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anonymous

Cool Cat Teacher Blog: Your Professionalism as a Teacher: The Hope Diamond in Your Pocket - 0 views

coolcatteacher.blogspot.com/...sionalism-as-teacher-hope.html

professionalism encouragement reaffirmation

shared by anonymous on 24 Jul 09 - Cached
  • Teaching isn't like any other job I've had -- it is a life calling and all-consuming. 
  • You don't have the teaching profession - it definitely has you. 
  • And yet, every year, before it all starts, I count the cost.  I find myself asking myself, "How many more years can I do this?"  "Will I hold up?"  "Can I make it?"
    • Mrs Huber
      Mrs Huber on 24 Jul 09
       
      This really resonated with me!
  • ...6 more annotations...
  • why is it that teachers say "I got out of the classroom" or "I got out of teaching?"
  • I dream of a day where society truly understands what it means to be a teacher and where every teacher remembers what it means to be a teacher!
  • teachers literally have a higher standard of behavior and if we do anything that detracts from the learning environment - no matter what it is, we can be  fired for it!
    • Mrs Huber
      Mrs Huber on 24 Jul 09
       
      I don' t necessarily think this is a bad thing!
    • anonymous
      anonymous on 24 Jul 09
       
      This always makes me think of the sub who was using a computer when inappropriate pop-up windows began to appear. She was sued. It cost her her health, a LOT of money. In the end it was determined that it was NOT her fault, but the damage was done. That would NEVER have happened anywhere else but in education.
  • But, pay a good teacher nothing, and you've still got royalty!  There is a nobility in teaching that truly transcends money. 
    • Mrs Huber
      Mrs Huber on 24 Jul 09
       
      Never thought of myelf as royalty!
  • There is a nobility in good teaching that I think I and my colleague teachers often forget.  There is something about knowing that the very course of a young life will change as a result of being in my classroom and I pray it will be for the positive.  That some granule of learning will be retained and go on to bless the world in future centuries as a result of who I was to a student (or to you, my readers for that matter) is something I hang on to.
    • Mrs Huber
      Mrs Huber on 24 Jul 09
       
      WOW!!!!!!!!!!!!!!!!!!!!!!! Well said! If we don't feel this way, maybe we need to find another profession!
    • anonymous
      anonymous on 24 Jul 09
       
      I agree. You should NEVER gt to the point where you're a poor teacher and yet very accepting of that fact. Good teachers do great good, but poor teachers can do just as much harm.
  • If you're a good teacher, you've got your professionalism as a teacher as part of who you are.  It is in you, around you, and exudes from every pore... if you are a good teacher.  You are rich.  Your calling is noble and you will remain rich as long as you rise above, and keep your treasure.
    • Mrs Huber
      Mrs Huber on 24 Jul 09
       
      Truly inspiring!
    • anonymous
      anonymous on 24 Jul 09
       
      This made me think of Raif Esquith, author of, "Teach like your hair's on fire." He has no children of his own, but he claims to have had hundreds in his lifetime. He describes himself as being very 'rich.'
  • Mrs Huber on 24 Jul 09
     
    WOW! A must read! Very inspiring!
  • anonymous on 24 Jul 09
     
    WOW! A must read! Very inspiring!
anonymous

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 0 views

www.ascd.org/...lls@_The_Challenges_Ahead.aspx

shared by anonymous on 07 Sep 09 - Cached
    • anonymous
      anonymous on 07 Sep 09
       
      This will come as a shck to a lot of folks, eh? Not new?
  • But in fact, the skills students need in the 21st century are not new.
    • anonymous
      anonymous on 07 Sep 09
       
      Not new, eh? Then what's all the fuss? Read on.
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
    • anonymous
      anonymous on 07 Sep 09
       
      Ah! So THAT's the difference. Yes, I would agree. You?
  • ...9 more annotations...
  • This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
    • anonymous
      anonymous on 07 Sep 09
       
      I like this paragraph. We need only be more deliberate with our intent to focus on these skils. It's not a complete overhaul, then. I think schools would be more likely to accept this perspective, don't you?
  • To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
    • anonymous
      anonymous on 07 Sep 09
       
      Some folks even go so far as to say that we don't have to teach the times tables any more. I cringe when I hear that.
  • What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
    • anonymous
      anonymous on 07 Sep 09
       
      Do you agree with his three points? Is his missing any?
  • Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
    • anonymous
      anonymous on 07 Sep 09
       
      I like this, too. Having a firm grip on basic knowledge (times tables, for example) is a MUST for the higher order ideas we're after.
  • Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
    • anonymous
      anonymous on 07 Sep 09
       
      Hear Hear!
  • Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, & Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
    • anonymous
      anonymous on 07 Sep 09
       
