward helping others - it is a practice I will try to 'pay forward' in the future!

Cool Site!

2009-02-02T01:30:00.001-06:00

For all you techies out there - this is a neat site that contains awesome podcasts and great information. A lot of it is over my head, but I did learn a few things and get some great pointers. Just click on the photo and you're on your way!

Where Will We Be in 2020?

2009-01-31T02:06:00.001-06:00

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

2009-01-29T19:23:00.001-06:00

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

Phone A Friend

2009-01-28T18:06:00.000-06:00

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!

2009-01-27T20:59:00.001-06:00

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

2009-01-26T17:30:00.001-06:00

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

2009-01-22T22:32:00.001-06:00

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

2009-01-22T21:18:00.000-06:00

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

2009-01-20T20:53:00.001-06:00

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

2009-01-20T00:01:00.001-06:00

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

2009-01-16T00:28:00.001-06:00

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!

2009-01-13T20:57:00.000-06:00

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?

2009-01-13T09:00:00.001-06:00

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!

The Networked Student

2008-11-30T09:45:00.000-06:00

With an increasing awareness of the capabilities of technology, students are readily exposed to a wealth of information within seconds. They are able to learn independently and with the support of others. This video shows how students are able to use technology to form networks. It covers the various types of networks available and the perceived benefits of utilizing them. The Networked Student concludes by explaining the role of the teacher in the mix of things. It does make you wonder what our role will be in the years to come. Will we still be needed?

Thank you Donna! :-)

Curriculum - Revised

2008-11-28T07:10:00.000-06:00

Click on the image for my first attempt at voicethreading.

Curricular Metaphors

2008-11-28T00:26:00.001-06:00

The article, Curricular Metaphors, examines how modernist, postmodernist and constructivist perspectives effect student learning. Since 'curriculum' can encompass a wealth of diverse definitions, the author also analyzes the term and it's impact on students with regard to curriculum as subject matter, as programme of planned activities, as agenda for social reconstruction, as cultural reproduction, as discrete tasks and concepts, as intended learning outcomes (which is where we are headed with the new curriculum), as currere, as experience and as being null or hidden.

Where do I lie on this continuum? Am I a traditional or progressive teacher?

Paradigm Shift

2008-11-26T19:42:00.001-06:00

Building A New Paradigm is an indepth site covering a range of curricula and student learning issues backed with interesting facts and statistics. It reveals thinking and learning processes in past, present and future education. It also uncovers and explains the complexities brought about by the introduction of the internet - a discovery that is sure to "change what schools are and do . . . forever."

Building a New Paradigm summarizes the societal changes of the past 40 years which lead to dramatic alterations in education. Dramatic as these changes are, imagine where we are heading in the future. What will 2020 bring?

The site critically analyzes and compares the new paradigm (internet based) with that of the old (book based). The shift ties in nicely with our current curriculum and emphasizes the importance of both knowing and understanding. It also promotes inquiry learning and higher order thinking. It does make me wonder however, how to handle assessment, as inquiry learning often leads us astray from the recommended curriculum.

Interestingly, the site also discusses the expectations of the school and how the responsibility has changed over the years. Schooling is more than just the transmission of traditional knowledge. It now encompasses parenting responsibilities such as ethics and values. It also touches on the transmission of knowledge - at one time delivered to the student from the teacher, but now readily available from outside sources, the internet and increasingly, other students.

What happens in education is up to us - the teachers. We have the power to change the way we teach and make a difference in our students' lives. We have the capabilities of expanding the ways we share knowledge. We can make teaching and learning more effective. Are we ready for this challenge?

Parent Teacher Interviews

2008-11-17T22:04:00.001-06:00

Ahh . . . the season is upon us for the enjoyable parent teacher interviews. What a special time of year! Teachers gather together under the ball-stuck gym roof, parents huddle in long line ups, and students linger in the halls - as far away from the action as possible. Especially well-done works of art are plastered on the walls and soft music echoes down the corridors - simulating a warm, friendly, nurturing envirnoment. Brrring . . . the bell rings for parent change and everyone gets up and quickly shuffles to the right, settling in on the cracked plastic chair in front of yet another teacher. What a memorable experience!

