Whether or not you believe in the fat guy in the red suit, you do believe in the holiday season. Regardless of your religious affiliation, Christmas time (or the holiday season as retail capitalism would like to call it) has somehow infiltrated our very culture so much that other religions are scrambling to find relevance to it (in my opinion). I am reminded by the South Park song "It's hard to be a Jew on Christmas", and I laugh. Yet, I know that children of any religion are expecting presents for whatever reason can be squeezed out of the marketing machine.
Okay.. what the heck does this have to do with technology? Stay with me here; I promise I will do my best to make sense of this.
The day after Thanksgiving is called "Black Friday". Bananas of all ages and genders flock to their local shopping places, and they push, shove and jockey their way to the best bargains of the season that has just officially started hours before the stores usually open. Some live for this insanity. Being someone that dislikes... no make that absolutely loathes shopping malls during the rest of the year, let alone holiday time, Black Friday isn't even close to being a suitable option.
I remember when I first heard of people buying over the Internet. Everyone was worried about stealing credit card information, stores that didn't exist etc. Consumer confidence was not all that great.
Oh my, how things have changed. Nowadays the market share of Internet purchases is so strong that there is a day called "Cyber Monday" that shows the first big day of online purchases (at the expense of employers!)
What does this have to do with anything? I challenge that as technology becomes more used, more relevant and more accepted to the general community, it will become much more commonplace. The rate at which this has happened with commerce is staggering, but yet the rate at which the education system is transforming is not quite as quick. What must we do? Do we have to provide that level of safety, security and comfort to our teachers and administrators? How do we give them that warm, fuzzy feeling about emerging technology?
One thing that I have noticed about the Internet today (and web 2.0 tools in particular) is that they do not cater to the "coders" as they used to. Applications are much more user friendly and 'approachable' than they were years ago. The Internet, once reserved for the power user super geek, is now home to countless students of all ages and people using it for many uses. So here we have something that reaches ages and tech familiarity of all levels, but how can we bring that comfort to our schools? I don't know.. I am just wonderin..
Merry Microsoft or Mac to all... and to all a good night.
Happy holidays.
Sunday, December 16, 2007
Monday, December 10, 2007
Mnemonic Awareness
Which is the real penny? Whatever one is worth one cent of course. The cognitive theory materials are really making me think (and if the theory is correct I should have the capacity to do so). In one of the materials, it said "Learning results when information is stored in long term memory in an organized, meaningful way. Forgetting is the inability to retrieve information because of memory loss, inference, missing cues, inadequate cues, etc."
As a learner in high school, memory was my saving grace. Despite the fact that I studied a bit (not as much as I could have or should have) memorizing was what saved me. Memorizing bits of information and regurgitating it on an assessment might get the good grade, but it doesn't mean that the learner has truly synthesized the information. When it has been applied by the learner, it is clear that it has been learned.
Another item that hit home was the use of mnemonic devices. Strategies like "Please Excuse My Dear Aunt Sally" and "My Very Eager Mother Just Served Us Nine Pickles" served me very well in my academic journeys. The fact that I still remember them to this day is a testament to the power of such devices, but I must questions whether memorization truly is learning, or is it a pathway or resource to learning.
Before I begin a math, social studies or science lesson (those are the vocabulary heavy subjects to me), I begin with relevant vocabulary. Instead of handing out the vocabulary premade or simply reading it from a book, I have the students read it and record it themselves. My hope is that they will understand, internalize and memorize the vocabulary and the concepts that will be explored. Of course we revisit the material throughout the lesson and through subsequent lessons, but I think that the initial plant makes a difference in how it is presented.
So what does this all mean to the learner? Activating prior knowledge is something that we as teacher depend on every day. One skill is most often built on another, and without that foundation it will surely be more difficult. There is much to be said about familiarity. it eases anxiety and increases comfort. Memorization aids that, but for information to be really 'learned' it must be more than just memorized.
