Another boring post title, but my brain is completely fried from writing, assessing, etc....It's good to have reached the end of the term alive and looking forward to student teaching. I was so afraid of the prospect of stepping into a classroom this fall, but having had an opportunity to meet former MACers and to watch videos of pre-service teachers in action, I am not as apprehensive, though still plenty apprehensive, don't get me wrong.
Our class discussion about technology in the classroom was a good wrap-up. Amanda's comments really hit home. I too feel like I have been swept, kicking and screaming, into the tech world. I feel bad for kids so wrapped up in their phones and what is going on somewhere else that they don't pay attention to what is right in front of them. When I was a kid, things moved more slowly, and there were less demands on responding to friends and family instantaneously. Boundaries are changing, becoming less solid, and I am not quite sure how that will shape the way we communicate. As for use in the classroom, I feel it will be part of my job to define boundaries with technology. Although my students will surely have much to teach me about the latest tech trends, I will have much to teach them about ways to appropriately and effectively use tech tools.
I think Mindy hit it on the head with the need to find balance when using tech tools. Getting to know your students before introducing tech gadgets is probably the best approach. A teacher needs to assess the prior knowledge of her students to effectively teach, whether the subject is English or the use of tech tools to supplement English lessons. Of course tools like electronic whiteboards will be useful in a classroom, and I think I will get exposure to one with my teacher-mentor this fall. As far as blogs, podcasts, twitter, and social networking, incorporation will depend on what I am trying to teach. Blogs are a logical tool for an English class, but I don't really know how podcasts would fit in - maybe for presentations, and I am definitely wary of social networking! I am not a very good social network person, and my students will most likely be savvier, so I just wonder if it is even a good idea to try it.
When I started this class, I had a pretty negative attitude toward using technology in the classroom. With each new tool I became familiar with, my attitude became more positive. And my attitude either way does not really matter. Technology will become further incorporated into everyday life and the classroom, so I can either use it to my students' advantage or ignore it at their peril. So my newfound positive attitude means I am really looking forward to seeing how my mentor-teacher uses technology in the classroom and how its use engages his students. In the fall I hope to hear from other SMACers the different uses of tech tools in their classrooms too.
I will try to continue this blog throughout the year, though in reality it will not be a top priority. The exercise of reflecting on what I've learned is helpful as a way to track my progress during the program. Well, we shall see...
7.30.2011
7.28.2011
The Generation Gap
I only started emailing in my freshman year of college and got my first laptop in 2005 - that's probably much later than my fellow SMACers! Now I could not live without email or a laptop, and I don't see how other people do function without such access. Nevertheless, I am perpetually behind the times when it comes to technology, and at this point I just joke about it and tell people I'm waiting for "the next big thing" before I commit. The next step is a smart phone - I am growing weary of the horrified looks I get after fessing up to owning a phone that merely send texts and takes fuzzy photos.
I am not one to hate on the younger generations because a) they're younger, b) they are still on their parents' insurance, or c) they think I am super-old. I would hope all aspiring high school teachers agree that teenagers are at an awesome age, adults in training that can be influenced in a positive way. But the Klopperstuck and Kearns article really made me think about how different my world is from the younger generation's info-laden universe. They, at least those with access, have a comfort level using new types of technology that I may never have. Amanda's presentation about "math anxiety" had me reliving the horrors of high school and college math, but it also made me think about my "technology anxiety." Well, podcasting is obviously not the zenith of this program's technology application, so I am going to have to conquer my anxiety.
Enough about my anxiety. Even more interesting to me than Generation M's techno-savvy is their public/private distinction. It bothers me that they (purportedly) so carelessly convey personal information to the public. Even some social network "friends" are no more than acquaintances. It also bothers me that they find it acceptable to freely give their demographic information to companies for marketing purposes...I still stubbornly refuse to give my zip code to department stores, etc., mostly because I am belligerent!
The public/private shift has had, and will continue to have, a large effect on our world. The Klopperstuck article remined me of an essay I read by Jonathan Franzen, in which he discussed the concept of privacy. He claimed that privacy is something:
"that simply by expecting it we can usually acheive it. One of my neighbors in the apartment building across the street spends a lot of time at her mirror examining her pores, and I can see her doing it, and she can undoubtedly see me sometimes. But our respective privacies remain intact as long as neither of us feels seen. When I send a postcard through the U.S. mail, I'm aware in the abstract that mail handlers may be reading it, may be reading it aloud, many even be laughing at it, but I'm safe from harm unless, by sheer bad luck, the one handler in the country whom I actually know sees the postcard and slaps his forehead ansd says, 'Oh, jeez, I know this guy.'"