Parent teacher interviews are different than I remember. Today, more onus seems to lie on the teacher in getting students caught up and improving marks. In my days, parents expected students to find out what needed to be done on their own and then ensured the work was completed at home, in place of watching tv and spending time with friends or sports. It seemed as though students were more responsible for their successes (or failures). When we didn't grasp a concept in school, we worked very hard at home to learn and review the new ideas - we did homework! We also had the luxury of having our parents help - in my situation anyhow. Now, parents seem to put the burden (strong word but true) of learning TOTALLY on the teacher. They want to know how we are changing our insruction to meet the needs of all students (which is acceptable), but they also want to know how many noon hours and recesses we can dedicate to their child and they want us to keep in constant contact - again, a good idea, but can't the parents be the ones to initiate the communication sometimes? Are the parents sitting down with the children and helping with assignments or reinforcing the idea that an education is important? Are the parents regularly communication with the child about school experiences? Are they taking an active role in the learning realm?

A common question that parents ask about are missed assignments and failed tests. They are often surprised at the number of assignments we do and generally do not even realize that we take daily anecdotal notes which are incorporated into their child's evaluation. They are more interested with students' written school work than in skill development and progress of the soft skills - the skills that will transfer to other areas. They tend to downplay the process and dwell on the final outcome. Does this mean that the finished product is more important than the process?

Take Our Kids To Work

2008-11-16T00:25:00.001-06:00

Working for a living isn't all it's cracked up to be -- and once a year, during the month of November, students get a chance to experience it first hand. As part of a nation wide program, grade nine students get to shadow their parents at work for an entire day. They learn so much about the different occupations, the role of the family, and about themselves. It truly is an opportunity for self-discovery in a safe, controlled environment. So many students have been telling me about their amazing experiences that I thought I would delve into the program to gain insight and a better understanding of it and its value. How does it fit into our Saskatchewan curriculum - or does it? Hmmm . . . what better time to do a little discovery on my own then now - for Interrogating the Curriculum class!

Product vs. Process

2008-11-11T08:12:00.001-06:00

"If an educational program is to be planned and if efforts for continued improvement are to be made, it is necessary to have some conception of the goals being sought. These educational objectives become the criteria by which materials are selected, content is outlined, instructional procedures are developed and tests and examinations are prepared. All aspects of the educational program are really means to accomplish these basic educational purposes" (Tyler).

Using Tyler's rational, it is product that precedes process in educational programming. Without a clear indication or concept as to the purpose of a lesson, how do we plan, implement and make change? On the other hand, how can we possibly foresee the future and its' needs? Is it not more important to focus on the steps taken to achieve an objective and how these same steps can be carried over to various situations - no matter what the intended outcome?

All this being said, even with the best laid plans, outside forces/influences greatly impact our goals and alter our purposes. For example, with time constraints in the system the way they are, are we educating to meet deadlines or to insure student understanding? We sometimes tend to worry more about what content should be covered in the time available than we do about what students acquire. We are somewhat bound by the curriculum and the pressures it places on us. Ironically, it is interesting how some post-secondary institutions require students to have a specified number of 'hours' in before being accepted into their programs - not knowledge, but hours!

My field, career development, has changed greatly over the years. At one time, we received only career guidance and career education (support in choosing an occupation and finding information as well as the types of occupations available). Today, students experience career development - an accumulating process from kindergarten to graduation - culminating in the development and fine tuning of soft, transferable skills. This development continues through life - outside the education system. Is this to say that process is more important than product? Am I still focusing on creating a product that can adapt to any given 'outside' situation?

"The ultimate goal is to teach learners to self evaluate their own reasoning. If they cannot do that - to know that their own reasoning is good or bad about something, we will have failed them." - anonymous

Dream*ISM

2008-11-11T01:29:00.001-06:00

I'm not so certain I have one true -ISM, but rather, a combination of many. I envision the future as a place of great turmoil, change and debate. Meeting the high expectations and every-changing demands of society will be a constant struggle. My -ism can best be summed up as follows . . .

