You May Be a 21st Century Educator If... - Getting Smart by John Hardison - 21stedchat,... - 10 views
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Participating in a Saturday #edcamp
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mkm420fritz on 20 Nov 13These are the hastag/chats through Twitter that I references in the other article and on our class wikispace. THey are so beneficial and really help you add other educators to your PLN.
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You’re on an incessant search for tech tools (not tech toys) that will help students learn more efficiently, creatively, and collaboratively. Without a doubt, the learning objectives are the primary focus and educational technology is secondary.
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You’re on an incessant search for tech tools (not tech toys) that will help students learn more efficiently, creatively, and collaboratively. Without a doubt, the learning objectives are the primary focus and educational technology is secondary.
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This was one of my favorite descriptions because of all of the tools that we have learned about during the course. I think at one point I was feeling a little overwhelmed by being exposed to so many new platforms and tools for learning. However, as I have continued to learn more, I feel that I am able to look at social media tools more critically and better imagine the learning possibilities that they might lead to. I agree these tools can exist to help students work more effectively, creatively and collaboratively, but I also think they increase motivation and interest when students are allowed to try new things. The point does need to be on the learning though. The technology is only there to enhance and deepen the experience. Clark Masters -
Clark, I absolutely agree with you. There are SO many tools out there, and both in this class and EDUC 525 I felt very overwhelmed by all the new ones we were exposed to each week. This quote does a great job of breaking it down- technology is supposed to improve our ability to teach, and we only have to include the ones that work for us and our classes. There was a quote on the other article that talked about a similar idea: "No, set the bar on what you can handle in terms of time and effort. Measure your Return on Investment (ROI) with each." Social media tools can be considered toys sometimes, and if we don't know how to use them the right way, they never make the jump from toy to tool. For me, choosing those tools that I can use to be tools, and focusing on those, keeps me from getting too overwhelmed. - Emi Blaser -
I would love to do a follow up to this course (or make it 3 credits) so that we can really dig deeper with a few tools and create, use, enhance our PLN.
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Clark (and Emi) I completely agree with both of your comments. This quote for me goes back to the concept of backward design; you have to have a clear idea of your instructional objective and goal before you can effectively plan your lesson (and in this case, execute it using educational technology tools). I think learning how to sort and sift through the plethora of tools available is something that this class has taught us, and will be invaluable as we incorporate different aspects of technology and social media into our teaching. - Rachael Herr -
Good point about backwards design! I think that idea makes a really good parallel with this one. -Emi Blaser
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Clark, thanks for your comment here! I had trouble when reading several of these quotes because I wish I could use these techy tools in my low-income high population and anti-device school, that it was difficult to get insight. I'm excited to see and hear of all the updates happening here, and as someone said previously, this reminds me of the backward design approach -- that is, finding items and activities to enhance the lesson (and not making the lesson out of the tools/activities). Thanks for sharing! -
(Meredith Tate) I think this comment brings up a great point. At times, I have seen teachers make a solid effort to use technology in their classrooms (which is great!) but not make a clear connection between the digital tools and the learning objectives. I'm sure I have been guilty of this at times as well! This post reminded me that I need to identify the learning objectives FIRST and then think about how to incorporate digital tools- not focus so much on technology that I allow the learning objectives to become an afterthought.
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Story of my teaching life! This is a great article! I can relate to a lot of these. Last year I was able to count on my fingers how many times I ate lunch in the teachers lounge instead of at my desk. Even though I go into school everyday super early to prepare for my day, I still don't have enough time to eat my lunch in "peace." I am constantly on my computer, grading papers, emailing parents, preparing for my next lesson, preparing for a meeting, etc. A lot of times, I look for filler activities on the internet to print out, so I can pull a small flex group, and can have something for the other students who can work independently. This year has been the same way so far. I wish I could be one of those teachers that enjoys eating their lunch while chatting with other teachers. Instead, my lunch is always on the run, literally! -
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I'm only student teaching and this is my experience, too! Our school claims the morning for professional development every day from 7:15-7:45, then students begin rolling in at 8am - and my school day ends up starting at 7AM and ending at 5 or 5:30 PM - and everyone of those ten hours are jam packed with planning, grading, searching online, printing, and organizing for the day's classes or the next few days. It's exhausting! I wonder what it's like to be the teacher who enjoys eating lunch in the lounge? (I don't even know where the teachers' lounge is in my school!)
