Final Reflection Week 8

I place a great deal of stock in the practice of reflection and I think it, as a process, provides teachers with a perfect means to learn and improve their teaching.  As a studying teacher, this course has provided me with countless experiences to help improve and shape my teaching identity.  Over the past eight weeks I have been introduced to new ideas, methods, and terminologies, such as ISTE NETS-S standards, and I have worked practically to integrate this knowledge into my educational framework.  Specifically, developing a GAME plan and setting up technologically-integrated lessons has improved my focus for planning and implementing 21st century literacies.  Will Richardson (2009), while speaking of 21st century literacy suggested, “Even now almost a decade into the Read/Write Web, the significance of these changes is still just starting to be realized (p. 2).  I tend to agree with Richardson and I see this within my own knowledge and practice of technology integration.  I firmly believe that my own GAME plan will be ongoing, continually reshaping itself as technology changes the world and the face of education.

As teacher experienced and knowledgeable about technology, I have always resided ahead of the pack.  In some areas, I have experienced the absolute lead when it comes to bringing 21st century learning to education.  However, for my GAME plan I chose to focus on areas I haven’t spent much time focusing on, areas that deal more with the operational ideas associated with integrating technology.  Ethics and informational management has been an area I haven’t fully embraced when it comes to teaching students.  This failure has largely resided in my perception that the Internet, vast in every aspect, cannot be tamed or managed.  Simply put, if I’m giving my students a multimedia project where they are transforming existing information into their own knowledge and product, how can I impress upon them the importance of preserving and honoring the original information?  And, this rhetorical question only raises as students find countless personally published websites repeating passages and sections of text, verbatim.  However, I have learned that as a teacher it is my job to instruct students how to break the cycle of information borrowing/copying.  As part of my GAME plan, I have formed a proactive approach to teaching and modeling appropriate ethical information practices, and this is an area I must continually work to improve upon.

I have gained a greater understanding of the ISTE NETS-S standards and their relevant application within the classroom.  Specifically, I have an improved capacity for planning objectives that are firmly linked to both learning standards and technology standards.  Cennamo, Ross, and Ertmer (2009) discuss the importance of aligning standards and objectives, especially in the area of assessment.  I have learned that I am a proponent of project-based assessments.  Project-based learning, in my opinion, is an authentic means of assessing and instructing students in a meaningful way.  Similarly, using technology tools like digital storytelling, students are given 21st century tools that will benefit them beyond the classroom.  As a teacher, considering the objectives, outcomes, and overall “big picture” for my students beyond the classroom, is the most important perspective I can take.

Finally, I have come to place greater appreciation into the actual process of integrating technology.  This includes the trialing and testing that goes into the development of programs and the brainstorming of ideas.  This course has introduced me to great ideas that I have readily absorbed; however, I must also admit that I have taken some of these ideas for granted.  Research and applied practice has paved the way for 21st century learning strategies and I am developing a greater respect for the published educators bringing knowledge to study teachers, such as myself.  It is with this sense of reflection that I hope I too can give back to education in a way that is meaningful, effective–as a change agent.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education ( 2008). National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers. Retrieved May 13, 2010 from http://www.iste.org

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

GAME process and sharing with students

The GAME plan process as outlined by Cennamo, Ross, and Ertmer (2009) presents a logical step forward in organizing and implementing meaningful technology into classroom instruction.  As with all teaching, preparation is an integral part of the learning process–to effectively maximize learning, activities must be rich and they must instill higher-level thinking.  My GAME plan addresses two specific areas that I do not necessarily spend time focusing on with my students.

My first ISTE NETS-S inniative to address is standard 4a the ethics of digital information and property.  In a recent lesson, I shared the ISTE NETS-S standards with my students and asked them to critique our class’ work with all of them.  My students were in agreement that standard 4a is one that falls by the wayside.  Or rather, it is the one their teacher has done little to inform them about.  To address this, I explained the point of this GAME plan I had developed and that to execute the plan we would, as a class, need to incorporate more time dedicated to understanding the ethical responsibilities of sharing and using information.  To be honest, this was also an area students had a difficult time understanding about.  A common thought was, “Well why can’t I just use what I want when i want?  It’s the internet!”  This led to a great sharing session about student work and how they would feel if someone took their work without giving them credit.  Because we had just done some videos, this thought hit home with them.

