A New Teacher's Encounters with Technology

Podcast Commentary

2006-02-11T17:28:00.000-08:00

http://www.davidwarlick.com/podcasts/ podcast #27.

Raw Materials for the Mind, pages 280-292

2006-02-11T17:14:00.000-08:00

Podcasting is something I have a definite interest in, but there doesn't seem to be the required technology at my school. I've never done it or heard it either. The chapter didn't really substiture for a firsthand experience, and I don't really have the time to delve into right not.

Facing the Future [and the downloading thing]

2006-02-04T17:31:00.000-08:00

Facing the Future... This was well written and insightful.

The other downloading thing... I was bored by that music downloading debate/crisis a long time ago. I've never downloaded; don't know where to go, what to do, haven't missed it.

Raw Materials for the Mind, pages 258-280

2006-02-04T17:08:00.000-08:00

Some mildly interesting discussion on the purposes of various web-sites. Guidelines for what to consider in creating a website. This is really the least interesting section of the book that I've read through; or the section that seemed least applicable for me. Change has always constant, but it hasn't been so damned fast. We do "seem to have less and less time to deal with more and more change leading to a relentless assualt on our comfort zone."

Raw Materials for the Mind, pages 245-258

2006-01-28T17:07:00.000-08:00

After blogging as much as we have this is nothing new to me. The Landmark-Project "Blogmeister" seems like a good tool, though I doubt I will try to mess with it this school year. Reading and editing students blogs maight not be any more difficult than grading papers, but on the surface I somehow suspect that it is.

Raw Materials for the Mind, pages 207-245

2006-01-24T17:06:00.000-08:00

I can certainly attest to the fact that students tend to rebel, subtly or overtly, against doing any writing that doesn't fit into their idea of what is worthwhile. In fact, many students profess to feeling that all writing in school is pointless. Having experienced this far more than I like, it's certainly attractive to find a possible scenario in which students will be more intrinsically motivated to write thoughtfully and thoroughly.

On the subject of learning how through teaching, I don't really know how to include a wide variety of media in what I do on the computer. However, I am pretty sure that I'll learn to do this soon. I certainly want to make a WebQuest assignment for my classes. My constant complaint of "too much stress/not enough time" applies here again. But, hopefully, I will be able to get this done soon. It really wouldn't be too difficult to make one better than a lot of the WebQuests that I've seen. I will definitely check out the sites and resources listed in our book.

I haven't really had a chance to explore the different styes of webquest sites and the "slate" site discussed, but I am planning on (hopefully) using a webquest in my classes soon. I also plan on looking into the "who else" link through the pinet library for ideas or other links that will be useful to me. I already utilize the pinet library for my own link site.

Raw Materials for the Mind, pages 180-206

2006-01-23T17:02:00.000-08:00

Honestly, a lot of this section falls into the "Greek to me" category. I definitely want to, need to, explore the applications about transferring images and audio from one format to another. Unfortunately, I haven't gotten around to doing this.

I definitely appreciate the citation information and the steps to follow to obtain proper permission for the use of information. I have mixed reactions to the concepts for implementing various types of internet information. Basically, I'm interested in the ideas that I can see applying to lessons in my own classes.

The last section introducing WebQuests is one that I want to investigate further. I really want to try designing and incorporating a WebQuest as a unit. The idea of doing so is daunting because I don't feel like I have the time; and if I spend any time on something that it turns out I can't find use for...

Oversold and Underused

2006-01-21T16:06:00.000-08:00

It is difficult for me to say whether or not computers in the school for which I work have been underused. I'd have to say almost certainly they have, but there are so few computers available that it makes it hard to tell. The only classroom that seems to have computers for students' use is (drum roll) the computer class. There is a computer lab in the library that can be reserved for your class, but it seems that most teachers just don't bother with the hassle. You can also check out a computer to use in the classroom, but this is also a hassle because the method for showing the screen to the class is problematic. Of course, I am so frazzled that my level of not wanting "the hassle" is higher than some other teachers.

To deal more closely with the article, I am certainly not surprised that computers haven't made any "fundamental change" in students' performance on test scores. I am told that the level of student motivation at my school is widely recognized as very poor. It seems that there is a culture of apathy that the teachers and administration have been trying to grapple with for years... and no one has found a workable solution.