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34. You traded in the red pen for more nontraditional, feedback gadgets.
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This is definitely something I am working toward with my students right now (using Google Docs and Teacherblogit.com). I think it makes so much sense to move away from the traditional pen-and-paper feedback as instructional practices are already evolving past that. The hyperlink provided some great feedback ideas as well; the author used Audacity to "voice grade" essays, and also explained how to give audio feedback in Google Docs. Just imagining how much more efficient and thoughtful feedback could be for the students using these methods is exciting to me. The only thing I would look for is a way to transcribe the audio feedback for students who also like to have something written in front of them.
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I read over this point quickly when I first read this document, so I really appreciated your comment Rachel. This is such a great way to give students feedback. I think it would be so much easier to voice record ideas and comments. It is difficult to provide feedback clearly and concisely in a way students will understand on paper. I also think students are more likely to understand the comments if they hear them. I am looking forward to trying this out. Clark Masters
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I think this is an amazing idea and I wish I could utilize it in my classroom. However, I am a first grade teacher and my kids need to see corrections right in front of them, or it will not be as effective. I would like to explore new methods that are available to engage the students more with making corrections and learning from their mistakes. The idea of "voice grading" sounds really cool! I think students would be more motivated to listen to their corrections and follow along through the computer. Great post :)
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It's so exciting to see technology moving and aiding education, but I think it's devastating that it won't reach poorer areas and districts soon. My host-school for my field placement has such a huge student body and is so outdated that some of my 12th graders don't even know how to save a word document. My students would love learning how to use technology, but we simply don't have the resources! This caught my attention, because I literally just picked up some new red pens on my way home from my weekend night job; my red pens are all out of ink!
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(Meredith Tate) I really like the idea of using digital tools to provide feedback- particularly verbal feedback! I think it enables teachers to connect with students on a more personal level and could potentially save a lot of time during the grading process! I just struggle to think how I could implement this in a math classroom. Often it is so important to visually see how a problem is organized and operations are completed. I think using an digital "whiteboard" tool such as ShowMe (where I could write a problem on a blank page and verbally record how I solved it) may be a good compromise!
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Students are encouraged to take pictures of projected notes, classmates’ drawings, brainstorming ideas, or anything that will move their knowledge forward.
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Nowadays we are creating opportunities in our lessons for collaboration, cooperation and student-directed learning. As opposed to the traditional instructional approach of teacher-led, students copy notes and memorize facts. Today we provide our students different contexts and media to address all types of learners. I love to see my students help/teach each other and they are only in 1st grade!-Cecilia Zapiec -
This is a great point that you highlighted. I love the fact that I can take pictures of the whiteboard and print it for the students to put in their notebooks for reference later on. I think it is important for students to learn to take notes and tune in to important information, but for some this can be difficult. This is another way that teachers can support struggling learners and ensure everyone is getting the information they need. Clark Masters
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I have assigned projects several times that require students to draw, take pictures, or create collages. I think it provides a creative way for students to reinforce what they have learned in class. It promotes critical thinking and they have to use technological resources in order to research the material they will need to complete the exercise. Brenna Wyatt
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42. You consider yourself the “guide-on-the-side” or “facilitator-to-inspire-greater” instead of the “sage-on-the-stage.”