      This is important, I believe, if we're to promote these ideas.
  • Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
  • Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
    • anonymous
      anonymous on 07 Sep 09
       
      TIME! And RE-training. Where is this truly modeled? It's VERY difficult to teach in a model that yo've never experienced either as a teacher or a student.
  • Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
Michelle Krill

ISTE Learning - 0 views

istelearning.org

iste professionaldevelopment pd nets community

shared by Michelle Krill on 27 Jun 10 - Cached
  • anonymous on 27 Jun 10
     
    ISTE Learning is an anytime, anywhere online community for professional development where educators can sample free concepts, buy cool resources and exchange creative ideas. This space provides relevant learning experiences in multiple formats to strengthen the teaching experience and grow digital literacy.
  • Michelle Krill on 30 Jun 10
     
    "What Is ISTE Learning? ISTE Learning is an anytime, anywhere online community for professional development where educators can sample free concepts, buy cool resources and exchange creative ideas. This space provides relevant learning experiences in multiple formats to strengthen the teaching experience and grow digital literacy. ISTE Learning's Mission The mission of ISTE Learning is to provide robust leadership, learning and teaching opportunities that are grounded in the NETS to support educators in effectively implementing technology into their learning environments."
Lucy Chubb

We can't let educators off the hook | Dangerously Irrelevant - 2 views

dangerouslyirrelevant.org/...et-educators-off-the-hook.html

shared by Lucy Chubb on 03 Oct 10 - No Cached
    • anonymous
      anonymous on 03 Oct 10
       
      What do you think? Is ignorance of the tools of the web excusable? Should we let them off the hook?
    • anonymous
      anonymous on 03 Oct 10
       
      Oh, and read down through the comments, as well. The discussion continues there.
    • Martin Meier
      Martin Meier on 22 Oct 10
       
      "...if you're not doing what needs to be done, then you should get out of the way to make room for someone who will." This statement assumes everyone who uses digital technology "know what needs to be done." After viewing many videos during our class I believe there is a direction we should be going in, but nobody really 'knows' what needs to be done. Just like every politician and irrate blogger seems to have the answer. The "get with us or get out of the way" statments concern me the most. If a student doesn't subscribe to what we're teaching do we then shuffle them off to alternate school? No, we try something different whether it's Web 2.0 or something else. It's what we call the 'art' of teaching. Whether we're teaching students or educators, as long as we're willing to try something new, not just jump on the bandwagon, then our students will learn to adjust and be flexible also.
    • Mary Richards
      Mary Richards on 23 Oct 10
       
      Lurkers are good - if everyone is talking than no one is listening.
    • Kati Hoover
      Kati Hoover on 23 Oct 10
       
      I don't think we can let educators off the hook. I feel like some just ignore where the world is going and feel save and comfortable in what they know. Well, who isn't. We don't become better teachers, friends, parents, or people by keeping things to same. You have to change and adapt in order to be successful. We aren't just teaching students. We are preparing the future generation. Those students will become all of things we are and we know - if we don't prepare them for what their world WILL look like, what are we doing? Are we even doing our job? We must be held accountable.
    • Sandra Benedict
      Sandra Benedict on 23 Oct 10
       
      No, we should not allow colleges who train our teachers off the hook either. We need to support and train teachers in these various tools. We also need to make sure they have the hardware was well as our kids. All too often these authors think everyone including kids have access to computers/internet 24/7. Some of our teachers do not have this access in their homes.
    • Lucy Chubb
      Lucy Chubb on 23 Oct 10
       
      information shared to the faculty helps counter the "blue pill"
    • Lucy Chubb
      Lucy Chubb on 23 Oct 10
       
      That is my favorite paragraph!
    • Lauren Hummel
      Lauren Hummel on 23 Oct 10
       
      I also like this paragraph. The idea of life-long learnining has to embrace change. I understand that adapting is difficult because it requires teachers to constantly reconstruct their teaching. However, I agree that this needs to take place in order for education to effectively meet the needs of students.
  • ...4 more annotations...
  • If you’re a teacher / administrator / librarian / education professor that somehow ‘doesn’t even realize [yet] that there’s a decision to be made,’ should you even be working in a school or university? Don’t our children and our school systems need and deserve someone who’s in a different place than you are?
  • It’s about our students: our children and our youth who deserve at the end of their schooling experience to be prepared for the world in which they’re going to live and work and think and play and be. That’s the obligation of each and every one of us. No educator gets to disown this.
    • Lucy Chubb
      Lucy Chubb on 23 Oct 10
       
      Taking responsibility for your learning--we expect it from our students, why not our faculty?
    • Lucy Chubb
      Lucy Chubb on 23 Oct 10
       
      I'm very glad that I am able to discuss and add input to help create change.
  • anonymous on 03 Oct 10
     