As a learner in high school, memory was my saving grace. Despite the fact that I studied a bit (not as much as I could have or should have) memorizing was what saved me. Memorizing bits of information and regurgitating it on an assessment might get the good grade, but it doesn't mean that the learner has truly synthesized the information. When it has been applied by the learner, it is clear that it has been learned.
Another item that hit home was the use of mnemonic devices. Strategies like "Please Excuse My Dear Aunt Sally" and "My Very Eager Mother Just Served Us Nine Pickles" served me very well in my academic journeys. The fact that I still remember them to this day is a testament to the power of such devices, but I must questions whether memorization truly is learning, or is it a pathway or resource to learning.
Before I begin a math, social studies or science lesson (those are the vocabulary heavy subjects to me), I begin with relevant vocabulary. Instead of handing out the vocabulary premade or simply reading it from a book, I have the students read it and record it themselves. My hope is that they will understand, internalize and memorize the vocabulary and the concepts that will be explored. Of course we revisit the material throughout the lesson and through subsequent lessons, but I think that the initial plant makes a difference in how it is presented.
So what does this all mean to the learner? Activating prior knowledge is something that we as teacher depend on every day. One skill is most often built on another, and without that foundation it will surely be more difficult. There is much to be said about familiarity. it eases anxiety and increases comfort. Memorization aids that, but for information to be really 'learned' it must be more than just memorized.
Thursday, December 6, 2007
A Deeee-l.icio.us World?
So today I ran out to Subway to get my standard "I only have $4 left" lunch. Pulling back into the parking lot, I hear a commercial for HD radio that the manufacturers are putting a "Tag" button on them. If a listener likes the song that he or she is listening to, he or she can simply click this "tag" and it will send the information to your iPod. (iPods of course can dock into the HD receiver.) So now when you next log into iTunes, you can go right to that song or songs.
Of course, as soon as I heard that, I thought of del.icou.us. I remember at first how I thought that it was a waste of my time. I had favorites on every one of my computers, and I was very happy with that feature. As my del.ico.us bookmarks grew, I found myself using them more and more. I then found myself building and adding to them. I then found myself starting categories within my tags. Wow... I can't believe I have been converted.
I have to wonder (yet again) about the future, and this is for once outside of our schools. If you are watching TV and you see a new food, toy, DVD etc and you want it, would you simply be able to 'tag' it? Would you then be able to go to the mall (or better yet how about an online mall)where all of your selections would be ready for you? Would a list of vendors show you pricing and availability options in an effort to gain your business? Unreal! I can only imagine the possibilities. Do I want that? I honestly don't know... you do want people to actually "do" work and not be lazy.. but it certainly would be COOL!
Of course, as soon as I heard that, I thought of del.icou.us. I remember at first how I thought that it was a waste of my time. I had favorites on every one of my computers, and I was very happy with that feature. As my del.ico.us bookmarks grew, I found myself using them more and more. I then found myself building and adding to them. I then found myself starting categories within my tags. Wow... I can't believe I have been converted.
I have to wonder (yet again) about the future, and this is for once outside of our schools. If you are watching TV and you see a new food, toy, DVD etc and you want it, would you simply be able to 'tag' it? Would you then be able to go to the mall (or better yet how about an online mall)where all of your selections would be ready for you? Would a list of vendors show you pricing and availability options in an effort to gain your business? Unreal! I can only imagine the possibilities. Do I want that? I honestly don't know... you do want people to actually "do" work and not be lazy.. but it certainly would be COOL!
Sunday, December 2, 2007
It's an exciting time to be an educator! v3,535,125.5
It's the most.. tiresome time.. of the year!!!
As the first semester of T.E.A.M. comes to a close, I must sit back and reflect. I only sit back because my legs hurt from running around, but it's a great match for my headache. Between report cards, curriculum, state tests, outside school family responsibilities like building my little girl her new bedroom, T.E.A.M. responsibilities, my own hobbies (my poor car has already started sitting waiting for the spring. It was barely driven all fall! Oh the humanity!) and trying to infuse technology into my classroom at a pace that is reasonable and comfortable for both my students and myself, I have found very little time to actually just sit. The semester has been one of growth, frustration, trial and error, and successes and failures: and often can be all in one week! Whenever I stumble on something new or hear about some type of resource I suddenly wonder if it works with my educational style and philosophy (at least I think I've got style!), and if it is suitable for the developmental, academic and technological level of my students.
