Are you technologically challenged, or just want to become more proficient?



These are the latest two books I have purchased and I absolutely love them!  Lori Elliott does an excellent job of explaining how to use many, many types of technology.  With each section, she introduces the technology, tells how it can be used, and gives the reader a step-by-step tutorial on what to do.  She leaves nothing out!  I like the fact that I can use her book to try something new and she teaches me how to do it, assuming I know nothing at all about it on my own - which often is the case!  Secondary students would be able to follow the directions on their own. 

After giving very explicit directions on using the tool, Elliott includes a "Look What You Can Do" section where she actually walks you through a way she has used it.  Included are color pictures of each computer screen you will see as you move through the process.

I have begun to use more technology over the past year, but admit that sometimes figuring out how to use something seems like more trouble than it's worth.  With this book, I've established an Animoto account and made an Animoto video.  I also learned how to use Glogster and made a poster with it.  Using Edmodo is my next challenge!

Chapter 3

Balance the Basics: An Argument for

Parity Between Reading and Writing

 

 

The main point made by Thomas Newkirk in chapter 3 is that writing is sorely neglected in education today.  One problem is argued by James Moffett in Teaching the Universe of Discourse when he says "writing does not fit this disciplinary model--it lacks 'content' that other disciplines are built on.  Writing is both more pervasive, applying to all subjects, and less substantial in terms of information and material to be learned.  In the battle for curricular space, writing loses time and again."

 

There are many facts and concepts to be learned in all other subject areas - much content.  Because writing does not consist of facts to be learned, it is more abstract and is usually pushed to the side.  In my experience, writing is the first thing to be relegated to "when I have time to get to it" by teachers.  There is so much to teach and not enough time to teach it.  I believe a major problem is that teachers don't really understand how to teach writing and why it is necessary.  Most educators would tell you that you have to teach students to write a 5 paragraph essay in response to a prompt.  Elements would be determined by whether it is narrative, expository, or persuasive. 

 

While people do need to know how to write those types of essays, writing encompasses so much more.  People in many jobs, probably most, read and respond to emails daily.  People do this in their personal lives.  Think about all the texting we do.  Police write reports of accidents or other incidents.  Doctors must write detailed, accurate accounts of patient illness, diagnosis, and treatment.  Attorneys must produce clear, persuasive arguments in writing to be read by judges.  Teachers must write for many purposes:  lesson plans, notes to parents, newsletters, IEPs, RTIs, other documentation for students files, etc.  The list could go on and on.

 

If teachers could come to realize that writing is, or should be, involved in every content area we teach, then writing would become a regular, natural part of student work everyday.  Students should be writing in many useful and appropriate forms - not just prompt after prompt.  In that way, students would learn to use writing in a very natural and useful way.  Writing also helps the thinking process.  Children would understand their lessons better if they could do more writing, stretching their thinking processes.

 

One last thing - a bit of a pet peeve of mine.  Writing should not be used as a punishment in school.  Too often, I see students go to time out in another room and have to write something as a punishment.  This in no way helps the student and certainly doesn't promote a love of writing - quite the opposite!  Encourage a love of writing, just as we try to do with reading, and I think we'll all be surprised at what they can do.



 

I read an article from The Washington Post published February 2, 2013.  The article is entitled "Prince George's considers copyright policy that takes ownership of students' work."  Basically, this County Board of Education in the Washington area has proposed to copyright work created by staff and students for school.  Needless to say, this proposal has created quite a bit of controversy. 

 

According to the Board Chair, this is being done to establish who owns teacher-developed work while using apps on school-owned iPads.  However, the St. George's policy goes a bit further, stating that "work created for the school by employees during their own time and using their own materials is the school system's property."    This is probably an issue because of the market for lessons designed by teachers, i.e. Teachers-Pay-Teachers.  A University of Colorado professor believes the district is saying, "If there is some brilliant idea that one of our teachers comes up with, we want to be in on that.  Not only be in on that, but to have it all."

 

When questioned further, the Board Chair insisted that it was not their intention to "declare ownership" of student work.  She said they would have to restructure the language of the policy.

 

This seems like such an invasion of intellectual product.  If a teacher is employed specifically to work on a certain lesson to be used by a school or even a district, then it makes sense that it is the property of the district.  However, I have a problem with the notion that my lesson plans and any unique presentation or activity I might come up with is the property of the district.  I design lessons to meet the needs of my students in a way that I can be the most effective teacher possible.  I have never sold my lessons, but always freely share them with others.

 

How can anyone believe that student work is the property of a school district?  If a student writes an essay that wins an award, monetary or otherwise, that student should benefit from that work.  Students certainly are not employeed by the school district to produce work for the district's benefit.

 

I hope I'm able to see the outcome of this policy-making effort.  I find it hard to believe this policy will pass, but one never knows.

 



 

 

 



Holding on to Good Ideas in a Time of Bad Ones, Chapter 2

After completing chapter 2 of Holding on to Good Ideas in a Time of Bad Ones, I have to agree with the author that in many ways education hasn't changed since the 1940s when scientific research began to guide the course of education.  Teachers should be allowed to, no - actually encouraged to - teach children to read, using good teacher judgment.  There is a science to learning to read, not fads that become popular and are thought to work for all learners.  There have been several contradicting reports as to the value of independent reading and matching readers to books correlating with their reading levels.

Being in the classroom for many years has shown me the value of matching my students with books they are interested in and that are written on a level they are able to read and comprehend.  Igniting a passion for reading within children is such an exciting thing.  Once this passion is ignited, students discover the excitement and joy of reading.  Most often, unless there is a learning disability, the student takes off from there and learns to love reading.  While I do use research based methods, there is a lot of teacher judgment and individualized instruction involved.  I would hate to have my ability to use my own judgment taken from me.