    "If you're a teacher / administrator / librarian / education professor that somehow 'doesn't even realize [yet] that there's a decision to be made,' should you even be working in a school or university? Don't our children and our school systems need and deserve someone who's in a different place than you are? It's one thing to still be a learner; heck, we're all learners with this technology stuff. It's another to opt out or not even recognize the choice. If we look at what our kids need, shouldn't we replace you with someone else? "
  • anonymous on 03 Oct 10
     
    What do you think of this post? Look for the sticky note and let's discuss it.
Melissa Wilson

Magazine - Is Google Making Us Stupid? - The Atlantic - 10 views

www.theatlantic.com/...6868

shared by Melissa Wilson on 13 Jun 12 - No Cached
  • By Nicholas Carr
    • L Butler
      L Butler on 13 Jun 12
       
      Nicholas Carr also wrote The Shallows an entire book about the effect the Internet is having on our brains - I highly recommend it. http://www.theshallowsbook.com/
    • Charles Black
      Charles Black on 14 Jun 12
       
      I know that we used online sources mainly for my Bachelor Senior Thesis compared to going through stacks of books and papers in the library. Google has made research a lot quicker for all of us.
    • Charles Black
      Charles Black on 14 Jun 12
       
      I can relate. I have the Google application on my phone which I use almost daily to check something such as a bus schedule, movie time, game score, etc.
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      I am the same way on my phone. On car rides, dinner, you name it with my wife and one of us will say, "I wonder..." and the phones are out and we're finding answers.  Sometimes I want to just wonder though...
  • ...47 more annotations...
    • Charles Black
      Charles Black on 14 Jun 12
       
      I would be interested to see a study done like this in the United States. In my one undergraduate class on politics and media we talked about "info snacking" which is the idea that people look for small bits of information at a time instead of reading the entire article. This is exactly what Carr is talking about here.
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      I agree Charles. However I would suggest that I think that people will have to develop a way to info. snack and be able to do conventional reading too. It seems as though there is something lost when all you are able to do is skim and scan. 
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      The other thing that I wonder quite a bit about this entire article is does "info snacking" stem from the internet or does it stem from being a generation that was raised on frequent tv, video, video games, and the internet altogether. It would seem to me that those other factors would have to have something to do with it as well. 
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      Let's also not forget the constant stream of data to our mobile device(s) as well when thinking about that.  Should this make us better, not worse, at multi-tasking. 
  • ity,” hopping from one source to another and rarely returning to any source they’d already visited. Th
  • sortium
  • that provide access to journal articles, e-books, and other sources of written information. They found that people using the sites exhibited “a form of skimming activ
  • As part of the five-year research program, the scholars examined computer logs documenting the behavior of visitors to two popular research sites, one operated by the British Library and one by a U.K. educational co
    • Charles Black
      Charles Black on 14 Jun 12
       
      This is the point I read until I got distracted. The ads on the side are distracting to me, and I also needed to get going because of the time.
    • Melissa Wilson
      Melissa Wilson on 20 Jun 12
       
      I am finding the sticky notes to be distracting. I keep skipping from the article to the notes.
    • Charles Black
      Charles Black on 20 Jun 12
       
      That is a very good point. I personally find it easier to read articles on paper instead of the computer screen because there are less distractions.
  • My mind would
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      My mind wandered off here, because of the picture to the side. 'I was thinking I wonder if this is the author?' and then I saw the caption and thought, "I wonder what those words are?"
  • Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      A friend of mine and I are going to soon put this to the test by reading the Infinite Jest, which is a very long read if you are unfamiliar with the book. I anticipate it being a difficult task. I wonder if it would have been less difficult before the net.
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      What a good analogy. Before when you swam and simmered in the information and had to take time to digest, now we can just move from one thing to another quickly. 
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      Do you feel that this style allows for anything further than "In one ear, out the other"? How do you best capture the features of the web?
  • It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
  • “We are not only what we read,” says Maryanne Wolf, a developmental psychologist at Tufts University and the author of Proust and the Squid: The Story and Science of the Reading Brain. “We are how we read.”
  • Nietzsche’s friends, a composer
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      Wagner, I believe. 
  • Nietzsche’s prose “changed from arguments to aphorisms, from thoughts to puns, from rhetoric to telegram style.”
    • Ryan Donnelly
      Ryan Donnelly on 14 Jun 12
       
      I wonder if Nietzsche would think of the Internet as Good or Evil, or even if he would consider it being part of the Overman. 
  • The advantages of having immediate access to such an incredibly rich store of information are many, and they’ve been widely described and duly applauded. “The perfect recall of silicon memory,” Wired’s Clive Thompson has written , “can be an enormous boon to thinking.” But that boon comes at a price. As the media theorist Marshall McLuhan pointed out in the 1960s, media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought. And what the Net seems to be doing is chipping away my capacity for concentration and contemplation.
    • jan Minnich
      jan Minnich on 19 Jun 12
       