I feel that many teachers simply do no feel that computers greatly enhance students' ability to learn whatever it is that is considered central to that class's curriculum. In response to "more professional development," this seems to be the answer to every teaching issue. Frankly, I am tired of professional development that is not sequenced in an order that is helpful to me. "Professional" development seems all over the board; and so scattered that I don't know what to do with it.

Technopoly, Chapter 4 - The Improbable World

2006-01-14T15:48:00.000-08:00

Reflection on Technopoly: The Surrender of Culture to Technology, by Neil Postman, ISBN 0-679-74540-8; pages 56-70.

I was very impressed by the intellectual power of this writing. It congealed a very large period of history in a way I have not heard before, and did so very effectively. I personally would not perform experiments with untruths on unsuspecting, innocent people as Postman says he did; but he makes a good point in illustrating how poorly most people employ critical-thinking skills.

The extension of this point is a powerful truth - the world we live in is so inundated with mind-boggling amounts of "information" that it has become virtually impossible to know very much about anything.

I found the author's example of an ordered versus a shuffled deck of cards (with the shuffled deck representing the chaotic nature of our current culture's "information" structure) very insightful.

In a side note, I find that this is also an excellent way of conceptualizing the difference between a good course of study and a poor one. As a first year teacher, I fear that my course outline (loosely termed) is far too shuffled to be very good. I have been scrambling to simply come up with decent lesson plans from day to day; and as far as them being well-ordered, and building a gradual and logical progression... well, I'll do better in the future.

The author's point is true - the problems of the world are not now due to a lack of information. We are assaulted by "information" from every angle. I am not a Buddhist, but I can certainly see the spiritual point in leading a simple, meditative life of "chopping wood, carrying water."

In a sense, information itself may well have become "the enemy." Our current world is built upon an ever-changing landscape of information. The question is, does this landscape allow anyplace where it is possible to put down roots?

This is an issue that I have thought about before. I have heard it discussed from various perspectives prior to reading this article. However, I had not heard or read this particular approach before, and I am very glad that I now have.

Positive Discipline in the Classroom, Chapters 3 and 9

2006-01-12T14:45:00.000-08:00

Reflection on Positive Discipline in the Classroom, by Jane Nelsen Lynn Lott, and Stephen Glenn; ISBN 1-55958-311-8; pages 29-40/95-107.

The concept proposed in this reading is the use of regularly held class meetings in which students take responsibility for finding solutions to problems encountered in the classroom.

There were quite a few negative opinions about this technique in our class. However, I have a more positive viewpoint about it. The potential downfall I can see regarding the use of this strategy is that it must be well thought-out and implemented with consistency. It must also be a strategy that feels natural for a teacher. I would imagine that if a teacher did not feel a natural buy-in for this type of group discussion, it would likely disintegrate into one of those things "we tried for a while."

One reason that I may have a more favorable opinion of this technique is that it probably lends itself more easily to a theatre class than to other types of subjects. The expectations in a math class are not generally as social in nature. However, this seems like a perfect fit for a social studies class which deals with governments, the rights and responsibilities of citizens, and related topics. In theatre classes, it is especially critical to develop a level of trust, cooperation, and openness.

I think that if this program were integrated into a thoroughly developed curriculum outline from the beginning of the school year, it would have a good chance of yielding positive results. of course, it is one more thing that a teacher would have to study, thoroughly learn, then implement. Just thinking about one more thing can justify a lot of negative comments.

Raw Materials for the Mind, pages 142-180

2006-01-09T14:59:00.000-08:00

This is a reflection on a reading from Raw Materials for the Mind: A Teachers Guide to Digital Literacy, by David Warlick.

This section of the book covers three topics:

A strategy for conducting internet searches
How to process information that is found
How to extract information from web pages

The first topic is contained in the acronym, SEARCH:

S - Start with a small index search tool such as Yahoo
E - Edit your search phrase using Boolean or Search Math
A - Advance to a large index search tool such as Google or Alta Vista
R - Refine your search phrase using Boolean or Search Math
C - Cycle back and "advance" again
H - Harvest your selected web resources

The author does a nice job explaining this process, which really does help in navigating the huge maze that is the internet.

The second section deals with how to evaluate information found on the net and how to create authentic assignments using the net.

The third section deals with various ways to access information that has been found on a website. I haven't tried out these techniques. They seem a bit complicated just reading through the techniques. However, I hope that by following the author's step-by-step instructions I will be able to take information from one medium to another one that is usable for me.

Raw Materials for the Mind, pages 108-142

2006-01-08T15:03:00.000-08:00

This is a reading from Raw Materials for the Mind, by David Warlick.

