A very interesting essay comparing curation to mixed tapes. As a child of the 80s and maker of many mixed tapes, the analogy works for me. It helped me visualize the beauty and effect of Storify or Diigo. Warning: the writer is promoting his next product, but regardless his analogy works.
Good resources for using the social media tools in your classroom. As I become more comfortable in this social media world, I feel I need to incorporate it into my classes.
I chose to follow this Ed Tech Leader because she is a HS English teacher and tech innovator. She has some great posts about flipped classroom, The Odyssey, and tech tools.
A blog that at first I felt was too fluffy and soft, but upon re-reading am reconsidering. The three characteristics she praises would the direct rider, motivate the elephant, and most likely shape the path. I think the Heath brothers would feel she was on the right path to sound leadership and the ability to implement change.
“Leaders never coerce. We follow them because we believe they have our best interests at heart. In school, if [a student] senses that particular teachers are now caring, listening, encouraging, and laughing, he will begin to consider putting them into his quality world”
An short annotation of a dated (1997) article on how Choice Theory affects students. The summary describes how class climate and relationships motivate learners, not "bossing."
Ravitch (2004) described the existing failure of many reform efforts as, “… forgotten innovations [that] continue to live in schools where they were introduced with great fanfare . . . schools are like archeological sites; digging would reveal layer after layer of fossilized school reforms and obsolete programs” (as cited in Jones, 2007, p. 189).
The roundtable theory (RT) is a shared leadership theory for school change. Gabriele (2002) explained RT as distributing leadership and learning equally across participants. Involving stakeholders in the decision-making process through shared leadership can lead to higher levels of commitment.
Change will affect staff regardless of the change theory chosen or the changes proposed. Bueker (2005) stated, “One of the most difficult aspects of implementing a whole school reform is striking a balance between proper program implementation and individual teacher flexibility” (p. 411). Bueker noted that empowering teachers, treating teachers with professional respect, and providing structured and continuing support for staff, could minimize the negative effects of school change.