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The best teacher, in my opinion, is not someone who talks a lot during the lesson and who thinks himself or herself as "sage-on-stage," but a human being who is willing to learn with his or her students. Since a teacher has more knowledge and experience than his or her students, his or her role becomes a safeguard of students' thinking. The teacher needs to be teach his or her students how to think sanely and sensibly by guiding them how to read articles and solve problems. Thus, a teacher is "guide-on-the-side" and 'facilitator-to-inspire-greater.' Written by Jing Yun He -
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Thanks for your comment Jingyun! I find myself constantly learning, especially with my 12th grade group of students studying brit lit - in some ways I'm learning it right alongside them and their input is extremely valuable.
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Great points!! I get irritated when my children come home even with misinformation because the teachers refuses to admit they don't know something, which kind of goes along with your comment. I will admit to my students if I don't know an answer to something and then we can research it together or I encourage them to research it and let the class and me know what they find out. One of the key things I put into my introduction letter to the parents of the students I work with was that I looked forward to "learning along side" of their students, so I couldn't agree more with your sentiments. Thank you for sharing. -
I very much enjoyed your post. I was just telling my student teaching supervisor how as a student, some of my favorite classes were the ones where it was a group discussion. I was an active participant in the education process and retained more from these lessons than simply sitting back and listening to someone talk to me for an hour. I understand lecture is necessary at times but I feel strongly it shouldn't be the only teaching strategy.
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You eat lunch over a laptop while perusing top educational sites for new ideas.
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This actually made me laugh when I read it because I have done this a few times with my cooperating teacher during my student teaching. I am always thinking of what to add to a lesson or what to change. I am ALWAYS online looking for different ideas for an upcoming lesson or just for ideas as to what to change in the future in my classroom. It still amazes me how much things are changing since I was in high school. The school I am students teaching at now has ipads for one classroom and next year is looking to have them for all of the classrooms. Our students love it and they never groan or roll their eyes when asked to use one for an assignment. I am always online looking for new ideas to keep students interested and wanting to learn. -
Wow, your school is extremely lucky to have ipad's for a classroom. I found out that apple does provide discounted pricing through Apple in Education. In addition, if a school has older Apple products that still have some value they can be turned in through Apple's recycling program with a credit given for the purchase of new hardware. http://grantsguys.com/grants-for-ipads-in-the-classroom/
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of your most trusted and reliable colleagues is in another state or country and responds just as quickly via social media as the teacher next door.
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I can totally relate to this. I have teaching friends in several states that I text and Facebook with on a regular basis about challenges, questions, or just to share how things are going for me in the classroom. They are definitely quicker to respond to me and often more available than my CTs are. Even when my student teaching is all said and done, I will be moving and will rely on Social Media to connect and communicate with my CTs and principal here in NC. It is the easiest way to keep in touch these days.
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I am communicating a Chinese teacher who teaches English in China about how to teach English to Chinese students in China. He and I regularly do qq instant messaging so that I share good articles how to teach ESL with him all the time. It is very effective to communicate with other persons on social websites.
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I find I respond to friends and colleagues quicker via e-mail & social media rather than the phone most of the time. With everything going on in our daily lives, all the multi-tasking, it is often more convenient. Plus, I can look back at the conversation if I need to. I also have friends in various states that I am able to communicate with to get ideas and feedback. Brenna Wyatt
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31. You’ve ever said, “Students, take out your smartphones and record me as I discuss this assignment. Then you can play it back as often as necessary.”
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(Meredith Tate) This sentence caught my attention because I see it as very applicable and potentially helpful in a math class setting! I have seen students take pictures of assignments or step by step solutions of longer problems written on the board- but have not had students record an explanation of a particular topic. I think this could have been helpful when I was teaching a more challenging lesson on graphing/analyzing rational equations. Having students take a video of the instruction to play back as needed as they worked through problems of their own may have been an excellent resource. I really like this idea and think it is one that I will certainly be able to apply in the future!