Description: Experiential learning - encouraging students to discover their own path through hands-on experiences in diverse environments
Key Theorists: Strong emphasis on Dewey (with some influence from existentialists and realists)
Epistemology: Aquiring and ameliorating hard and soft skills through hands-on applications - very much experiential and self-directed
Ontology: How can I better society through my contributions?
Role of Teacher: Encourage students to explore themselves, the world and how they fit together. Guide them in discovery and make them aware of the vast possibilities. Create and nurture confidence. Expose them to new experiences and interactions! Provide a wealth of choices.
Role of Student: Follow their heart and their dreams. Nothing is impossible! Try new things! Make possible the impossible! Develop new skills! Never stop learning!
Visual Metaphor: A mouse in a maze - we may be unsure of the path we follow, but if we try our hardest and never give up, there is a reward waiting for us at the end! Should we stumble along the path, new experiences and challenges await us, all of which add to our character and strength.

"Life is a journey - not a destination"

My Thoughts

2008-11-11T00:49:00.000-06:00

Where do I stand on curriculum - its creation, implementation, evaluation and purpose?

This is a multi-faceted question with no concrete response. On one hand, I find it a necessary tool in guiding the teaching/learning process and ensuring the transmission of 'pivotal' knowledge and experiences. On the other hand, however, comes my optimistic view that as professionals, we are more than capable of determining our students' needs and shouldn't be consistently preoccupied with having to answer to a higher power or be forced to cover a certain amount of content in a specified time at a particular grade level. Does the curriculum have to be as prescriptive as it once was or are we slowly adapting to today's demands and allowing more individual freedoms to better explore local and personal interests and needs?

I ask myself -- Is it more important for students to know that the chalazone of an egg holds the yolk in place . . . or that they know how to fry an egg? Do I want my French class to correctly conjugate and spell fifty verbs in four different tenses . . . or be able to carry on a meaningful conversation using the language? Do I encourage students to determine their path in life and choose only classes that pertain to this choice . . . or keep their options open by focusing more on developing/enhancing the soft/transferable skills? Where do my priorities lies to delivering the formal curriculum?

Allowing teachers choices in adaptation of content and its delivery is momentous. As long as we recognize that each student possesses unique talents and needs, it is our professional obligation to ensure we adequately meet these needs while still challenging them with high expectations. Maybe the format/idea of the new curriculum is 'bang on'!

Philosophy of Schooling

2008-11-10T21:06:00.000-06:00

Tyler questions whether students should fit into the present society or if they should seek to improve society. According to Tyler, "if the school believes its primary function is to teach people to adjust to society, it will strongly emphasize obedience to the present authorities, loyalty to the present forms and traditions, skills in carrying on the present techniques of life. Whereas if it emphasizes the revolutionary function of the school, it will be more concerned with critical anaysis, the ability to meet new problems, independence and self-direction, freedom, and self-discipline."

How does the new curriculum support Tyler's rational?

The nature of our society is dynamic - what we do today, will quite likely be obsolete just a few years down the road.

Are we evolving to keep up with the times?

Inquiring Minds Want To Know

2008-11-10T20:50:00.000-06:00

A powerful presentation that questions traditional school practices.

No Bobby Left Behind

2008-11-10T00:07:00.000-06:00

For all those King of the Hill lovers out there - last night's episode (Season 13, episode 5) was about standardized testing. The producers were creative in finding ways to raise the school's average by eliminating 'doubtful' students. It was a rather sad, but true look at the whole "No Child Left Behind" idea. I only managed to find a clip but will post the episode when I can. Since it isn't available for download yet, I also found a video that summarizes the ideas quite well.

Things You Really Need to Know

2008-10-30T23:14:00.000-06:00

A friend of mine shared this wonderful site that lists the ten things you should know/learn in school. It really makes one think about meaningful education. Does the current curriculum address all these areas?? How well are we preparing our students for their futures??

Things You Really Need to Learn

Thanks Donna!

Curriculum as Process

2008-10-22T07:02:00.001-06:00

Process, according to the American Heritage Dictionary, is a series of actions, changes, or functions bringing about a result or product. The Middle Years Career Education Curriculum is just this - a process - it presents a number of opportunities for students to explore themselves (their capabilities, their interests and their skills) while broadening their knowledge and attitudes. It is NOT designed to steer students into a particular role or occupation, but rather, to provide an opportunity to discover and explore their personal interests and make them aware of the vast array of choices available. It is also about participating and connecting with the community on their journey to becoming positively contributing citizens. It is a focus on the transferable skills needed during the transition from school to work.