Franzen claims it is not the private sphere that is threatened, but the public sphere. He wants to keep the private out of the public, not vice versa. A man who decides to urinate on the sidewalk is not having his privacy violated - the man who has to walk past the urinator is having his public violated...and so on and so forth. Just read the essay, it's interesting. Imperial Bedroom. Jonathan Franzen. From the book How to Be Alone, the curmudgeon.
So what does this have to do with technology in the classroom? I guess I'm getting at the need to not only use technology in the classroom because it's helpful and in this era part of a teacher's responsibility, but also to teach students to be aware of their use of technology, be metacognitive of their technological education, if you will. We will have to teach students to use technology wisely, ethically, critically...and politely.
I am not one to hate on the younger generations because a) they're younger, b) they are still on their parents' insurance, or c) they think I am super-old. I would hope all aspiring high school teachers agree that teenagers are at an awesome age, adults in training that can be influenced in a positive way. But the Klopperstuck and Kearns article really made me think about how different my world is from the younger generation's info-laden universe. They, at least those with access, have a comfort level using new types of technology that I may never have. Amanda's presentation about "math anxiety" had me reliving the horrors of high school and college math, but it also made me think about my "technology anxiety." Well, podcasting is obviously not the zenith of this program's technology application, so I am going to have to conquer my anxiety.
Enough about my anxiety. Even more interesting to me than Generation M's techno-savvy is their public/private distinction. It bothers me that they (purportedly) so carelessly convey personal information to the public. Even some social network "friends" are no more than acquaintances. It also bothers me that they find it acceptable to freely give their demographic information to companies for marketing purposes...I still stubbornly refuse to give my zip code to department stores, etc., mostly because I am belligerent!
The public/private shift has had, and will continue to have, a large effect on our world. The Klopperstuck article remined me of an essay I read by Jonathan Franzen, in which he discussed the concept of privacy. He claimed that privacy is something:
"that simply by expecting it we can usually acheive it. One of my neighbors in the apartment building across the street spends a lot of time at her mirror examining her pores, and I can see her doing it, and she can undoubtedly see me sometimes. But our respective privacies remain intact as long as neither of us feels seen. When I send a postcard through the U.S. mail, I'm aware in the abstract that mail handlers may be reading it, may be reading it aloud, many even be laughing at it, but I'm safe from harm unless, by sheer bad luck, the one handler in the country whom I actually know sees the postcard and slaps his forehead ansd says, 'Oh, jeez, I know this guy.'"
Franzen claims it is not the private sphere that is threatened, but the public sphere. He wants to keep the private out of the public, not vice versa. A man who decides to urinate on the sidewalk is not having his privacy violated - the man who has to walk past the urinator is having his public violated...and so on and so forth. Just read the essay, it's interesting. Imperial Bedroom. Jonathan Franzen. From the book How to Be Alone, the curmudgeon.
So what does this have to do with technology in the classroom? I guess I'm getting at the need to not only use technology in the classroom because it's helpful and in this era part of a teacher's responsibility, but also to teach students to be aware of their use of technology, be metacognitive of their technological education, if you will. We will have to teach students to use technology wisely, ethically, critically...and politely.
7.23.2011
Friday's Class Reflection
What a boring post title...
I really enjoyed class on Friday. It's nice to have the class neatly divided between technology tasks and learning discussions. I have to admit that at first I was not happy with the podcast assignment. I have a hard time following along with directions related to technology (click here, drag this, etc.) and I struggled a bit with Aviary. Sitting next to Josh helps (thanks Josh!), though he is probably sick of my questions - I literally asked him how to log into Aviary...I could not find a login button!! Anyways, I wouldn't be surprised if he mysteriously sat far, far away from me next Friday.
With the help of Josh and Kristin, who came along at the moment I was about to throw my computer out the window, I managed to put together my podcast. All the frustration melted away and was replaced by a sense of accomplishment. I dread recording myself on video, so I was happy with this baby-step into public recording, and I am not totally dreading my next podcast assignment. I also think that it will be a fun tool for students to use - it is easier for shy students to play back their own voice than to speak impromptu in class. And I think that making a recording really motivates people to be creative and stand out...though it did not work in my case as my podcast is quite run-of-the-mill (I am proud nevertheless!).
The Gee discussion with Jeff was fun. I liked the story told in symbols. Even though I am much more right brain than left brain, logic puzzles are "pleasantly frustrating" to me. That is, when they are not related to a timed test!