What an exciting time to be an educator! I think that I might have said that before. I heard it in grad school from quite a few professors. At first I thought it was because of new student-centered strategies and theories that were being used in classrooms. Then, I thought it might be because of new special education reforms that were on the horizon. I heard a variety of reasons that it was "an exciting time to be an educator." Now, a few years later, here I am saying yet again that it is an exciting time to be an educator! I think (in my subjective reality) that it is ALWAYS an exciting time to be an educator! Just the other day, my Technology Integration Facilitator Noel Forte, my Library Media Specialist Karen Kliegman and myself used SKYPE to talk face to face with a class in South Carolina. My kids LOVED it, and to be honest I was quite impressed and enjoyed it as well. Our students are working on a native american research project with them (along with a few other classes) with Noel and Karen, but to speak with and see them was an incredible opportunity. We didn't ask questions about our research. We took the time to get to know them, their school and what they are exploring in thier classroom. They also did the same. Imagine... projected on the SMARTboard was their class, and conversely on their SMARTboard was us! It was almost as if, through technology, they were there with us.
So what is the point of all of this rambling? I don't know, you tell me. I don't interpret, I just write it. I know it's an exciting time, because I see it on the faces of my students. I know it's a tiring time because without coffee I probably wouldn't exist. I know it's a challenging time because Advil has become a good friend. When asked if I would trade it all away for peace and quiet.. well.. with all of that peace and quiet how would I get any work done?
As the first semester of T.E.A.M. comes to a close, I must sit back and reflect. I only sit back because my legs hurt from running around, but it's a great match for my headache. Between report cards, curriculum, state tests, outside school family responsibilities like building my little girl her new bedroom, T.E.A.M. responsibilities, my own hobbies (my poor car has already started sitting waiting for the spring. It was barely driven all fall! Oh the humanity!) and trying to infuse technology into my classroom at a pace that is reasonable and comfortable for both my students and myself, I have found very little time to actually just sit. The semester has been one of growth, frustration, trial and error, and successes and failures: and often can be all in one week! Whenever I stumble on something new or hear about some type of resource I suddenly wonder if it works with my educational style and philosophy (at least I think I've got style!), and if it is suitable for the developmental, academic and technological level of my students.
What an exciting time to be an educator! I think that I might have said that before. I heard it in grad school from quite a few professors. At first I thought it was because of new student-centered strategies and theories that were being used in classrooms. Then, I thought it might be because of new special education reforms that were on the horizon. I heard a variety of reasons that it was "an exciting time to be an educator." Now, a few years later, here I am saying yet again that it is an exciting time to be an educator! I think (in my subjective reality) that it is ALWAYS an exciting time to be an educator! Just the other day, my Technology Integration Facilitator Noel Forte, my Library Media Specialist Karen Kliegman and myself used SKYPE to talk face to face with a class in South Carolina. My kids LOVED it, and to be honest I was quite impressed and enjoyed it as well. Our students are working on a native american research project with them (along with a few other classes) with Noel and Karen, but to speak with and see them was an incredible opportunity. We didn't ask questions about our research. We took the time to get to know them, their school and what they are exploring in thier classroom. They also did the same. Imagine... projected on the SMARTboard was their class, and conversely on their SMARTboard was us! It was almost as if, through technology, they were there with us.
So what is the point of all of this rambling? I don't know, you tell me. I don't interpret, I just write it. I know it's an exciting time, because I see it on the faces of my students. I know it's a tiring time because without coffee I probably wouldn't exist. I know it's a challenging time because Advil has become a good friend. When asked if I would trade it all away for peace and quiet.. well.. with all of that peace and quiet how would I get any work done?
Sunday, November 18, 2007
The World Through Panoramic Glasses
As the first semester of T.E.A.M. comes to a close, I am thinking about how it has changed me. Notice that I said "change" because change can be good or bad. It just means that the way I was before might be different than the way I am now.