The second ISTE NETS-S standard 4d deals with cultural awareness and this is an area I have been addressing as stipulated in my first GAME post.  Beginning next year, I will be running an intercontinental literature circles unit with a fellow teacher at my former school in Australia.  Using this partnership, my students will realize cultural norms they would never have experienced.  My students will see technology used in a meaningful way that explores the world around them, creating links to diversity and understanding that bridges outside their immediate worlds.  Again, i shared this information with my students even though they will not be the recipients of the program.  They are however excited and hopeful that an activity like this will eventually be brought to other teachers in our school.

GAME plan — Progress Report

As is often the case, I have great aspirations.  Following my most recent post I began drafting a collaborative English project with my former school and colleagues in Australia.  This part of my GAME plan addresses my improvement upon standard  4d, which looks at cultural awareness and cross-collaboration.  In doing so I have identified a need for two more webcams, which will take my classroom total to six.  I know I will have authorization from parents and administrators as they are always extremely supportive of my use of technology.  The current draft of my project will use Literature Circles as a collaborative tool.  With intercontinental pairings, students will do so much more than be “penpals” with students abroad–they will be classmates.

I haven’t spent too much time analyzing my second standard: knowledge and understanding of intellectual property and ethical use of digital information.  I think this is because I struggle to fully grasp where this is headed.  In many ways I am assuming that the next few years will greatly change the way information exists, and I believe there will be a free information revolution at some stage.  That being said, I still need to address this standard so that my students know what expectations await them beyond secondary school.  I am still going to focus on consistency and modeling of appropriate procedures as the main tool to foster learning that meets the standard.  However, I have come to believe that it would be highly beneficial to have a university professor come in and speak to my students about information, ownership, and rights.  I think students would benefit from hearing an accelerated voice from higher academia.

What I have learned is that changing the way you do things is never easy.  In a recent lesson I was modeling a new creative program that we are using to create digital stories.  The program offered digital manipulation of images, etc.  As I was modeling, I grabbed an image off of a website, imported into the program and started to show the programs features and tools.  As I was doing this, I suddenly realized, “I didn’t model appropriate citing.”  I couldn’t remember what site I had pulled the image from and I just kept on moving forward with the tutorial.  Again, it was later that I questioned myself as to why I didn’t go into the browser history to find the site and image, and then accurately record the information.  I realize that this is a standard that I do not value enough.  I have decided to pursue some professional development over the summer that specifically deals with this standard, so that I may be more effective next school year.

GAME plan – Action Needed…

When it comes to technology, “support” is easily the most identifiable need.  Districts need to support classroom integration by supplying resources, approving and providing training, and promoting widespread usage.  This of course is easier said than done.  When it comes to devising a plan to address intellectual property, as well as ethics, support is something I am in great need of.  Using the Internet to create cultural collaborative learning is something I can facilitate on my own.

When it comes to resources, or support for teaching about intellectual property and ethical use of digital information, I would like to solicit the support of a legal mind currently working in the field.  For teachers, who readily use the Internet filled with images and ideas, intellectual rights are always up for consideration.  It can then be difficult to model correct usage and procedure to students.  However, if I had a guest speaker with knowledge of the field teach me, and my students, then I think that would be a solid step toward achieving that part of my GAME plan.

Pure technological material support is what I need for the second NETS-T standard I have addressed: standard 4d.  To execute this part of my plan I need to have district and school support to provide webcams, laptops, and presentation software.  This can be daunting, considering that I have received only two of the ten webcams I have requested over the past three years.  There is an enormous potential to be met in education with cross-cultural learning enabled by the digital age, but school support is the only missing link.  As the teacher, I am ready with a contact school overseas and have the means to carry out a truly exceptional collaborative project, but without my school’s support this cannot become a reality.