This preparation for the 'outside world' is a process - a never ending process! "Career development is a lifelong process which continues from school to work and, for an increasing number of people, beyond retirement." Multiple life career changes are common as the idea of career stability and sustenance of long-term employment is quickly fading away. It is for this precise reason that we must focus on process - building the skills required to be successful in any given situation. We no longer ask students what they want to be when they finish high school, but rather, what their next step in learning will be. Building a career IS A PROCESS and we are fooling ourselves if we believe it ends in a definite product.

The curriculum's key concepts or goals include (1) building lifelong learners; (2) building a sense of self and community; (3) building engaged citizens; (4) cross-curricular competences; (5) developing thinking; (6) developing identity and interdependence; (7) developing literacies; and (8) developing social responsibility. These competencies reflect the Common Essential Learnings and are found throughout the curricula in any and all areas of study. They are also inquiry based - as each learner constructs their own career pathway appropriate to their individual understandings.

"We don't want you to stop dreaming. We want you to know that your dreams may change as you test them out. Your reality might even be better than your dreams - especially if you are willing to try new adventures with unknown outcomes." - Krumboltz & Levin

Inquiry fully engages students, which leads to deeper understandings. It is not a step-by-step process, but rather a cyclical process "with various phases of the process being revistied and rethought as a result of students' discoveries, insights, and construction of new knowledge." This process echos that of action research - the process we follow as educators to gain deeper and more meaningful understandings of our own actions and thoughts.
Although wonderful in the freedoms the curriculum allows teachers to have, it is difficult for first timers to use as it does not yet include any support materials (they are to be available on line - but when?). A first year teacher may find the freedom overwhelming, as the 'old' curriculum provided more guidance and supplementary, user-friendly materials that could be easily adapted and incorporated. Likewise, in the posting by OECD which states "as a result to limited or insufficient training arrangements, many career guidance practitioners receive no thorough grounding in basic theories of career guidance." This lack of theory and experience make it cumbersome to develop lessons for the 'first timer'.

Only time will tell how this 'new' curriculum will be perceived, implemented and measured as well as the ultimate goal - producing a critical, competent thinker!

The 'Unknown'

2008-10-20T22:29:00.000-06:00

The provincial curriculum is a predetermined statement of intended outcomes, products or competencies that act as a guide in our teaching. It can be closely monitored and assessed. But what about the 'other' curriculum? What about the hidden, null or implicit curriculum? Who sets it? Who monitors and assesses it?

Teachers have much more power than one would expect in delivering the curriculum. Our impact on students and the shaping of their mind is immense. Co-existing with the explicit curriculum, and often oblivious to us, is the implicit curriculum or the values, morals, biases and personal beliefs we emit everyday in our interations with students and colleagues. These messages are emitted concurrent to teaching, without even realizing it and are readily absorbed by students. We are the curriculum - but are we an effective, efficient one? It is important to decipher our own interpersonal relationships with students and the 'hidden' messages we send. Is what we are sending helping or hindering the student?

The curriculum cannot always be taken at face value. Although it outlines what, when, how, to whom and why it exists, it does not include crucial elements of learning such as the day-to-day dynamics between students and teachers and the fundamental messages we exhibit either intentionally or unintentionally. If student thinking and reasoning is covertly steered by what they absorb in the classroom, how do these messages impact student learning and character development? Am I reinforcing good work ethics, cooperation, teamwork, perseverance, problem solving, respect, etc. through modelling? Do I promote self-confidence, organziation, life-long learning, responsibility and self-motivation?

Our 'hidden' ideas and values play an immeasurable role in education and we must be vigilant in the messages we send. We shape the future - be it negatively or positively. We set the classroom climate and have 'power' over how much and to what extent students learn. What we do in the classroom, beyond the formal curriculum, makes a bold statment. We must be sure that the impact we make on students is one that we want to last a lifetime.

Teach - Don't Preach!

2008-10-19T01:50:00.000-06:00

Keep It Positive!

2008-10-19T00:45:00.000-06:00

Where Has Creativity Gone?

2008-10-19T00:00:00.000-06:00

Sir Ken Robinson focuses on creativity as being a crucial part of education. He goes on to explain how we squander the tremendous talents that students possess and how the structure of education must rise to highlight and nurture these capacities in order to meet today's needs and tomorrow's challenges.