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I have mixed feelings about this. On one hand, I can see how it would be helpful and have often allowed students to take pictures in class of the blackboard or whiteboard when assignments & directions are listed. However, I also have concerns about cell phones being abused in class. Because they are small hand held devices, it is easy enough for students to start doing other things on them. It is something I would be compelled to monitor closely. Brenna Wyatt
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(Meredith Tate) Hi Brenna, I definitely hear your concerns. When I first read the section, I initially thought about how helpful it would be to have students record the steps of a complex math problem. However, as you pointed out, there are some implications for classroom management. I guess if students get the "green light" to have phones out in class to record lessons, it would be very easy for this privilege to be abused. Another concern would be the possibility of students photographing and/or recording other students against their will (it sounds ridiculous, but it happened in my class!) Looking at this again, I think it might be a good idea to allow students to record within very specific parameters. For example, I could invite students to record one specific practice problem or record the lesson myself and post it for students to view in their own time. Thanks for bringing up some of these classroom management issues!
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Your classroom rarely has the same seating or furniture arrangement two days in a row.
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It didn't take me long to find out I'm a 21st century teacher, when I read number four on the list about switching around your desks and furniture every other day, that is defiantly me. The janitor at the school, who I am friends with, gives me a hard time about it, because I am always switching around the room, which messes with her cleaning, but she said she doesn't mind because she knows that it improves the learning of my students and how much I care about it. Even at teaching kindergarten, kids still can bored at seeing and hearing the same things day after day, so I want to change it up, not only in the daily routine of the learning process but in seating arrangement as well, Its like its the first of school ever day in my class. Students get excited, and improves the learning environment. Brittany Wilson -
I give you credit for your diligence in arranging your classroom. This is a concept that I have often struggled with because I can only think of a few ways to arrange a square room consisting of 20 desks. However, we have learned how to pull on an ample number of resources in this class that can help spur some ideas (K. Gordon).
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I love this! Even in my student teaching experience we've changed the seating arrangements at least three times in the past two months, and I can definitely see how it changes student participation and in some cases, their attitudes towards learning. By changing up the seating arrangements students were able to work in groups with people who had different strengths than their own, and they could see what collaboration was like outside of their normal comfort zone. Plus, we have so much learning material posted on the walls that the students get a different view of helpful tips or class work during the regular class period, adding a bit of extra subtle learning. I think it's a great way to keep the class on their toes and remind them that the classroom is a constantly changing space. (Danielle Malone) -
I wanted to change my seating arrangement, but it's difficult with so many different courses and classes - and only four minutes between each. My co-op teacher said even though it's a great thought and concept, it's so difficult to apply in our school. I wonder how these great ideas can apply to schools that are further behind and have more limitations than others? Thanks for sharing your response!
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Blogging serves as a continual venue for professional reflection and pedagogical sharing to help you improve your teaching strategies.
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Blogging like other social media is a valuable tool for educators to share ideas and offer feedback. On more than one occasion, I have reviewed various blogs for ideas on assignments and ways to engage a diversified student body. I have often left feedback for the blog owners on the outcome on the class and ways that I have modified the lessons. Brenna Wyatt
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I have included a number of projects in my lesson plans that give students an opportunity to be creative through drawing, taking pictures, and making collages. It allows them to put a piece of themselves into the work while reinforcing what they have learned in the classroom. They have had to use technology in order to research the material in the projects as well. Brenna Wyatt
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41. You’ve ever “stunk it up” in class with a terrible lesson plan, expressed your frustration via a blog post from your phone, and sought feedback from your digital, professional learning network.
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I felt this one this week. While I don't blog, I found myself texting, calling, and venting my frustrations on Facebook. I know it is a constant learning process for teachers too, but I felt so disappointed with my less than stellar lesson. It felt like a waste of time, even though I know that the students really still learned from it and so did I. After venting and freeing myself from my own negativity, I regrouped and re-planned so that I could teach the material in a better manner.