GAME post on NETS-T standards

The NETS-T standards provide a solid framework for integrating technology into curriculum-based learning.  As an experienced technology integrator, promoting the use of digital learning materials and the subsequent development of 21st century skills is a cornerstone of my teaching methodology.  Of the standards offered by the NETS-T, all are used interdependently with content learning of ninth grade English language arts, the current subject and year level I teach.  However, I do realize that I need to put forth a more concerted effort in order to address standards 4a: “ advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources” and 4d: “develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools”  (International Society for Technology in Education, 2008).  Using a developed GAME plan will present goals and an outline for achieving them within teaching and learning (Cennamo, Ross, and Ermter, 2009).

To address standard 4a, specifically the ethics of digital information and intellectual property, is no easy matter.  Students have unlimited resources available to them via the Internet, and a Google image search is an overused approach to finding and copying graphical images.  I incorporate multimodal assessments throughout all areas of study and my students are constantly infusing digital information within their own writing.  To effectively address this standard I will increase the diligence with which I model appropriate procedures for citing digital resources.  By doing so I will ensure that I model the thoroughness necessary fort recording and referencing digital information.  Before all assignments, and whenever using the Internet or digital materials, I will review the procedures with my students.  Ideally, with continual spiraling over these practices, my students will retain the procedures well beyond my classroom, a sign of enduring learning.

Standard 4d deals with an areas I believe holds great importance in the 21st century: cultural awareness through collaboration.  As a teacher with international experience, I understand the importance of using the Internet to bridge contrasting worlds.  However, I do not promote this 21st century learning standard or utilize technology in this meaningful way.  Students need to see the use of technology as a global bridge and I can foster this understanding by using conferencing technology with other students in other locations.  Cennamo, Ross, and Ertmer (2009) suggest, “Computer conferencing can open up many new possibilities for participation” (p. 71).  By working and communicating with students from other backgrounds and locations, students will be highly engaged in learning that will last for their lifetimes.

Integrating technology in a meaningful way is the central focus of the addressing the NETS-T standards within content learning.  Simply using ICT resources, or allowing students to create a PowerPoint presentation does not meet an NETS-T standard.  Integration requires a full networking of content standards and NETS-T standards in a interwoven plan for making students 21st century teachers and learners.  As a teacher with a background in technology integration, the expectations increase as technology becomes much more accessible.  Staying current and reflective on processes and procedures is an integral part of keeping my students on the crest of 21st century education.  With continued reflection, and honing of teaching skills, I feel I will be able to continue developing my own understanding and adherence to NETS-T standards.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education ( 2008). National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers. Retrieved May 13, 2010 from http://www.iste.org

Reflection Assignment Week 8

While reading, writing, and thinking about the topics and resources presented in Supporting Information Literacy and Online Inquiry in the Classroom, I have come to the realization that there is one fundamental tenet that I need to adopt and maintain as a teaching professional: to effectively plan for new literacy skills.   Effective planning is paramount; units and lessons must address learning standards, while seamlessly linking the acquisition and development of new literacy skills.  Eagelton and Dobler (2007) maintain, “It is imperative that schools take on the task of teaching strategies for understanding today’s information resources so that students develop systematic rather than haphazard research habits” (p. 2).  I truly believe that new literacy skills and learning standards should be addressed simultaneously in cohesively developed lessons.

As a teacher I always try to push the technological envelope in my classroom and within my school.  I believe in a future of education that will seamlessly incorporate dynamic information, communication, and technology, essentially globalizing the classroom.  I hold this belief because I am a product of 21^st century technology and, while I work in a field that holds fast to some archaic ideas, I am constantly reminded of the importance of new literacy skills.  This reflective blog entry is evidence that 21^st century teaching and learning is already highly evolved and expanding education into previously unknown realms.  Will Richardson (2009) explains, “The true potential of blogs in schools comes when students and teachers use them as publishing tools” (p. 43).  I use blogs, my students use blogs, and we are tapping into that potential.  Using my class blog, I recently incorporated many points of my own learning in this course as I developed a WebQuest for a new novel unit we are beginning.  My students are engaged, motivated, and eager to use new literacy skills in a meaningful way.  I believe this blog demonstrates effective integration of new literacy skills.