      This segment pretty much summarizes that Carr believes that we are losing our ability to sustain deep cognitive thought. He acknowledges the tremendous benefit of the internet, but cautions that it might be coming at a price...that we have yet to fully realize.
  • Thanks to the ubiquity of text on the Internet, not to mention the popularity of text-messaging on cell phones, we may well be reading more today than we did in the 1970s or 1980s, when television was our medium of choice. But it’s a different kind of reading, and behind it lies a different kind of thinking—perhaps even a new sense of the self.
    • jan Minnich
      jan Minnich on 19 Jun 12
       
      Carr's argument is that although we are perhaps reading more than ever...due to text messaging, social media sites, etc we are not taking the time to really delve into what we read and contemplate. Moreover, this premise seems plausible to a degree, as it seems generally that much of what is sent through social media may be trival or meaningless information.
  • The human brain is almost infinitely malleable. People used to think that our mental meshwork, the dense connections formed among the 100 billion or so neurons inside our skulls, was largely fixed by the time we reached adulthood. But brain researchers have discovered that that’s not the case.
    • jan Minnich
      jan Minnich on 19 Jun 12
       
      Although I didn't read it (how appropriate - LOL = ) ) Carr's book on "The Shallows" alludes to this concept...in that our brains may in fact be coming re-wired, due to the common every day distractions that cause us to lose focus on thought-provoking topics. His argument is that the collective human attention span is becoming reduced, essentially due to our environment of perpetual distraction- spawned by the internet.
  • With the approval of Midvale’s owners, he recruited a group of factory hands, set them to work on various metalworking machines, and recorded and timed their every movement as well as the operations of the machines. By breaking down every job into a sequence of small, discrete steps and then testing different ways of performing each one, Taylor created a set of precise instructions—an “algorithm,” we might say today—for how each worker should work. Midvale’s employees grumbled about the strict new regime, claiming that it turned them into little more than automatons, but the factory’s productivity soared.
    • jan Minnich
      jan Minnich on 19 Jun 12
       
      I enjoyed learning of this story. Personally, i'm always looking for ways to be more highly efficient when I observe human systems or partake in a job or task sequence. Taylor obviously laid much of the ground work for "industrial efficiency."
  • The idea that our minds should operate as high-speed data-processing machines is not only built into the workings of the Internet, it is the network’s reigning business model as well. The faster we surf across the Web—the more links we click and pages we view—the more opportunities Google and other companies gain to collect information about us and to feed us advertisements. Most of the proprietors of the commercial Internet have a financial stake in collecting the crumbs of data we leave behind as we flit from link to link—the more crumbs, the better. The last thing these companies want is to encourage leisurely reading or slow, concentrated thought. It’s in their economic interest to drive us to distraction
    • jan Minnich
      jan Minnich on 19 Jun 12
       
      I believe this segment is akin to "data mining" where companies look at human tendancies to advertise and create greater opportunities to feature their products by the locations (physically or virtually) of their prospective customers, clients or buyers. This idea (data mining) is relatively new to me, but there is no doubt that it will be a prevalent part of marketing in the future. During the reading of this article I received 5 text messages (responded to 2), but was disciplined enough not to check my email until I was finished. What portion of today's younger generation is disciplined enough to stay on task...until an assignment is completed?!?
    • Melissa Wilson
      Melissa Wilson on 20 Jun 12
       
      This paragraph lost my attention.
    • Melissa Wilson
      Melissa Wilson on 20 Jun 12
       
      If adults are noticing a change in reading attitude, what about children who have grown up with the internet?
  • We can expect as well that the circuits woven by ou
  • r use of the Net will be different from those woven by our reading of books and other printed works.
    • Charles Black
      Charles Black on 20 Jun 12
       
      I never really thought about this. Our brains are adapting to the net earlier than ever before now thanks to web tools that are being implemented earlier in the classroom. I do not remember using computers on an active basis to at least fourth grade, and I know they are starting much earlier with them.
    • Charles Black
      Charles Black on 20 Jun 12
       
      It is much easier to type things out because of time and speed. I think this could be a good and bad thing. I don't remember the last time I wrote out by hand a letter or something long.
  • tual technologies is reflected in the changing metaphors we use to explain ourselves to ourselves. When the mechanical clock arrived, people began thinking of their brains as operating “like clockwork.” Today, in the age of software, we have come to think of them as operating “like computers.
  • al of Gutenberg’s printing press, in the 15th century, set off another round of teeth gnashing. The Italian humanist Hieronimo Squarciafico worried that the easy availability of books would lead to intellectua
  • manist H
  • laziness, making men “less studious” and weakening their minds.
    • Charles Black
      Charles Black on 20 Jun 12
       