The future is so uncertain and we can never be sure as to the direction education is taking, yet it is our job as teachers to predict this future and prepare our students for it. It is a future that we may never see . . . but they will! Will they be ready?

Making Real Connections

2008-10-18T01:53:00.001-06:00

Since beginning this blog, my views and opinions of curriculum have somewhat altered, or perhaps, become more fine tuned. I believe it is of significant importance to make sure learning is relevant, authentic and connected to everything the students may encounter - be it at work, with the family or in the community. Not all curriculum, unfortunately, is developed to meet these needs in every student - which is understandable. But it is vital that we, as teachers, be given the freedom to alter and adapt the content, delivery and assessment procedures to meet the diverse needs of our students. Making learning applicable and relevant to all students is my primary concern. How practical is what I am teaching? Is it authentic? Is it something that can be used immediately in everyday life?

It has been proven that discovering relationships between concepts or subject areas enriches students' learning and helps them better relate to the world outside of school. Are we adequately and effectively promoting this? Are we making the connections apparent? Interdisciplinary projects that cross content areas promote such thinking strategies as critical thinking, personal perspectives / judgements, and analytical observations. This knowledge, hopefully, transfers to real world applications. Students are exposed to higher order thinking and develop the necessary skills to survive in an ever-changing world. How integrated are my teachings?

Curriculum must also make allowances and inclusions for our multicultural society. Possessing an awareness of the cultural differences that exist in our society is vital. As well, parental and community involvement is crucial. The benefits of this connections are innumerable and greatly enhance student achievement. I continue to strive to include parents/guardians in the class and make regular contact with the home but due to time constraints (haven't we heard that one before?), I often tend to focus on student behaviour as opposed to achievement. How can I encourage more 'home' and community participation? What is the communities role?

So now what? How have my readings changed my personal perspective on curriculum? I think we are too concerned with meeting the provincial needs and attempting to meet these needs within a specified amount of time. I think it is more important to let students dictate the direction we are taking - with some guidance of course! Taking the time to allow students input into their learning is fundamental. Making learning relevant and purposeful is primary. I guess this is where we as teachers come in - altering the curriculum as we see fit for our demograhics - making ourselves unique curriculum writers!

Why We Need To Teach Technology in School

2008-10-13T11:05:00.001-06:00

The Whole Child

2008-10-13T10:56:00.001-06:00

If Technology Is Where It's At . . .

2008-10-13T10:41:00.000-06:00

"It Simply Isn't the 20th Century Any More Is It?:

So Why Would We Teach As Though It Was?"

K12 Online Conference 2008 invites participants from around the world to explore all that technology has to offer. Educators world wide share ideas to improve learning during this FREE online conference. Our very own Dr. Couros and D. DesRoches from the Battlefords will be presenting. Be sure to check it out for some innovative and informative ideas! The key note topic (as mentioned above) caught my eye and I wanted to share the experience with you.

In this video, Stephen Heppell discusses factory shools, where students "inwardly digest somebody else's information" as well as the profound impact of distance education in building communities. He concludes with the statement "this is the death of education but it is wonderfully the dawn of learning" - how penetratingly shrewd!

Bloom's Taxonomy

2008-10-13T06:25:00.001-06:00

BlOOM's tAXonOMy addresses the cognitive (knowledge), affective (attitudinal) and psychomotor (skill) domains of thinking behaviors. Until recently (2001), the hierarchical concept has been used world wide as the tool for classifying learning objectives (outcomes) and evaluating assessments (indicators). A new version, by Anderson and Krathwohl, attempts to make it a "more authentic tool for curriculum planning, instructional delivery and assessment" by altering the terminology, structure and emphasis to align with the needs of the 21st century.

Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing,
inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose
through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through
generating, planning, or producing.
(Anderson & Krathwohl, 2001)

How parallel does this new taxonomy run with our current educational goals, objectives, activities and assessments?

Check out the "New Taxonomy"

Shift Happens!

2008-10-09T19:11:00.001-06:00

Are we experiencing a fundamental shift in attitudes, beliefs and approaches when it comes to deciphering the curriculum . . . or are we just approaching it from different perspectives based on different experiences, different needs, and different understandings?