This section describes methods for searching the internet. It defines and describes bookmarks, web directories, search engines, syndication subscription, social software, and netsmarts.

All of these terms describe tools available to conducting internet searches, except for the last one - "netsmarts." Netsmarts is simply being savvy about how to conduct effective searches on the internet.

I had never really considered methodology in how to conduct web searches. Hit or miss/hope for the best describes my (lack of) method in trying to access information. These tools really do help by giving a map to follow; something I have definitely needed.

One of the tools is the PiNet Library designed specifically for teachers to make a useful bookmark device available from any computer with internet access. I went to this site (http://pinetlibrary.com/index.php) and made my own "library." This is a very useful tool which I have already been using.

The Flickering Mind

2005-12-11T17:40:00.000-08:00

The Flickering Mind: The False Promise of Technology in the Classroom and How Learning Can Be Saved, by Todd Oppenheimer. ISBN 1-4000-6044-3.

The conclusion of this book is very thoughtful and thought-provoking. I have mixed feelings about it. I feel grateful that his conclusion matches and confirms my own reservations about technology in the classroom. It is simply nice to have some affirmation in whatever form it may present itself. I am uneasy that the path he warns not to take is the one that I will be obligated to follow per the wishes of whatever administration I work with in the high school setting.

The foundation of the book is that "the analysis showed no strong link between the presence of technology - or the use of tecnology in teaching - and superior achievement (p. 391)." What Oppenheimer says is needed is the same old common-sense things that have always been needed - good teachers, small class sizes, lively involvement, and thoughtful debate. The problems are the same ones that have hounded American education for a LONG time. Namely, creating a desire for people who would be good teachers to actually become (and remain) teachers. Oppenheimer mentions the same old issues of pathetic teacher pay in America and difficulty of the job.

Oppenheimer describes the cycle many or most schools seem to be following in which a FABULOUS NEW computer or software is introduced. It doesn't work as well as advertised and another FABULOUS NEW technology plan is introduced a few years later... costing lots of money and exhausting the teachers trying to learn and apply the technology.

Small classes and/or individual instruction yielded much better results than simply providing technology to students. Theodore Roszak is cited argueing that computers can offer information, but this is the most basic form of operational learning. The higher levels involve imagination, insight, knowledge, and judgment; with the highest level being wisdom. Oppenheimer says that the best tools for achieving these goals are likely to be the old-fashioned things such as books, (paper) notebooks, conversation, field trips, energetic teachers, etc.

Raw Materials for the Mind, pages 82-107

2005-12-11T16:45:00.000-08:00

Reflection on Pages 82-107 from Raw Materials for the Mind, by David Warlick; ISBN 1-4116-2795-4.

Tools for Internet Collaboration:

* Address Groups
* Mailing Lists
* Yahoo!Groups Web Page
* Video/Audio Conferences
* Wikis
* Virtual Worlds
* Multi-User Domains (MUDs)
* Safety Issue - Viruses

My initial feeling about all these tools is that it does seem a bit intimidating to get them up and running. Many of the high school kids that I work with simply don't have the access to computers needed to implement these tools. Of course, I have heard of schools that are providing all their students with laptops, but that is not my school. My school hasn't provided me with a laptop, and I wish that they would.

I do feel that one or more of these tools could be implemented with possibly interesting results. Another issue is that the instructions on which websites to go to in order to set up these tools may be out of date considering the high turnover rate on the internet. I will see if the recommended multi-user domain is still up and running. This is called Tapped In.

Well, Tapped In is definitely there. I even opened an office for use in Monday night's class. It is listed as WilliamV's office. I wandered around in the virtual TI campus for a while and then in my office for a while. It has a homey feel. I was even able to change my office decor, which was amusing. I hope that the discussion area inside my office proves useful as I try to teach class tomorrow.

Back to the "tools" of this section of Raw Materials: All of them seem to require a little research and preparation to implement. This is nothing new to teachers and (with the needed equipment) could provide at least a novel educational experience for students. That in itself is helpful to instruction. The Raw Materials gives simple, to-the-point instructions along with the author's opinions and advice on how to use the various materials. All in all, helpful and comprehensible.

Thoughts from Class, 12/5/05

2005-12-05T19:20:00.000-08:00

Just a note about impressions from the computer class I'm taking. There is just so much stuff out there. Once upon a time a person could have read and discussed the great thinkers and historical texts. Now...