I am no newbie to technology, and I identify myself as a moderately proficient user. I love new tools, and I can usually find my way around using simply by 'playing' with them. You can imagine how I was a bit skeptical about the T.E.A.M. program as far as technology goes.
At almost the conclusion of semester one, I find myself immersed in a learning environment that allows me to grow at my own pace. We do reach out to others in the program - students and mentors alike without fear of consequences. I have taken my 5 workshops now. Some were better than others, but they were all applicable.
In my classroom, tomorrow will be the culmination of over a month's work. For American Education Week, we are inviting our families in to view our Crayfish Vodcast Project, affectionately called "The CrayCast". It was an inquiry based project with students working independently and collaboratively. They were assigned characteristics to research and used resources such as their observation notes, the Internet for content and images, and non-fiction literature. They then used Microsoft Photo Story to collaboratively create movies based on that research, and they applied narration audio that they had written and record themselves. They blogged about it. They talked about it. They wrote about it. They were excited about it, and so was I. I took a Flash workshop last weekend, and I used Flash to create two movies for it. One is the opening credits (that I am especially proud of since I always found Flash to be cumbersome), and then a nice simple movie with scrolling closing credits. I will finish it off with a game of Millionaire to make sure that our parents were paying attention (but mostly just to have a little more fun).
The purpose of this entry is not to brag, because I simply can't stand that crap. I need to give credit where credit is due. First of all, some of it goes to my students that had the creative energy and enthusiasm to embark on this project with me.
That being said, most of the thanks goes to T.E.A.M. This program has given me the panoramic glasses mentioned in the title. Seeing the wider, bigger picture is what it is all about. Technology was only a part of our project. It was the vehicle through which the project was presented, but it was not the sole force or resource used. Technology did not change how or what I taught, but rather it extended and enhanced it. Direct instruction would surely have been easier to teach the concepts that they explored, but at what costs? Convenience vs. Constructivism I guess, right Prof. Dornisch?
I am no newbie to technology, and I identify myself as a moderately proficient user. I love new tools, and I can usually find my way around using simply by 'playing' with them. You can imagine how I was a bit skeptical about the T.E.A.M. program as far as technology goes.
At almost the conclusion of semester one, I find myself immersed in a learning environment that allows me to grow at my own pace. We do reach out to others in the program - students and mentors alike without fear of consequences. I have taken my 5 workshops now. Some were better than others, but they were all applicable.
In my classroom, tomorrow will be the culmination of over a month's work. For American Education Week, we are inviting our families in to view our Crayfish Vodcast Project, affectionately called "The CrayCast". It was an inquiry based project with students working independently and collaboratively. They were assigned characteristics to research and used resources such as their observation notes, the Internet for content and images, and non-fiction literature. They then used Microsoft Photo Story to collaboratively create movies based on that research, and they applied narration audio that they had written and record themselves. They blogged about it. They talked about it. They wrote about it. They were excited about it, and so was I. I took a Flash workshop last weekend, and I used Flash to create two movies for it. One is the opening credits (that I am especially proud of since I always found Flash to be cumbersome), and then a nice simple movie with scrolling closing credits. I will finish it off with a game of Millionaire to make sure that our parents were paying attention (but mostly just to have a little more fun).
The purpose of this entry is not to brag, because I simply can't stand that crap. I need to give credit where credit is due. First of all, some of it goes to my students that had the creative energy and enthusiasm to embark on this project with me.
That being said, most of the thanks goes to T.E.A.M. This program has given me the panoramic glasses mentioned in the title. Seeing the wider, bigger picture is what it is all about. Technology was only a part of our project. It was the vehicle through which the project was presented, but it was not the sole force or resource used. Technology did not change how or what I taught, but rather it extended and enhanced it. Direct instruction would surely have been easier to teach the concepts that they explored, but at what costs? Convenience vs. Constructivism I guess, right Prof. Dornisch?