I really enjoyed class on Friday. It's nice to have the class neatly divided between technology tasks and learning discussions. I have to admit that at first I was not happy with the podcast assignment. I have a hard time following along with directions related to technology (click here, drag this, etc.) and I struggled a bit with Aviary. Sitting next to Josh helps (thanks Josh!), though he is probably sick of my questions - I literally asked him how to log into Aviary...I could not find a login button!! Anyways, I wouldn't be surprised if he mysteriously sat far, far away from me next Friday.
With the help of Josh and Kristin, who came along at the moment I was about to throw my computer out the window, I managed to put together my podcast. All the frustration melted away and was replaced by a sense of accomplishment. I dread recording myself on video, so I was happy with this baby-step into public recording, and I am not totally dreading my next podcast assignment. I also think that it will be a fun tool for students to use - it is easier for shy students to play back their own voice than to speak impromptu in class. And I think that making a recording really motivates people to be creative and stand out...though it did not work in my case as my podcast is quite run-of-the-mill (I am proud nevertheless!).
The Gee discussion with Jeff was fun. I liked the story told in symbols. Even though I am much more right brain than left brain, logic puzzles are "pleasantly frustrating" to me. That is, when they are not related to a timed test!
7.21.2011
Videogames as Education and World Peace
I agree with James Gee that it's a problem that big gaps exist between high-performing and low-performing students as they go through their own "Cycle of Expertise," which schools do not address very well. On the high end, students are bored and school time is wasted. On the low end, classes move on before students can comprehend the material, and they fall further and further behind as new material is introduced. Videogames are a way to tailor learning to the pace at which each student is comfortable acquiring knowledge and expertise, while providing a feeling of ownership over each student's own learning.
I particularly liked what Gee said about risk taking. Although the American school system allows more room for failure and recovery than many other countries' education systems, our students are still constrained by many factors, including lack of time to make mistakes and then correct them in our regimented grade-level advancement system and the need to learn to pass standardized tests. Videogames allow for more trial and error and risk taking, which are great ways to learn. I remember that in my school experience, half the time I didn't truly learn something until I had already gotten it wrong on a test and had the teacher then explain why I got it wrong.
Interactive learning cannot entirely replace other types of more tedious learning. As nice as it is to engage students in their learning, students need to be prepared for the inevitable adult, real world tasks that are not engaging and tailored to their learning styles. For instance, reading a credit card contract will never, ever be easy, entertaining, or within anyone's ongoing cycle of expertise. Neither will legal briefs, medical diagnoses, and reading comprehension passages on the GRE. Education needs to reach out to students and learn to exploit students' agility with games, but students will always need to know how to mow through unwieldy learning situations. So videogames, or simulated learning environments, are a good complement to other education tools, but as the educational tool, they fall short in preparing students for the real world. Not that I think Gee expects videogames to replace other types of learning. I think he intended only to introduce videogames as a phenomenon that should be viewed as a serious learning tool whose core characteristics should be incorporated into school curricula.
I thought that Jane McGonigal's presentation was very energetic and engaging, and I liked how her company creates simulations for possible real world problems...my only reservation is that I really don't like to sit and play videogames and I know I am not the only one. So gamers and the rest of the problem solvers out there that won't play videogames will have to figure out how to come together to save the world...
I particularly liked what Gee said about risk taking. Although the American school system allows more room for failure and recovery than many other countries' education systems, our students are still constrained by many factors, including lack of time to make mistakes and then correct them in our regimented grade-level advancement system and the need to learn to pass standardized tests. Videogames allow for more trial and error and risk taking, which are great ways to learn. I remember that in my school experience, half the time I didn't truly learn something until I had already gotten it wrong on a test and had the teacher then explain why I got it wrong.
Interactive learning cannot entirely replace other types of more tedious learning. As nice as it is to engage students in their learning, students need to be prepared for the inevitable adult, real world tasks that are not engaging and tailored to their learning styles. For instance, reading a credit card contract will never, ever be easy, entertaining, or within anyone's ongoing cycle of expertise. Neither will legal briefs, medical diagnoses, and reading comprehension passages on the GRE. Education needs to reach out to students and learn to exploit students' agility with games, but students will always need to know how to mow through unwieldy learning situations. So videogames, or simulated learning environments, are a good complement to other education tools, but as the educational tool, they fall short in preparing students for the real world. Not that I think Gee expects videogames to replace other types of learning. I think he intended only to introduce videogames as a phenomenon that should be viewed as a serious learning tool whose core characteristics should be incorporated into school curricula.
I thought that Jane McGonigal's presentation was very energetic and engaging, and I liked how her company creates simulations for possible real world problems...my only reservation is that I really don't like to sit and play videogames and I know I am not the only one. So gamers and the rest of the problem solvers out there that won't play videogames will have to figure out how to come together to save the world...
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