Final Walden Posting

This is the final assignment posting for my technology course at Walden University, in which I have learned of the plethora of resources available to enhance the learning experiences in my classroom.  The course has helped me develop my technology skills by introducing me to and giving me the opportunity to use blogs, wikis, and podcasts.  I have learned the skills that I hope to incorporate in my lessons, and that makes me a better teacher because I will be familiar with the tools my students are using.  I can be a true collaborator with my students to create meaningful learning experiences on the Read/Write Web (Richardson 2009).

Taking this course has not only shown me how to use different technology tools in my school, but it has also deepened my knowledge of the teaching and learning process.  Students do not learn in the same way that they did twenty or even ten years ago because they are "digital natives" (Prensky 2001) who require a different set of approaches when presented with information.  Students want to multitask and be stimulated with visuals and graphics because it is how they function outside of the classroom, so why not in the classroom, too?  In making shifts in my teaching practices, such as using more graphics and game-like approaches, I am taking a learner-centered perspective.  I need to change some classroom practices to make the best learning environment for my students, not necessarily the most comfortable and familiar environment for me.  As long as I am open to new technology applications and adaptations that can aide my instruction, all of my students have the opportunity to be successful 21st century learners.

I plan to continue to grow in my knowledge of using technology for student achievement by investigating and promoting cost effective applications that can be used in my school.  As one of the more technologically-inclined teachers on my staff, I need to be a "change agent" (Richardson 2009) who uses 21st century tools in lessons and shows other teachers how to do the same.  Just as teachers expect students to take initiative to find new problem solving strategies for homework, teachers need to be investigators who continue to look for new ways to form expert decision makers and complex communicators (Thornburg 2008).

Two long-term goals that I hope to achieve over the next two years are to organize a mini-workshop in which I teach my fellow teachers how to use blogs and/or wikis in their classrooms and to form a "Bloggers Anonymous" club for junior high students.  To organize a workshop for teachers in my school, I have to wait until I have had some time to experiment with blogs and wikis in my classroom so I can speak from experience.  Then, I need to collaborate with my principal and technology instructor to get approval and support for the program.  To create "Bloggers Anonymous," I need to organize all of the initial directions and information about blogging, especially security, before I can suggest the club.  Then, I feel it is best to meet with the students to discuss the goals of the club (not just social networking) and send home information for parents to sign for approval.  The greatest obstacle in achieving my goals is administrative support, which I plan to get by being prepared with security information, personal samples, and knowledge.

While I have some feelings of dread going into a new school year when it is still eighty-five degrees outside, I am excited to show off my knowledge of how to teach with technology.  During a recent faculty workshop, I realized that my perspective about approaches to teaching students has completely changed because of my exposure to technology literature and resources.  A course checklist that I completed in week one to assess my use of technology and 21st century skills in the classroom also revealed my development in using technology.  The school year has not started, but I am confident that most of the checklist will show that I "often" (Walden University 2009) give students opportunities to use digital tools to collaborate and critically think about class content and the global community.   If I am to complete the same checklist at the end of the 2009-2010 school year, I plan to not check any "rarely" (Walden University 2009) boxes because 21st century skills will be an integral part of my classroom.  I hope that my fresh perspective serves as a revival for my teaching and motivator for my students and colleagues.

References

Prensky, M. (2001).  Digital natives, digital immigrants.  On the Horizon, 9(5).

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

Thornburg, D. & Dede, C.  (2008).  The changing work environment.  DVD.  Laureate Education, Inc.

Walden University.  (2009).  Assessment checklist for technology integration practices.  Laureate Education, Inc.

Profiling Students of Today

Students knowing more about technology than their teachers is a growing trend in many classrooms because of the gap between "digital natives" (the students) and "digital immigrants" (the teachers) (Prensky 2001).  The exposure many students have to technology, and have had their entire lives, could be a driving force in the growing gap between teachers and students in technology skills.  In order to properly educate students for the 21st century workforce in which they will be competing for a job, teachers need to understand students' exposures to technology and learn to incorporate digital skills into lessons (http://www.21stcenturyskills.org).

To investigate the amount of technology in the life of a typical student of the digital world, I interviewed my sister, Alyssa.  She is a nineteen-year-old sophomore in college studying to be a high school English teacher.  I chose Alyssa as my interviewee because she has grown up in the digital age, always having the television, computer, or cell phone available.  I also thought it would be interesting to get some of her opinions about the current training for educators and the level of technology that is involved.  Listen to the interview by visiting http://ash62907.podbean.com/mf/web/auj76/MenearPodcastInterview.mp3.

References:

Partnership for 21st Century Skills. (2004). Tucson, Arizona. http://www.21stcenturyskills.org.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

Evaluating 21st Century Skills

The Partnership for 21st Century Skills (http://www.21stcenturyskills.org/) is an organization that has been working since 2002 to raise awareness for the need to incorporate necessary skills for the modern workforce into the education system.  The website  provides a detailed model for administrators, educators, and parents to improve the current classroom education so students are more prepared to be expert thinkers and complex communicators in the real world.  The organization discusses the current downward path of the education system without the use of 21st century tools in the classroom, and the best part of the model presented on the website is that it does more than present the issues-it presents the issues and successful strategies to bridge the gap between the real world and the classroom.

