Week 10 Final Reflection

Who Knew?

What did I know?

    I knew that if a teacher used a Smartboard, planned lessons using backwards design, engaged students using differentiation and creative hooks, used technology--like a website, and corrected projects using checklists and rubrics that teacher was working really hard.  In fact, that was me.  I worked hard.  I put in huge amounts of time working hard for my students, my district, and for me.  I knew a bunch about Web1.0 and really nothing about Web2.0.  (Imagine my panic the week Web3.0 was introduced.)  

What did I want to Know?

I wanted to know how  I missed the bandwagon?  I quickly began to figure out that I wanted to know my new friend, Google.  (Sure, I would have said we were friendly before, but now, now I trust Google.)  I had no idea what a blog was or actually how many people blog. ( I was always curious about this, every now and again I would hear something about “bloggers” on TV.) I thought Facebook and Twitter were just for spreading gossip or sharing funny stories.  What was a digital footprint and how could having one be good, after all wasn’t it an invasion of my privacy to be “found” on the web?  

What did I learn?

I learned that I was going to head straight to the looney bin if next year I had to work this hard.  Students are not really motivated in my class.  Well let me be more clear.  students who want to learn are motivated and engaged.  Those students are the easy ones to reach.  I like the challenge type, I always have.  But I learned that I wasn’t meeting them where they were at.   (No, not like creating another song and dance or running the wheel like a hamster.)  I really connected to what Lee Rainie, from Director of the Pew Internet and American life project said, “Teens were born into a digital world where they expect to create, consume, remix, and share material with others.

I need to do more.  I’ve learned so much in this class that I really need to think hard and organize the change I want to happen.  I felt an urgency to quickly learn and tryout these new webtools.  Sharing what I was learning with my colleagues has also been important.  I’ve been most disappointed with the number of people who really dismiss this bandwagon.  I share things and they really just brush me aside, or at least it feels like they do.  So, I just tucked my head down and focused on becoming part of the Web2.0 world.  

Now that summer vacation is here I really want to decide how these tools will shape shape learning, not just make my class fun.  My school is changing to block schedules next year.  That means I have 80 minute classes.  (Finally just enough time to really learn something.)  I am hoping that the technology initiative that I have been invited to be a part of will help  organize my ideas so that I can lay out goals and make a plan.

Here are the specific things I’ve been up to the last 10 weeks:

Course Learning Objectives:	How did I meet them?
Provide instruction and modeling regarding digital etiquette and responsible social interactions related to the use of technology and information.	I created a prezi called Digital Citizenship.  Through class lecture and readings I was able to learn what it means to be responsible on the web.  I also was able to see what digital natives believe compared to digital immigrants.
Promote and demonstrate effective use of digital tools and resources. Familiarize students with Web2.0 tools that may be used professionally or within the classroom environment to establish deeper learning experiences through proper curricular standard driven development.	As soon as I started to learn about the Web2.0 tools I tried implementing them in the classroom.  I currently have a VoiceThread account.  I think I am most proud of that.  I had to teach myself how to input all the student’s names and manage their accounts.  I learned about their safety policy and how it impacted my use of the tool.   I’ve also played around with or frequently use the following webtools as I facilitate my lessons or directly with students: Google Docs, Google Forms,  Slide Rocket, Prezi, Go animate (I made only a quick animation to try it out) Chrome Books, Popplet for IPad, I Tunes U, Diigo (personal use only thus far), Audacity, Feedly, and Youtube.
Become familiar with current technology issues, trends and technology use within the K- 12 environment. Discuss how technology use impacts student learning outcomes.	I now have a PLN that includes edutopia, edudemic, and several blogs.  I participate in 3 groups on Diigo and follow professor Tufts.  I belong to the Ning, Flipped Learning Network.  I am beginning to use Feedly more regularly.  I have issues with getting RSS feeds and need to work out the kinks.  It seems like their are so many apps and tools available it is hard to figure out which one will work for the lesson and goals.  One of the best lesson planning tools I ran across was this pedagogy which includes technology.
Design and implement digitally-based learning experiences with multiple and varied formative and summative assessments	Creating a 10 day unit I was able to implement VoiceThread directly into my reading class.  After students completed their work they were familiar enough with the program to create another one on their own.  The second time they made predictions what the new book would be about.  Two students later recorded their speech to the Constitutional Convention!  Additionally, I used Google Drive to share with my social studies students directions for creating a bibliography using EasyBib.  Students were able to submit a survey on Google Forms which allowed them to provide feedback on their summer reading work.
Establish a core personal learning network of technology leaders to follow. Utilize this new network of educators as personal professional development.	I am working on building my PLN.  My plan is to use time this summer to organize my goals and move forward with finding technology leaders to follow.  Currently I am following Kathy Schrock on Google+ and I have her blog Kathy Schrock's Kaffeeklatsch in Feedly.  Cool Cat Teacher blog and Karl Fischh’s The Fischbowl are also in my Feedly.  I have a twitter account and plan on investigating that further this summer.
Use knowledge of digital tools and technology applications to facilitate experiences that advance learning, creativity, and innovation in both face-to-face and virtual environments.	After having taught students to use VoiceThread I had a two students ask me if they could record their voices for the Constitutional Convention speech as an alternative to directly address the class.  I helped them get a picture into it and they recorded their work .  I’ve met this goal becuase students felt comfortable enough with VoiceThread they wanted to use it again.  They understood that this webtool could help them meet the requirements.  (Interestingly enough, it was highly motivational...both of these students are slow to complete their work.  Not only was the work completed but it was done on time!)
Evaluate, adapt, and reflect on emerging tools and trends by participating in local and global learning communities and by reviewing current research and professional literature.	I’ve had the opportunity to collaborate with two local teachers on their use of Project Based Learning.  One teacher is interested in developing a workshop through the local community college and has requested my help.   My school district has asked me to join an initiative this summer titled “Future of Learning” organized by 2Revolutions.  Our task will be integrating technology to individualize instruction and create ongoing assessment into engaging digital content.   I believe these two small steps demonstrate this standard by providing me first hand experience with evaluating and adapting digital content and emerging tools.  Research will be required as I create my own form of inquiry learning (teaching myself what I need to know if order to facitlitate learning).