There are two specific areas where I have been challenged to ponder my own teaching and learning practices in this course: ethical use of information, communication, and technology, and professional development.  I have always viewed my school’s ICT policy as an outdated and technologically archaic document, indeed one that is over fourteen years old.  I have reflected humorously on this reality numerous times, but without real concern.  I teach my students about ethical usage, copyright, and documentation, but not nearly enough.  And in some ways, I probably do not push a more ethically-based mindset because my district is so far behind in their expectations.  Novemember (2008) refers to it as “ethics and social responsibility” and this has influenced the way I am going to teach new literacy skills (p. 51).

The most challenging aspect of 21^st century education for any teacher, or student for that matter, is maintaining currency.  The evolution of technology is exponential machine that increases and changes, sometimes overnight.  Keeping current and pursuing professional development in ICTs and new literacy skills is a goal I must achieve.  Richardson (2009) outlines, “The Read/Write Web holds transformational changes in store for teachers and students of all stripes.  But, as is often the case, education has been slow to adapt these new tools and potentials” (p. 3).  As a technologically competent teacher the enemy for me is always complacency.  To fight that complacency and maintain currency in the ICT field, I plan to attend at least three workshops or conferences introducing new areas of theory, study and practice.  It is also my goal to implement and use new skills that I acquire, so that my students are evolving with me.  In final reflection, I am committed to bringing my students a 21^st century education that places equal importance on developing their knowledge according to standards and developing their ability to communicate using new literacy skills, personally and professionally.

References

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

November, A. C. (2008). Web literacy for educators. Thousand Oaks, California: Corwin Press

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

Final Reflection for Mike Herron, ReadSpeak

I have come to learn a great number of things, further develop my own teaching practices, and implement tech-based tools and resources while studying Understanding the Impact of Technology on Education, Work, and Society at Walden University. This class has presented me with a 21st century landscape that depicts a very bright horizon for education. According to Will Richardson, “We are still at the beginning of a radically different relationship with the Internet, one that has long-standing implications for educators and students” (Richardson, 2009, p. 137). The relationship between teacher and student is becoming a partnership based on the mutual experience of constantly evolving new technologies; I am excited for this partner-based future and I am ready to grow with coming changes.

This course has helped me consolidate many of the tools and resources I have been acquiring and using over the past five years. While I have used resources like blogs, wikis, and podcasts before, I can honestly say I had never thought critically, or pedagogically, about their place in education. When I would organize a tech-based activity I would never actively address national technology standards, and in many cases I would use technology because it would bring about higher student engagement levels. This course has presented me with opportunities to design, plan, and simulate technology related activities and I have been able to understand processes in greater detail. I have developed a methodical approach to using these activities, planning from objectives backwards and actually writing in technology objectives and linking them to standards.

The subject’s applications were extremely hands-on; the practical application is something that I found very valuable and also enduring. Creating a wiki with fellow students was an activity that enriched my life personally, both as a student and teacher. I immediately saw relevant ways to include a similar activity in my classes. Overall, I have grown as a thinking teacher, and as a doing teacher. With a new bag full of technological tools, I am ready to further integrate and transform my classroom.

Will Richardson’s belief that education’s current foothold is just the beginning is something I fully support. As a teacher, and a citizen of the 21st century, I know that to be fully functioning I will have to grow and evolve with technology. I can maintain my professional development by attending conferences, workshops, and pursuing my own identity as a ICT trainer. By researching and educating, I can help my colleagues and students understand the changing role of technology, whatever it might be.

The obstacles facing 21st century advancement are substantial, but passable. There are systemic barriers related to old schools of thought and fundamental methodologies. As an advocate for ICTs in the classroom, it is my job to help systemic modules recognize the need for major updates. The barriers related to financial matters can be met with grant writing and personal pursuit of new ideas. Over the next two years I plan to continue learning professionally and personally, and I hope to further shape my identity as a teacher. I am confident that I can put together all of the resources to become a more successful teacher, and continue my pursuit of new ideas and new technologies, both personally and professionally.

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

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The Partnership for 21st Century Skills, and awareness

I fully endorse and support the mission of The Partnership for 21^st Century Skills, and if you’re an educator unaware of their initiative, you should check out their site.  I’ve only recently been introduced to the partnership, having just read through their literature for a course I am taking at Walden University.  To my surprise, they formed in 2002, and I find it puzzling that I’ve only just now learned of their existence.  I guess that is the way it works sometimes when education is involved: the exposure process can be very, very pedestrian.  But, there is some irony here that requires serious critical pondering.