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I hate that feeling! I agree that being able to vent really helps change how we look at the lesson and what can be changed. I have also vented after a bad lesson plan by texting and going on facebook. I do like the idea of talking with other teachers through a blog post. I can see myself doing that in the future.
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3. Words like “flipped,” “blended,” “asynchronous,” “differentiated,” and “MOOC” are not words to describe how you feel after inhaling a chili hotdog just before riding a roller coaster called the “Vomit Van.” Instead, these words are part of your ever-increasing #edtech vocabulary.
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I'm in a constant battle against many people in education when I try to explain that MOOCs are NOT a bad thing!! (And when I mention MOOCs in a crowd of people who are not involved in education, they just stare at me like I'm crazy).
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I have had friends try some of the large, free online courses that are offered, but I had no idea what a MOOC was until you posted this. I appreciate your comment. It got me to actually find out what it was. Clark Masters
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Thanks! It seems as though most of my old college profs perceive online education in general - but specifically MOOCs, as a threat to post-secondary education. This thought really bugs me, because I think it's essential that education be available for not only the nontraditional student like myself - but for anyone who wants it - even if they are below the poverty line!
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31. You’ve ever said, “Students, take out your smartphones and record me as I discuss this assignment. Then you can play it back as often as necessary.”
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31. You’ve ever said, “Students, take out your smartphones and record me as I discuss this assignment. Then you can play it back as often as necessary.”
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31. You’ve ever said, “Students, take out your smartphones and record me as I discuss this assignment. Then you can play it back as often as necessary.”
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35. You ever had a teaching moment like this…and decided that it needed to be the very last.
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This video is funny and reminds me of most of my math class experiences. My students seem so used to this sort of experience that they're surprised I'm asking more of them all of the time. ("MISS! Why don't you just talk the whole time like other teachers?!") I constantly have them writing, responding, working together, and moving around. It's a huge labor for them, alright, but they're certainly not grumbling as much as they used to!
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That is hilarious and I have sat through many classes that I felt like that. I also have had moments teaching where I felt like my students were starting to get that way. In those moments we would take a break and do an energizer activity to get them back engaged and alert. I hate when I have those times where material just needs to be presented, but that is where you stop and ask questions, create discussions, etc. to break up the boredom.
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27. Students in your class maintain a blog to share with a larger audience.
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I long to have my own classroom and have this sort of platform. A great way to show parents what their children are up to - and for students to showcase and be proud of their thoughts and work!
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They are great tools and kids love to use them. If you are teaching elementary or early middle school, KidBlog is great. Very easy to use. It makes kids want to do their homework. Clark Masters
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I have a good Chinese teacher who teaches Chinese literature in a high school in China. He creates blogs for his students to demonstrate their understanding of Chinese literature and world literature. Students get beneifts by showing their writing on blog.
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I know I've shared this before but it's a great resource if you haven't seen it - budtheteacher.com he has done some amazing work with blogging!
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25. Interactive learning structures that integrate technology are constantly requested by students.
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In the 20th century technology is everywhere. We can't escape it and according to the On the Cutting Edge - Professional Development for Geoscience Faculty, individual interactive activities do the following: "engage visual, kinesthetic, and mathematical learners as they review animations, manipulate graphics, and solve both computational and non-computational problems; have the potential to promote topical discussions as students who work on an exercise run into problems and turn to their classmates for help or advice; and make the assessment of learning outcomes -- which are defined in terms of what students should be able to "do" -- easier because students actually demonstrate their understanding of a concept or technique by applying it." http://serc.carleton.edu/NAGTWorkshops/online/interactive.html
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Technology is second nature for our students today. Some don't know of a time before the internet or cell phones. Incorporating social media as a form of class discussion or a way by which students can help each other is an appropriate way to use their "tech-savvy" to our advantage. We can either create opportunities for social media or at least recognize its potential application for our students today.