Knowledge Most Worth Knowing

2008-10-08T22:41:00.000-06:00

My personal belief is that we place too much emphasis on the 'written curriculum' and neglect the more pertinent, relevant and sometimes time-sensitive issues. In my measly twelve years of teaching, I've witnessed many changes in society and education. Are they good? Are they effective? I'm not so certain! Are we keeping up with what the students really need - a safe, healthy, empathetic, nurturing environment? Are we acknowledging societal changes in technology, incorporating them into our practices and regularly/voluntarily updating our own skills? Are we acting as surogate parents with the responsiblity falling on our shoulders to ensure students possess not only the basic skills, but also the soft skills (once passed on through family values and customs) to adequately function in life? Are we 'raising' our students to be independent, self-motivated, critical thinkers that can survive in a dog-eat-dog world plagued with countless problems in need of solutions?

I believe fuNDamENtaL skills (the skills needed to provide a base for further development) such as communication, information management, numeracy and problem solving; pERSonal mANagEmeNT skills (the attitudes and behaviours that drive one's potential for growth) such as the demonstration of positive attitudes, responsibility, adaptability, continuous learning and safety; and TeamWORk skills (the skills and attributes needed to contribute productively) such as working with others and participation should form the basis of the education system. This, to me, is the knowledge most worth knowing. The development of these skills is of vital importance in our students' lives. These are basic, transferable skills that are applicable in a number of circumstances. Teaching these skills, however, raises many questions . . . after all, teaching responsibility doesn't come from a textbook.

Through modelling and mentoring these skills, we expose students to experiences they may otherwise never encounter. We emphasize the importance of the competency and encourage reciprocity in their personal practices. We make connections to how they are applicable and necessary to the 'outside' world. We ensure our subject content lessons encompass a variety of these soft skills and we provide constructive feedback and careful guidance to ameliorate these vital skills. Assessment may not be in the form of an A+ or 92%, but in posiitive daily interactions they have with peers, teachers, and the community. Building a sense of belonging, self-esteem and confidence in students is immeasurable and cannot be neglected.

In my position, Career Development Consultant, it is crucial to provide students with education, information, awareness and choices while instilling confidence and an air of self-worth. My goal isn't to ensure they know the exact path they wish to follow and set them happily on their way, but to recognize the plethora of skills, abilities and interests they possess and explore the numerous options available in this fast-paced, ever-changing twenty-first century world. It is the journey that is important - not the destination!!

I feel it is my responsibility to ensure ALL students are exposed to a wealth of career-building opportunities, while simultaneously providing support and resources to teachers in order to facilitate this process and support the division's goals. Who carries out the task is irrelevant (although all educators should play an active role), but addressing when (through all grade levels), how (through various teaching strategies), what (teaching both hard and soft skills), where (in all subject areas) and why (for character development and a successful future), is pivotal to success.

What Is Curriculum?

2008-09-21T22:00:00.000-06:00

cURriCuLUm is a rather broad, multi-faceted term that can be dissected and critiqued on many levels. If I were to formulate a definition, it would go something like this . . .

CURRICULUM is a standard set of ideals/knowledge/values/etc. found within a particular subject matter that guides the teaching/learning process and outlines student expectations and outcomes with the goal of creating critical, independent thinkers. It is tailored to the unique needs of the individual and the community it serves in order to produce productive, positively contributing members of society and it is SMART- specific, measurable, attainable, realistic and timely - or is it?

KnOwleDgE is another key term in education describing the truths, facts and understandings acquired through education and experiences. If the acquisition of knowledge is fundamental to a successful future, we have to figure out what knowledge is most worth knowing and how it is created and acquired -- since osmosis doesn't seem to be working. With a renewed emphasis on assessment and accountability, we must also consiously be aware of both the practicality and relevance of our lessons and utilize approprate measurement techniques. It seems like an overwhelming feat - much like tearing down the Berlin wall . . . but it is possible!

LeArNInG, or the aquisition/comprehension of knowledge or skills through study, instruction and/or experience is the end result of curriculum. It encompasses the receiving, manipulation, transmission and application of information. Effective learning requires a plan of action outlining what it is we want students to learn? This takes us full-circle back to -- CurRiCULum!

Wecome to the first of my many rantings and ravings about curriculum and its purpose. I hope to uncover the whos, whats, whys, whens, and hows of curriculum during this course, in an attempt to better discover myself and my actions.