According to the site, The Partnership for 21^st Century Skills was founded as a joint effort between the U.S. Department of Education, Microsoft, Apple, Dell, AOL Time Warner, and Cisco, to name a few.  If that isn’t a list of “who’s who” in technology, I don’t know what is.  Therein resides the irony.  When Apple revealed the MacBook Air, the whole world was notified as local, national, and internet media streams simultaneously reported Steve Jobs’ revelation of the world’s thinnest notebook computer.  A dozen similar scenarios could be retold regarding Microsoft, Dell, and media giant AOL Time Warner—all of these corporate powerhouses have enough financial and cultural clout to instantly change the face education.  Yet seven years in and the partnership’s identity is relatively unknown, at least to the teachers I know.  Of course, my state of New York is not on the list of supporters, but that has them in the majority.  Again, the query cloud continues to hover over this unknown initiative that, in seven years time, has only solidified acceptance from ten U.S. states, exactly 1/5 of the country.  If you were to take a practical business approach to critiquing the partnership, you would be hard pressed to see this as a profitable venture.  Now I may be slinging some cynical criticism here and, as a ground floor educator often burned by the bureaucratic tape that so efficiently slows down education’s progress, I feel somewhat justified in my grassroots diatribe.  And it’s this irony that I find so disturbing, that a program with serious white collar power has such a grassroots feel.  But I do need to digress from the voice of a critic.

I agree with the mission and conceptual idea of the partnership.  There aren’t any disagreeable components.  Their Route 21 program contains some good information, tools and resources, but nothing more than a well developed wiki or blog run by a dedicated teacher pushing the technological envelope on their own.   The 21^st century will be the context for human life for the next hundred years and it is only logical that education should download these much needed updates, but we’ve been over that already.  Here is a core statement from the partnership’s mission:

There is a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces.

I can attest that this is true, especially in New York State where core standards remain unchanged with regard to integrating technology.  New York State, the third largest state educating the country’s future generations, has a vast gap between the subject skills students learn and the 21^st century skills they need.  But the gap starts with teachers, and the absence of training taking place in higher education.  The partnership does acknowledge this as a problem, yet again, there doesn’t seem to be a great deal changing with regard to higher education training teachers to be competent facilitators of 21^st century skills.

Overall, it’s hard to find something truly positive about a seven-year initiative driven by the government and corporate clout that cannot even muster a testimonial on their site page dedicated to success stories.

Cheers…Mike Herron

Another Wiki down, six more to go…

This week produced a wiki called EduTechReview, a collaborative effort from fellow students studying online at Walden Uni. I say “Uni” because I am part Australian and, while I am living in America now, I try to retain some Aussie colloquialisms. So the wiki is something you may want to check out, or not. I am happy with most of my contributions and those from fellow group members who bothered to care about assembly. There were some major limitations that locked us in as a group, such as the name and the layout and the…I digress, as it will all come out in the wash. But the assignment was very very cool and I was able to review some very cool sites, and learn about a few others from fellow edutechreviewers, and other groups’ wikis. In reality there has really been way too much information to process, but it truly has been a wiki to remember. I dare any readers to challenge me to be lamer!

Oh, but I wanted to blog one more post since the last “mandatory” one that I did for Uni (pronounced “you knee” and my former linguistics professor would hate me for not writing the proper phonetic key because I haven’t retained that information) and in the process make every ELA teacher scream at the run-on sentence monsters I am capable of constructing especially given that I am an ELA teacher. Oh, the horror.

So on the right navigation you’ll see the video that I found on a great resourceful site that anyone else might like to see at some stage. The site is about emergent technology, run out of Billings, Montana and they linked this youtube video that has a future voice feel to it. And it is totally relevant and insightful about technology and the gap within education.  The video is streamed through vodpod which I do not love, but it’s there now.  I cannot create and embed flash objects in my blog, which depresses me and it is also why I am now going to find a new service.  Perhaps if Blogspot is good enough for Billings Public School, it is good enough for me.

Cheers…