Saturday, November 10, 2007
Deeper into Flash on a Saturday
So this morning I got out of bed even earlier than I usually do on a Saturday. I had a workshop at Long Island University CW Post on Flash basics. It was given by Faye Lourenso. She was excellent! The pace was perfect, and instruction was clear. I have used Flash before (Flash 5 WAYYY back in the day), and although I enjoy figuring out software applications by myself, Flash is cumbersome and frustrating at times. I made a short movie back in the day as well, but it was simple and took me quite some time stumbling along the way. I would have liked to get into Flash navigations and more action script usage, but unfortunately I was not able to stay for the second workshop that no doubt digs a bit deeper. I think now that I have a decent base I can just play and find my way around decently. If I get frustrated, it is easy to reach out.
Here is one of the two files that I was able to create. Although I still think that it is cumbersome at times, I will make an effort to incorporate it or at least use it as an option for my work.
I know it's silly, but it's just a practice. Thanks also to Noel, Frank and Karen for keeping it light and fun in the room. It sure is nice to have friends in T.E.A.M. Sharon and Tammy were there too!
Here is one of the two files that I was able to create. Although I still think that it is cumbersome at times, I will make an effort to incorporate it or at least use it as an option for my work.
I know it's silly, but it's just a practice. Thanks also to Noel, Frank and Karen for keeping it light and fun in the room. It sure is nice to have friends in T.E.A.M. Sharon and Tammy were there too!
Student Originated Literature Blog Part 2
In a a recent article, I mentioned that a student had presented a recommendation for a blog article. I ended up using that recommendation as a blog assignment with minimal modifications.
My students (and I myself) are big fans of the author, Mr. Robert Kimmel Smith. I assigned the blog, and then I put the assignment up on our classroomblogmeister site (thanks David Warlick for the excellent site!)
When putting up the assignment, I wanted to put up a picture of Robert Kimmel Smith, but I didn't want to do it without permission. I went to his web site, and I sent him an email. I told him how we have been enjoying his literature, how we have been using it in our writing, how one of my students had constructed a blog assignment and how I would love to use his picture on our blog site. He wrote back and commented on how impressed he was with how students are using technology. He gave the picture his blessing and recounted some quick connections to himself growing up. I must say that his sense of humor is even apparent in quick emails!
When I told my class that Robert Kimmel Smith had read out blog site, they were ecstatic! One of my other students emailed him herself and invited him to our classroom (he had mentioned that it might happen - fingers crossed!). She also mentioned her blog to him. Just yesterday I check comments on the blog and there it is! He commented on her blog article! What a great guy. Unfortunately, it will have to wait until Tuesday to mention to my students (Monday is Veteran's Day). I just thought it was very nice of him to do that. Technology and student created learning has just created an interesting connection to the literature that we are exploring. Now the books are more than just paper and words (as it truly should be!)
My students (and I myself) are big fans of the author, Mr. Robert Kimmel Smith. I assigned the blog, and then I put the assignment up on our classroomblogmeister site (thanks David Warlick for the excellent site!)
When putting up the assignment, I wanted to put up a picture of Robert Kimmel Smith, but I didn't want to do it without permission. I went to his web site, and I sent him an email. I told him how we have been enjoying his literature, how we have been using it in our writing, how one of my students had constructed a blog assignment and how I would love to use his picture on our blog site. He wrote back and commented on how impressed he was with how students are using technology. He gave the picture his blessing and recounted some quick connections to himself growing up. I must say that his sense of humor is even apparent in quick emails!
When I told my class that Robert Kimmel Smith had read out blog site, they were ecstatic! One of my other students emailed him herself and invited him to our classroom (he had mentioned that it might happen - fingers crossed!). She also mentioned her blog to him. Just yesterday I check comments on the blog and there it is! He commented on her blog article! What a great guy. Unfortunately, it will have to wait until Tuesday to mention to my students (Monday is Veteran's Day). I just thought it was very nice of him to do that. Technology and student created learning has just created an interesting connection to the literature that we are exploring. Now the books are more than just paper and words (as it truly should be!)
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