      The world would be so different without all of the great technology advances. I think back to when I had my first cell phone and it became easier to stay connected with my friends through phone calls, and now with smart phones we can be connected to the world at all times. Some people may fear change, but I think it is good to embrace it.
    • Charles Black
      Charles Black on 20 Jun 12
       
      Overall, I do not think Google is making us stupid. I think it is our society as a whole has become so fast paced, and we need information quicker so online resources are the first thing we go to. I think as long educators keep students focused on analyzing and deep thought, we won't let Google or other web tools make our society less intelligent. 
    • Jenn Wilson
      Jenn Wilson on 20 Jun 12
       
      The idea of not being able to sustain attention to a lengthy article or book makes me think about how difficult it is more and more kids to sustain attention to tasks in class. It seems to get worse as the years go by and I feel like more and more kids are being diagnosed with ADD. Perhaps that type of attending "problem" is going to be the norm.
    • Jenn Wilson
      Jenn Wilson on 20 Jun 12
       
      This is the point where I scrolled down to see how much further I have to read and thought "I don't think I can make it!"
    • Jenn Wilson
      Jenn Wilson on 20 Jun 12
       
      I find this to be very true in the computer age as well. It is so easy to type something and change it multiple times now. I wonder if we actually give as much thought to what we are typing as we once did when changing a line meant getting a new piece of paper and starting over causing minutes or hours of extra work rather than seconds.
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      I would agree with this statement. I feel that as I have gone through my education, I was taught all of the skills to read and analyze appropriately. Now that I have mastered those skills, I am only expected to recall information. If I can gather the information in a quicker/more efficent way, I will use it. But am I really learning?
  • The deep reading that used to come naturally has become a struggle.
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      The question is, what skill do we focus our teaching on? Locating and accessing, or not being able to cover as much information but analyzing it further?
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      I find myself struggling to make it all the way through a longer blog post or video file. I need quicker gratification. Books are quickly sliding out of the picture
  • I’m just seeking convenience, but because the way I THINK has change
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      The skimming strategy gives students the false sense that they are really reading. Actually, they are just finding the words that they know in a story and piece the parts they understand together.
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      At this point in the reading, I have found myself loosing focus on the article
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      Even when I have full intentions, I find myself bookmarking more pages and never end up actually going back and exploring them.
  • Reading, explains Wolf, is not an instinctive skill for human beings
    • Melissa Wilson
      Melissa Wilson on 20 Jun 12
       
      Interesting, I didn't realize that reading wasn't a natural skill. Does that explain why some people have so much trouble becoming good readers.
    • Melissa Wilson
      Melissa Wilson on 20 Jun 12
       
      The internet has certainly taken over my life. When the internet goes down at school I find myself thinking, "Now how am I going to teach."
    • Matthew Rogers
      Matthew Rogers on 20 Jun 12
       
      Although it is a different language, I am intrigued that the Chinese process of reading follows a different neural path than the English language
    • Melissa Wilson
      Melissa Wilson on 21 Jun 12
       
      This sounds very similar to the grumbling I hear from teachers when they complain that standardized tests are taking all of the creativity out of teaching. Interesting that the complaints started so long ago.
mary heuer

Blogging helps encourage teen writing | Top News | eSchoolNews.com - 9 views

www.eschoolnews.com/...g-helps-encourage-teen-writing

shared by mary heuer on 07 Jul 10 - Cached
  • Blogging is helping many teens become more prolific writers.
    • Michelle Krill
      Michelle Krill on 09 Jul 10
       