The website for the organization is very detailed in its model for success.  I was surprised that the organization and website have been around since 2002 and I never heard about it.  As an education student from 2004 to 2007, I cannot believe that this initiative was not a cornerstone of some of my studies, especially my technology courses.  The entire concept the partnership presents seems a bit obvious: students should be prepared for success in the real world with the necessary skills and tools.  Why is it that the model of incorporating 21st century skills in core curriculum has not been more of a focus in all education systems?

I found the website and its contents to be very enlightening and grounded in research and dependable resources.  I cannot say that I disagree with anything presented on the site, but I notice there does not seem to be much direction for private schools who do not get state funding or grants.  I checked eTech Ohio Educators (http://www.etech.ohio.gov/) to see about my state's technology initiatives, which seems to be many.  The state offers a number of grants for professional development and technology development in schools, but I was very disappointed to find that my school is not eligible for any of the grants.  What is a model that schools with very limited financial resources can follow?  What specific changes can I make in my classroom to at least try to improve my students' preparation with 21st century skills?  I decided to look at a few of the websites of the schools the site mentions who have followed the model: it seems to be successful.  Boston Public Schools (http://www.bostonpublicschools.org/) have put a lot of effort into reforming and refocusing the approach to curriculum and modern skills.  They have several active proposals for funding to improve various areas of their system, especially technology.  I was curious about the different departments in the district, and the extensive list has clearly been adapted with extra departments that focus on improving student enrichment in 21st century skills.

The partnership's report for 21st century skills is eye-opening because it illustrates what no educator can deny-we have a lot of work ahead of us.  Schools must find a way to get technology or access to technology for students.  Teachers need to find ways to educate themselves on the available technology and experiment with it in the classroom.  Students and parents need to refocus at an early age on developing lifelong skills, not just passing the tests.  The administrators, educators, parents, and students must work together to create a system that brings education and life skills together.  "Today's education system faces irrelevance unless we bridge the gap between how students live and how they learn" (Partnership for 21st Century Skills).

References

Boston Public Schools. (2009). Retrieved July 22, 2009 from http://www.bostonpublicschools.org/.

eTech Ohio. (2009). Retrieved July 2, 2009 from http://www.etech.ohio.gov/.

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf.

How Can I Use Blogging In My Classroom?

As a junior high teacher, I know that many of my students already use blogs and other social networks to communicate with each other.  I feel that their familiarity with blogs is great because I can use them as a communication tool outside of school and as opportunities to set examples of proper communication skills and the potential growth in expert thinking skills .  Richardson (2009) states, "Remember, millions of kids are already blogging, so they certainly are enticed by the tool.  But very few are using their sites as places of critical thinking and analytical writing and reflection." 

I have taught junior high mathematics for two years and quickly learned that students jump to use the excuse that they couldn't finish their assignments because they didn't understand the directions, the information, the notes, etc...  On test days, there is never a doubt in my mind that I will have several students at my desk asking me how to do a process that was taught two weeks ago.  Blogging can be a wonderful tool because it is a public site that students can access to communicate their concerns with the teacher and classmates.  It is imperative that I stress to the students and parents that they must use discretion in their writing because "what you write stays with you" (Richardson 2009).  The blog can have a specific section for students and parents to ask questions about homework or class topics they don't quite understand.  Their questions and my answers will be published so other students and parents can get the same information.  As a busy educator, it is great to know that I will not have to write repetitive emails because the information is public.  Another section can have recommended sites that students and parents can use for extra math practice or games they can use at home.  Many families like to stay sharp during vacations, and I can provide the tools for that through the blog.

This year especially, I plan to utilizing a blog because I will be on maternity leave for three months.  I can use the blog as a way for me to continue communication with my students.  Parents and students can still ask me questions about class topics or just keep me updated on their lives.  Having an unfamiliar face teaching in class can be uncomfortable for some parents and students, and the blog can help to calm some of the nerves over the situation.

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

Not So Tech Savvy

This morning I have been trying to use my Google Reader to connect to other blogs and play around with settings, and it hit me that I am not as tech savvy as I thought.  Over the last two years of teaching, I have been made to feel like a technology guru for some of the other teachers because of my familiarity with computers and the capabilities.  I must admit, this "guru" is feeling a bit overwhelmed with the new technology info. that is flooding in.  Can I really do this stuff?  I think I can...I think I can...I think I can...

Hello!

Hello Everyone!

I look forward to sharing in my first blog.  I gave my blog its title because I feel like I am going to learn to manage a lot this upcoming year.  I hope to share some stories, thoughts, and lesson ideas/tips for other teachers, especially junior high.  

Feel free to give me some reading material!