Oppenheimer/Prensky

I reflected on Oppenheimer’s comments about the waste of time spent on computer instruction ; the idea of teaching computer skills rather than using the computer to facilitate substantial learning. The students in the class my final paper addresses are coming away with skills that empower them. They very quickly learned to use this software (PowerPoint) to create a personal product. They are using traditional skills (reading, writing, planning, convincing an audience) and new important social goals (respecting someone’s opinion, clarifying and communicating their own thoughts and feelings in a respectful manner) while integrating those abilities with the digital skills that will empower them as communicators. These kids need this kind of support. I wish I were seeing more of it in our school. I sometimes think about my own two granddaughters and how I helped them develop as readers. I wanted them to have this critical skill. As a reading teacher I feel literacy is a civil right if not a human right. I used good books to give them a sense of joy and intimacy while building language, wonder, and critical thinking. Meanwhile, I never worked on letter sound or alphabetic principal; I let the computer do that. The computer spiced up the more pedestrian elements of reading instruction and they accessed all of that like lightning. Meanwhile here I am as a reading teacher in a public school. I write a grant for such software and get it, but the computer lab can’t be used by my little group of five or six kinders because either a whole class is using it or, more likely, the lab is being used for testing. Sigh. Which leads me to Prensky...sure, it's there in front of me and I can embrace it, and have made the effort to set it up. But then there is the simple matter of the access to the machinery. It all seems so ponderous and plodding sometimes.

Participatory Culture

This article really made me think. It made me think in a different way. It budged me into a new perspective on digital culture. I was impressed by the scholarly and systematic approach. Most basically it helped me see that it really isn't about the technology but rather about the aspect of communication. I am concerned about access to the internet. I've written letters to legislators expressing my concern about corporate control of the internet here in the United States. (snail mail and e) I've saved a videotape of a Frontline (PBS) documentary on the information superhighway. Wow is this country behind. I see the internet as the hope of continuing free speech. It also is a powerful way to control economic awareness and choices. I used to put the environment on the top of my list of concerns but even the environment is dependent on the ability to freely communicate about it. I would like to get my own children to read this article (especially the first half, which I found very informative) so they can support the grandgirls in accessing digital skills. Like my husband, I find it annoying that everyone seems to walk (or drive) around with a phone stuck to the side of their head. It's as if personal contact has gone by the wayside. Here Jenkins notes that multitasking is not just doing several things at once, but rather allows the brain to "manage constraints on short term memory". Maybe they will automatically develop more plasticity in not becoming overly focused on any one requirement or stimulus. "The focus on negative effects of media consumption offers an incomplete picture. These accounts do not appropriately value the skills and knowledge young people are gaining." P11.

I do agree that formal education seems somewhat stuck. Rigid. Static. Popular culture is moving much faster. There is no denying the dynamic quality. And while it seems a little odd to me it also seems hopeful. These kids have to live with the messes of the globe, maybe the ability to participate in this global culture will give them the edge that they will certainly need to turn things around.

Tech Rich Project 2

The second site I viewed was titled, Virtual Circles: Using Technology to Enhance Literature Circles and Socratic Seminars
I found this site pretty interesting because, as a reading teacher, I have used lit. circles in the past and have developed some specialized thematic approaches to spice it up a bit and allow students more diversity. It was interesting to walk through the process with this teacher.
His approach was quite simple. Instead of face to face conversation students had daily reading requirements and responded to the reading on a class blog. Students "met" in groups of 4-5 and worked on a class project together. The usual prompts were suggested: thoughts, feelings, questions, predictions, inferences, visualizations, connections, and so on.
Students had very specific expecatations spelled out for them and procedures were specific including requirements for on-line protocols such as use of first name only and no inappropriate commentary.
A preseminar survey was also requested on-line to measure changes in attitude toward sharing in a literature circle.
Students enjoyed it. It seemed easy. The teacher saw interest and growth in reading skills. It was worth the time (students could write responses in class or from home). Since the reesponses the teacher was getting in traditional lit circle groups was flat and uninspired this seemed like a good idea to try. And since responses improved and students were more interested in ideas shared then it seemed a firm success.

Tech rich project 1

Having spent a fair bit of time roaming around the OSLIS site with no useful results (including a direct request for help to an online librarian who did not respond) I went to Google. Yes, I know that it doesn't necessarily contain the best information but I can pretty much always get SOME information.
The site I spend a couple hours exploring was one that had been recommended to me earlier by one of our 4/5 Dual Immersion teachers. She suggested it in reply to my question, "What would be a good target request for a TAG grant?"
In exploring the site I found it to be a good source for information of various sorts, all quite readable by a variety of students. The site is a contest which offers a prize (laptops) to those who win a a variety of areas, everything from Arts to Science. There are twelve topic areas to choose from. Children form teams and choose what they want to focus on as they develop their web site. They are given a rubric which scores in the areas of Educational Content, Global Educational Perspectives, and Web Design. The focus is on using the internet to facilitate young people to communicate globally about global issues. Soem teams form together with members living in different countries. An adult coach supports the process but is not allowed to enter anything on the website. It is all done by children. Some of the sites I explored (there are different age categories) had to do with Artificial Intelligence, Poverty, and Mining. The winner last year for the oldest students (16 and under) was Artificial Intelligence and it was really impressive.
The outcome was probably worth the effort. Lots of research, writing, collaboration, and a great product came out of it. At least for the winners. Anyone with a computer and net access could be involved which makes it feasible. And there is a very useful database resulting which could be an access point for student research.

The Daily Grind
Ok, I enjoyed this one. Not that I will ever go back and read more. Clearly the guy likes to write and, even though he is either fond of teaching or fond of his students, the blog seems to be about him just expressing his observations about students, schools, and teaching. I like the fair way he layed out the "opportunity" he afforded his students to see how their writing would stack up at the university level next year. I did see the point of the student, however. Sometimes it rankles me to see how colloquialisms and sloppy usage are now commonplace in formal writing (people that, not people who is common) but what can you expect when kids just read blogs all day? (smile)
Students:
Well, I can see using this as a springboard for discussion. But it would have to be on an oral level or how interactive is it? Honestly, it would just drive me crazy to have to read from a computer for any extended period of time.

Blue Skunk Blog
1. I went to My biases first to see who this guy owns up to being:
Opinionated but often reflecting my own opinion so that makes it easier to read. I enjoyed some of the witticisms. I certainly support freedom of expression and am a big supporter os the First Amendment.
what gets tested, gets taught. is one of my own quotes and it is very true and also very cautionary .
I think this person just wants to express himself. It also seems from his comments that he values freedom of expression in general so maybe he just walking the walk. Personally, I prefer speaking directly to people and find that I don't really enjoy blogs. There are so many good books to read...why get lost in this babbling?
Student use? Maybe to stimulate conversation...
2. The I went to the main blog and read it. That was better. I enjoyed the technology checklist. Actually I do use a lot of those but could certainly get way better. It just doesn't seem to come up in the course of my day. Our district does provide tech classes from time to time and that is helpful. I usually take them over and over agian....

Note to self:

Use window to type notes.