      Wow! What a statement!
    • janae kauffman
      janae kauffman on 09 Jul 10
       
      I know!
  • it and revise their writing on a computer, the report says. Nearly six in 10 students (57 percent) say they edit and revise more frequently when they write using a computer. Teens who use a computer in their non-school writing believe computers have a greater impact on the amount of writing they produce than on the overall quality of their writing. Yet, there is a great deal of ambiguity with respect to the impact of computers in each of these areas. Among teens who use computers in their non-school writing, four in 10 say computers help them do more writing, and a similar number believe they would write the same amount whether they used computers or not. In comparison, only three in 10 teens who write on computers for non-school purposes at least occasionally believe computers help them do better writing–and twice as many (63 percent) say computers make no difference in the quality of their writing. Parents are more likely than teens to believe that internet-based writing (such as eMail and instant messaging) affects writing skills overall, though both groups are split on whether electronic communications help or hurt. Nonetheless, 73 percent of teens and 40 percent of parents believe internet writing makes no difference either way. Most students (82 percent) believe that additional instruction and focus on writing in school would help improve their writing even further–and more than three-quarters of those surveyed (78 percent) think it would help their writing if their teachers used computer-based writing tools such as games, multimedia, or writing software programs or web sites during class. The telephone-based survey of 700 U.S. residents ages 12 to 17 and their parents was conducted last year from Sept. 19 to Nov. 16 and has a margin of error of plus or minus 5 percentage points. Link: "Writing, Technology, and Teens" survey var a2a_config = a2a_config || {}; a2a_config.linkname="Blogging helps encourage teen writing"; a2a_config.linkurl="http://www.eschoolnews.com/2008/04/30/blogging-helps-encourage-teen-writing/"; Comments are closed <script language=JavaScript src="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/vj?z=eschool&dim=173789&pos=6&abr=$scriptiniframe"></script><noscript><a href="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/cc?z=eschool&pos=6"><img src="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/vc?z=eschool&dim=173789&pos=6&abr=$imginiframe" width="300" height="250" border="0"></a></noscript> Recent Stories with Comments Kentucky offers cloud-based software to 700,000 school usersNo access for bad guysU.S. court weighs school discipline for lewd web postsParent video protesting state budget cuts goes viralEditorial: Threats to innovation <SCRIPT language='JavaScript1.1' SRC="http://ad.doubleclick.net/adj/N5621.125531.9553987353421/B3794502.5;abr=!ie;sz=300x250;click=;ord=996778?"> </SCRIPT> <NOSCRIPT> <A HREF="http://ad.doubleclick.net/jump/N5621.125531.9553987353421/B3794502.5;abr=!ie4;abr=!ie5;sz=300x250;ord=996778?"> <IMG SRC="http://ad.doubleclick.net/ad/N5621.125531.9553987353421/B3794502.5;abr=!ie4;abr=!ie5;sz=300x250;ord=996778?" BORDER=0 WIDTH=300 HEIGHT=250 ALT="Click Here"></A> </NOSCRIPT> Educator Resource Centers Computing in the Cloud How technology can help with language instruction Communication and Collaboration for More Effective School Management Expert Blog: Security Insights Boost Student Achievement with Connected Teaching Private: Testing ERC Page Solving key IT challenges with virtualization Online Learning: One Pathway to Success Re-imagining Education One-to-one computing: The last piece of the puzzle Recent Entries Customers question tech industry’s takeover spree New rules bring online piracy fight to U.S. campuses Judge orders school newspaper to delete stories Ed-tech grant program aims to boost college readiness Lawmakers tra
  • Michelle Krill on 07 Jul 10
     
    "Survey reveals that student bloggers are more prolific and appreciate the value of writing more than their peers"
  • mary heuer on 09 Jul 10
     
    I am trying to get rid of this but cannot delete because it has been annotated by others....that's what I get for playing around ...
Lou Sheehan

A Fistful of Challenges for Ed Tech -- THE Journal - 0 views

thejournal.com/...of-Challenges-for-Ed-Tech.aspx

edtech

shared by Lou Sheehan on 09 Jun 11 - No Cached
  • But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
    • anonymous
      anonymous on 09 Jun 11
       
      How accuarte do you think this statement is? What is your reaction to it?
    • Stacy Kreitzer
      Stacy Kreitzer on 07 Jul 11
       
      Not by choice. Lack of professional development and planning time.
    • DC Wilson
      DC Wilson on 07 Jul 11
       
      I don't work in K-12 schools, but from what I've heard and read, it sounds accurate. This is something that college programs should be addressing to prepare future teachers as well as offering continuing ed courses for current teachers. Districts should be able to allocate resources to support this effort.
    • Gail Rebuck
      Gail Rebuck on 07 Jul 11
       
      When a person has a drive to do something, they generally find a way. Although there may be other obstacles, there is truth to this statement.
    • anonymous
      anonymous on 07 Jul 11
       
      Time for training and planning is the most important factor.
    • Lou Sheehan
      Lou Sheehan on 07 Jul 11
       
      How many hours a day do they suggest a teacher prepare and be trained?
  • "The challenge is due to the fact that despite the widespread agreement on its importance, training in digital literacy skills and techniques is rare in teacher education and school district professional development programs," the report said.
    • anonymous
      anonymous on 09 Jun 11
       
      And, I would add, that the training is designed to teach the skills and not the pedagogy for using those skills in class. Teachers still see this as an aside to their job of teaching the content for the purpose of scoring high on the tests.
  • The third critical challenge cited by the authors was the failure of both technology and teaching practices to meet demands for differentiated, personalized learning.
    • anonymous
      anonymous on 09 Jun 11
       