In class we discussed collaboration and the possibilities for collaboration now available because of technology. The three aspects of collaboration being 1) Local 2) Expert and 3) Distance. I am good at immediate collaboration, but not the others.

The learning site that I found the most interesting was a multi-faceted site about science (madsci). This was an informative and fun place to go. I am a fan of the Hitchhikers' Guide to the Galaxy and there is a Random Knowledge Generator, which I suspect is Hitchhiker inspired. It is also a source of some great questions.

Reflection on "Growing Up Digital"

2005-11-28T17:59:00.000-08:00

This writing is a reflection on The Culture of Ineraction, the 4th chapter of the book Growing Up Digital, by Don Tapscott.

Mr. Tapscott writes about N-Gen communities of cyber families and friends, gender differences showing increased use by girls, N-Gen language usage and short-hand for contextual nuances of emotion [termed Smileys; e.g., :) ]. and the critical nature of netiquette. This is all very interesting and enlightening. However, the aspect of the article most interesting to me is the compilation of The 10 Themes of N-Gen Culture. These are as follows:

1. Fierce Independence
2. Emotional and Intellectual Openness
3. Inclusion
4. Free Expression and Strong Views
5. Innovation
6. Preoccupation with Maturity
7. Investigation
8. Immediacy
9. Sensitivity to Corporate Interest
10. Authentication and Trust

What I find fascinating is the incredible reversal from the experience of the previous generation (Generation X) to the current N-Gen generation. Generation X has been the culmination of a trend in which "adolescence" has stretched farther and farther in terms of age; i.e., adoloescence has stretched into the 20 and 30 year range as demands to enter adulthood have seemingly withdrawn.

Now, however, there seems to be an impetus that is reversing this trend. Prior to the 20th century, teenagers were expected to do an adult's job on the farm, in the family business, etc. Working in an adult's job seemed to lead to adult behavior, interaction, and responsibilities. The internet has provided a new landscape in which teenagers are not working in the adult world, but they are communicating in the adult world. A world in which these teenagers are often, in fact, more comfortable than the older generation. This interaction seems to be having the effect of kids "growing up" more quickly.

Whether this is positive, negative, or a mixed bag is debatable. It does seem that gaining the skills and attitudes listed in the "10 themes" is a great deal more positive than other examples of kids "growing up" quickly -- namely commiting violent crimes, using drugs, and having sex at younger and younger ages. What is of further interest is that this potentially positive phenomena may make the older generation uncomfortable for different reasons; i.e., not because of how horrible the world is becoming due to the younger generation, but discomfort at being less competent than the younger generation in this new internet world.

A Teacher Impact Story

2005-11-28T17:58:00.000-08:00

I have had many wonderful teachers, and I would love to say that the greatest impact on my life has been from a positive experience with a teacher. Unfortunately, I do not feel this is true.

When I was a graduate student in a large (unnamed) university drama department, I became concerned about the relationship between many of the students and some of the faculty. I felt that the morale of the students in the department was steadily eroding. The department turnover among the faculty was also alarming. The brightest and most enthusiastic members of the faculty seemed to leave [be driven off] after only a year or two.

I was teaching classes as a graduate student; a lead in the department's current production; working an outside, part-time job; and editing the programs for all the department productions. I had stayed out of department politics because I just don't like that sort of thing and I assumed I could fly underneath it all.

Well, I finally went to a professor and told him I was concerned about the mood of those in the graduate program. I felt I was simply attempting to provide a communication bridge. Just a week earlier I had gone to the head of the department to report an incident in which a faculty member had actually slapped a graduate student during a rehearsal. That person was fired... and I liked him! Anyway, after I spoke to this (other) professor the next thing I know is I am called into the department chair's office and accused of spreading rumors and causing discontent. The day after the play I was performing came back from its contest appearance I was fired. I was called again into the chair's office and presented with a list of 10 incredibly ludicrous accusations against me which were cited as the basis for my termination - it was already a done deal.

I am not sure that I am explaining this fully or as well as I perhaps should. If you have any question or want clarification please ask for it.

A couple of months later a teacher who had already secured another position at a different school approached me and apologized for not defending me, even though he knew he should have. He simply was too concerned with getting out with a positive recommendation to risk it. This experience was definitely educational for me. It did however leave some scars and created a setback that I have not yet overcome. Hopefully, I will get to a place in which I do feel that I have not been handicapped by this experience.