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(Meredith Tate) I could really relate to this comment as well. I have found that students really enjoy and actually seek out opportunities to use technology tools in class. I know some of the appeal may be the chance to glance at the internet but, despite these unavoidable temptations, I have found that students stay on task for the most part. I was working with an extremely challenging class where it was very hard to encourage participation. One day, I had the students use the Socrative apps on the class ipads to submit and share their answer. This tool enabled me to display the class answers anonymously, so I could gauge understanding without singling anyone out. The response from the class was very positive and it made a huge difference in class participation.
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However, your monthly checks do not indicate an increase in pay that is equivalent to your acquired knowledge via the social media giant.
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Although social media is so useful for connecting individuals within the educational sphere, I think the satire here raises a valid point that we could possibly be checking our social media too much. If every class we have utilizes an ongoing social media site for communication and discussion, that is a lot of posts for a teacher to check periodically and unfortunately, we don't get paid per post checked. I never really considered the workload that social media can cause for a teacher until this point here. (K. Gordon)
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Does number 10, "collegial pessimism" refer to having an "anti-college" attitude? I'm not really sure what that means although it is a very entertaining simile.
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Your students present you with the best form of educational feedback when the annoying bell rings and they collectively say, “Ahhhhhh, class is over already?”
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Just did a lesson in a classroom for my methods course on the assassination of President Kennedy and got this reaction...Sorry, I had to gloat. Although, I suppose the topic typically triggers that reaction. (K. Gordon)
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Wow, that's awesome! What do you think you did to capture their attention? Did you use any technology to help you out?
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It is such a good feeling! I was fortunate enough to get that reaction from my classroom today. It was for a math activity/game that I created and the students loved it. It was such a great feeling to have the students make that noise and say that they wanted to keep playing.
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Awesome job, ladies! I had this reaction when reading Macbeth a few weeks ago, and we had to stop reading for the period right after Macbeth had his best pal Banquo murdered. My kids were like, WAIT WHAT WHY? And I was able to hook them, saying, "well! See you tomorrow!"
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21. Your answer to a colleague’s question “What research did you base your decisions on?” is simply, “My teacher’s heart and a gut feeling.”
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poor classroom management.
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The classroom that I am in for my methods course is a prime example of good classroom management. There has not been one issue in the whole time that I have been there, and the kids were on there best behavior for all the lessons that I conducted too. I almost felt guilty when my supervisor commented on how great the classroom climate was because I didn't feel like I deserved the credit for my mentoring teacher who had been grooming this behavior for the past 2 months. It takes a little more effort for the creativity aspect, but I have seen the nightmares that simply handing out worksheets everyday can cause. I don't want to be "that teacher."
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This is a great comment! I've been in a student teaching placement and am almost just finishing up -- my placement is a great experience because it is so challenging; I have three different courses I plan for and teach six out of eight periods! Sometimes it is SO difficult to NOT hand out worksheets! I always have to bear this in mind when I am creating non traditional assessments and various projects. Thanks for sharing this post!
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One of your workout sessions to de-stress from a tough day’s work turns into an effortless jog while a barrage of creative ideas initiate a seemingly endless foot race in your mind
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I know this point is supposed to be comical, but this has actually happened to me quite a bit. When I do get a chance to run (before it gets too dark) I start thinking about my next lesson plan or the unit I'm working on, and all of a sudden I have a few great ideas and I'm not focusing on the actual run. When I created a unit for Jamestown and the Native Americans/Colonists from the novel "Blood on the River", most of the connection questions I came up with were created on the run. For me, sitting down at the computer and thinking about something directly might not yield the best results, but when I'm off doing something else I can think about the lesson organically, and that's where I can come up with plans or activities that are actually interesting and have some kind of connection to the students' lives. It's an odd situation, but it's been working for me! (Danielle Malone)
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Danielle, that happens to me too. I love getting a lesson plan started and just letting it simmer in my thoughts as I go about with my day. Before I know it I have the entire lesson plan figured out in my head with, in my opinion, a lot of great ideas that bring the lesson to the real world for students to connect with.
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