      And shouldn't that be an easy thing to do?
  • anonymous on 09 Jun 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
  • ...3 more comments...
  • Stacy Kreitzer on 07 Jul 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
  • DC Wilson on 07 Jul 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
  • Gail Rebuck on 07 Jul 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
  • anonymous on 07 Jul 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
  • Lou Sheehan on 07 Jul 11
     
    But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
Emily Reinert

A book excerpt (extract) from Teacher Man by Frank McCourt, page 2 of 4 - 0 views

www.bookbrowse.com/...Teacher-Man

shared by Emily Reinert on 27 Jul 09 - Cached
  • So, what took you so long? I was teaching, that's what took me so long. Not in college or university, where you have all the time in the world for writing and other diversions, but in four different New York City public high schools. (I have read novels about the lives of university professors where they seemed to be so busy with adultery and academic in-fighting you wonder where they found time to squeeze in a little teaching.) When you teach five high school classes a day, five days a week, you're not inclined to go home to clear your head and fashion deathless prose. After a day of five classes your head is filled with the clamor of the classroom.
    • Emily Reinert
      Emily Reinert on 27 Jul 09
       
      An excerpt from Frank McCourt's Teacher Man (from the prologue).
  • Emily Reinert on 27 Jul 09
     
    This is an excerpt from Frank McCourt's Teacher Man. I highly recommend this book!
Mrs Huber

A GeekyMomma's Blog: Back To Teaching for Me - 0 views

macmomma.blogspot.com/...back-to-teaching-for-me.html

blog teaching

shared by Mrs Huber on 23 Jul 09 - Cached
  • I'm sure it couldn't have been an easy decision, but we became teachers because it is a part of who we are, who we were meant to be. I always tell people "The heart wants what it wants." Obviously, your heart wanted to be back with the kids. How fortunate for them to have such an amazing educator to work with. As for being a classroom teacher with an amazing PLN, I can assure you...nothing beats it!! I know if I'm struggling or having a horrible day, I can hop on Twitter or Plurk at ANY time - day or night - and someone, somewhere in the world will be there to listen and offer support. The same holds true when I have something amazing to share, because those will happen too.I can't imagine just relying on the people I work with at school for support, we don't really seem to make time for each other like we should. But I can always find strength and support from one thousand other people willing to make time for someone they may not even know. How amazing is that!The long and the short of it....Congratulations, Lee! Welcome back...we're right behind you!!
  • Mrs Huber on 23 Jul 09
     
    Read the highlighted part....Isn't this a part of what using Web 2.0 is all about?
anonymous

YouTube - Did You Know? - 0 views

www.youtube.com/watch

video youtube

shared by anonymous on 16 Jul 09 - Cached
  • anonymous on 16 Jul 09
     
    Interesting look at the teaching profession. Crisis or Opportunity? What do you think?
  • anonymous on 16 Jul 09
     
    Interesting look at the teaching profession. Crisis or Opportunity?
anonymous

TREK YOURSELF - 0 views

www.trekyourself.com

fun avatar

shared by anonymous on 08 Jul 09 - Cached
  • anonymous on 08 Jul 09
     
    This was shared by Vicki Davis recently. What fun - especially for those who teach middle school children or younger.
  • anonymous on 08 Jul 09
     
    This was shared by Vicki Davis recently. What fun - especially for those who teach middle school children or younger. I dare you to make one and put it on your wiki!
  • Mrs Huber on 08 Jul 09
     
    Cute. Not sure if I used it correctly. Sigh!
Mrs Huber

Netvibes (682) - 0 views

www.netvibes.com

digitalage students

shared by Mrs Huber on 24 Jul 09 - Cached
  • A term like web 2.0 begets the notion that there will imminently be a 3.0, 4.0, and beyond.  The convention serves those within a specific group much more than it does those who need to understand the concept the most.  The term serves as a layer- an immediately unnecessary layer at that.  The convention allows those inside the realm of understanding to point to those outside and express how much the outsiders need the insiders in order to understand and be enlightened.  I’d rather we just all moved forward together in a way that makes sense and promotes progress rather than bifurcates.
    • Mr. R Riter
      Mr. R Riter on 27 Jul 09
       