Reflecting on Elizabeth Daley's "Expanding the Concept of Literacy"

2005-11-16T16:56:00.000-08:00

This reflection is in response to Elizabeth Daley's article published in the 2003 March/April edition of EDUCAUSEreview, p. 33-40.

Ms. Daley begins by giving the commonly held meaning of literacy, which she defines as "the ability to read and write, to understand information and to express ideas both concretely and abstractly. The unstated assumption is that 'to read and write' means to read and write text." Her thesis is that this definition does a severe disservice to media literacy and computer literacy. She also notes that when asking about the nature of language, the "underlying assumption, so accepted that it is never stated, is that language means words." I have to say that I have fallen unwittingly into these common meanings. I now have a chance to gather my wits and examine my definitions.

While (overall) I do not disagree with her thought-provoking and intelligent treatment of this subject, I have to say that I am reluctant to throw my old concept of literacy onto the compost pile. I would still say that literature, literally (word for word), means words that are, or can be, in text form; i.e., books, poems, plays, or sources of written informaton. However, I also think that literacy can mean more than a wide-ranging knowledge of traditional literature, including computer literacy. The ability to fully use computers, after all, depends primarily upon being able to understand and utilize written words.

I realize that children are often incredibly adept at navigating computers through the use of pictures or symbols; however, I would not say they are fully computer literate. This does point out that the visual language of computers is largely keyed to symbols. Language, as opposed to literature, is difficult to separate. Computers are, perhaps, blurring these lines more than ever before.

The written "words" that must be navigated in computer literacy are not always a traditional language. The programming of computers involves a language of its own. This brings me to a disagreement with Ms. Daley's assertion regarding the definition of language. Language is not pervasively assumed to mean only words. Language has already been expanded to essentially mean a form or style of communication. There is sign language, body language, the language of love, etc. Different forms of art are styles of communication, and thus, may be broadly termed "languages." Therefore, the interplay and communication of multiple medias described by
Ms. Daley already falls within the definition of language. Indeed, she, herself, seems to acknowledge this by using the term the "language of art" (p. 35). This term has been around long before film and computers.

This quibbling over definitions does not negate the important points proposed by Ms. Daley. It simply seems that Ms. Daley has sought to create an "against the establishment" scenario to emphasize her position.

Ms. Daley's four main points are as follows:

The multimedia language of the screen has become the current vernacular.
The multimedia language of the screen is capable of constructing complex meanings independent of text.
The multimedia language of the screen enables modes of thought, ways of communicating and conducting research, and methods of publication and teaching that essentially differ from those of text.
Lastly, those who are truly literate in the 21st Century will be those who learn to both read and write the multimedia language of the screen.

I essentially agree with these broad assertions; however, being truly literate in the 21st century does not mean being only able to read and write in this multimedia format. In my mind, a literate person would incorporate this modern language of the screen while also having an awareness and understanding of traditional literature.

Quote Note

2005-11-16T16:37:00.000-08:00

Thankfully I didn't misquote; although I did shorten it by one word. Here is the full quote (plus the name and corrected date) I mentioned in my previous entry.

"Everything that can be invented has been invented."

Charles H. Duell, U.S. Patent Office Director, 1899.

Once again, I wish the best for you.

W>R>V>

In Considering Integrating Technology in the Classroom

2005-11-14T18:28:00.000-08:00

In considering the integration of technology into classrooms, I love the comments given by Governor Angus King of Maine. His quote is as follows, "In many ways, this is a ridiculous debate. Of course every child in America is going to have a digital device at his or her desk [in school]. Of course. We'll all get together at the nursing home and laugh about that quaint debate we had... about laptops (April 26, 2005)."

For those who believe otherwise about this inevitability, I provide this quote from the head of the U.S. Patent Office circa 1900, "Everything that can be invented, has been." I am quoting from memory so don't burn me in effigy if I have misquoted slightly... I will double check my written source shortly.

Though I appreciate his comments and agree with his foresight, this does not mean that I feel comfortable or adequate in this technological future. I am a cowboy who doesn't feel all that great about those cars racing by on the new highway. I already feel overwhelmed by being a new teacher with a beautiful new baby girl (8 months - thanks for asking) with extracurricular theatre and speech/debate and in graduate school and my wife's in nursing school and I commute 2 hours a day and... my Mom taught Honor's English and will kill me if she sees this horrible sentence out there for all the world to read.

Anyway, Good wishes for everyone out there

W>R>V