      We need to call it something, don't we? Web 2.0 does imply that a 2.1 or 3.0 is coming, but perhaps we need to think of it in another way. Let's say that Web 2.0 was a typo. Maybe the coiner of the term meant Web 2,0 and didn't finish the complete term. It could really be Web 2,000 for the millenium, and now we can use it for the next 1000 years(or 991). Just a thought!!
  • netbooks in hand in the next few months. There seems to be a growing commitment here to put technology in the hands of kids (instead of spending huge sums on stuff that students can’t use outside of the classroom) and to thinking about
  • The most noticeable observation I can make is the comparison of experiences from last year’s NECC to this year’s.  Last year was my first, and it was quite honestly an incredibly overwhelming experience.  I felt rather detached and fatigued as I flew out of San Antonio, and I can directly attribute that to how disconnected I was to this community.  I hadn’t yet started my blog, I was only faintly invested in Twitter, and I knew a total of about five people at the conference.  How a year can change everything.
  • ...3 more annotations...
  • Popular crustaceans like lobster, crabs and prawns owe their success to a unique colour control system, according to a new genetic study.
  • Programming -OK, on the programming thing, here are my thoughts.In our curriculum our objective is not as much a specific LANGUAGE. One year I may use HTML with Javascript, this past year I used LSL — what I want kids to know that when they encounter programming and coding that there are certain conventions. Some are case sensitive, some are not. How do you find out how to add to what you know about programming? Do you know where to go to find prewritten code? Can you hack it to make it work to do what you want it to do?We spend about a week – two weeks but I require they know how to handcode hyperlinks and images – they are just too important.But to take 12 weeks or 6 weeks to learn a whole language – yes maybe some value – but to me the value is HOW is the language constructed or built. What are the conventions and how do I educate myself if I am interested in pursuing. What comes out of this time is kids who say either “I never want to do that” or “this is really cool, I love coding.”They are doing very simplistic work (although the LSL object languages were pretty advanced) but since we don’t have a full course nor time in our curriculum, I do see this as an essential part of what I teach.I’m not teaching it for the language sake but for the sake of understanding the whole body of how languages work – we talk about the different languages and what they are used for as part of Intro to Computer science and have an immersive experience.To me, this is somewhat a comprimise between leaving it out entirely or forcing everyone to take 12 weeks of it. I just don’t know where 12 weeks would go in the curriculum.
  • It’s a step backward. A 1:1 classroom done at least fairly well becomes a an intense learning environment. Students are engaged, empowered, active learners instead of sitting learning to be taught. It is an active process a far greater amount of the time (and this is one area I need to improve, is getting that and letting that happen more) and the feel of the classroom changes. People that visit pick up on that. It changes from a 1:1 laptop classroom into a learning environment that uses laptops and other tools to leverage learning.
  • david ellis on 27 Jul 09
     
    a tech teacher discusses the benefits of teaching a program language.
Thomas Larkin

What is 21st Century Education - 1 views

www.21stcenturyschools.com/_is_21st_century_education.htm

21stCenturySkills education resources

shared by Thomas Larkin on 09 Oct 12 - Cached
  • Thomas Larkin on 09 Oct 12
     
    This site has some good reading and many resources.  It is also inspiring for those that get lost in the daily grind of education.
  • Deb Sowers on 10 Oct 12
     
    Very interesting article. I found it perplexing that the "21st century survival skills" listed in the article are not those (in my opinion) that are taught and/or used very frequently in our classrooms. When will this era of teaching to the test end so we can get back to "real" teaching? (sorry, that may have sounded a bit bitter...)
L Butler

Digital Literacy Tour - 0 views

www.google.com/...digitalliteracy.html

Google digital literacy

shared by L Butler on 30 Apr 12 - Cached
  • L Butler on 30 Apr 12
     
    At Google, we support the education of families on how to stay safe online. That's why we've teamed up with online safety organization iKeepSafe to develop curriculum that educators can use in the classroom to teach what it means to be a responsible online citizen. The curriculum is designed to be interactive, discussion filled and allow students to learn through hands-on and scenario activities.
Michelle Krill

Perk Up Your Projects with Web 2.0 - home - 0 views

perkupprojects.wikispaces.com

krause web2.0 workshop

shared by Michelle Krill on 17 Jul 12 - No Cached
  • Michelle Krill on 17 Jul 12
     
    Navigate through the different elements to learn how you can re-invent your teaching and your students' learning with the use of a few engaging, motivating, and fun resources.
Denise Nichols

thedaringlibrarian - google_apps - 0 views

thedaringlibrarian.wikispaces.com/google_apps

google google apps apps teacher resources teachertraining professional development edtech educational+apps web2.0 wiki ltms600

shared by Denise Nichols on 30 Jul 12 - No Cached
  • Denise Nichols on 30 Jul 12
     
    This wiki has great resources for teaching Google Apps and other web 2.0 tools.
Charles Black

The Center for Teaching History with Technology - 1 views

thwt.org/

shared by Charles Black on 19 Jul 12 - Cached
  • Charles Black on 19 Jul 12
     
    The Center for Teaching History with Technology is a great tool that uses resources that we have worked with in this course including Google Docs, Wikis, blogs, and more. The Social Studies resources include games, activities, plans, and mores. While I am not an educator, I think it is important to implement these types of tools in the classroom.
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