It has been a wonderful journey and I look forward to slowing down and really digging deeper.  If I paraphrase my administrator from work, I are looking for depth of knowledge, not breadth as I move forward in my new world of Web2.0!

A Whole New World Week 10

Week 10   It's a Whole New World

How have I created a personal learning network?

It was a "Whole New World" to me just ten weeks ago.  Since then, my learning has been revolutionized.  WHEN I learn has dramatically changed.  I used to think professional development was the 3 days school would release me from work to attend a conference.   Forget about it, I have spent way more than 45 hours learning, changing, and growing in the past 10 weeks.  Finally excited, I connect to new blogs and realize that it is this very connection that helps me learn.  Relaxing to me is no longer watching an hour of TV, except for Wednesday nights....ABC's In the Middle and Modern Family are still a must see, rather I opt to fire up the computer for an hour of reading Feedly or re-reading suggested readings from our course.   The chains are broken and I am free to learn any time and every day!

This new world includes new technology.  I've enjoyed my Diigo account, not only bookmarking sites for my lessons, but also finding groups to join and reading the sites suggested from our class.  I also tried out Facebook, by accident.  I posted a comment about class and found several reply's.  Since then, I've connected with my cousin in North Dakota.  We've been sharing ways to use Twitter and the feeds we follow.  Larry Frates and I have been discussing PBL (we also connected via Facebook) He would like to team up with LRCC  and teach a course.  I've also been brainstorming with a colleague at work.  We will be collaborating on a new district initiative this summer.   Feedly has been useful too.  I follow Cool Cat Teacher Blog , Dangerously Irrelevant,  Edudemic,  and Kathy Schrock.  Only a few for now.  I really want to make feedly part of my routine and don't want to be overwhelmed with it. 

As I stated this really is a whole new world for me.  I've found it all to be so worth while, it just is happening so fast that it becomes overwhelming.  So as I figure out my new reality I will make more room for my PLN in my daily routine. 

Project Based Learning Week 8

Bok students conduct science experiments in Crooked Lake

Have you ever heard the idiom that teaching isn't for the faint of heart?    Teachers face many challenges  every day.  They are asked to balance time, standards, motivation, engagement, and assessment even before their students enter the room.  It's these challenges that make resources such as project based learning (PBL)an important tool for teachers. There are many reasons for educators to look into designing lessons and units that include problem based learning activities.  

One of the main reasons I would suggest incorporating project based learning opportunities in a middle school classroom is because it represents best teaching practices. These practices include using essential questions and designing your lessons and activities after you have developed the assessment.  Developing project based learning (PBL) units and activities begins with a driving question, or essential question, which will encourage students to solve the problem.  Designing lessons using backwards planning, such as what is described in Understanding by Design (UBD) “will advance the design of instructional activities to promote high levels of student achievement”.  PBL therefore is an ideal practice that teachers should consider using. 

Another reason to use PBL in your classroom is because digital learning encourages differentiated instruction.  Students are able to answer the driving question in different ways, unique to their skills and talents.  Teachers can create parameters around the work being done to maintain persistence, student input can be used to build the rubric which will enhance student understanding of the goals.  Web 2.0 tools, such as what Tony Vincent suggested from the Learning In Hand video,  will facilitate differentiation for student's needs and creativity.   

Although I understand the wide variety of benefits to students, you might ask why my students have not experienced one?  The truth...I have concerns.   Honestly, I have never been good with writing effective essential questions.  It takes creativity and I am not gifted with this ability.   I would like to find a unit or lesson that has already been created.  I just have not been successful finding one that I am ready to try out.  This is my first year teaching 7th grade and it has taken time to become familiar with the new frameworks.  Additionally, building a scope and sequence that meshes current events with historical concepts will be a primary focus of the work I do this summer.  (Truthfully, this course has opened up my eyes to so much that I just need time to sort through it all!)

Besides time, what will it take to get started?   Identifying a professional learning network to tap into would ease some of my hesitation. To gain confidence I can tap into PLN such as tweets on PBL on Twitter.  I have to remember that there are many people out there who have already tried them and listen to their advice.  A colleague at school is currently doing a PBL unit.  She had success with this unit when she taught 7th graders and found that it isn't working as well, even with the modifications she put into it, with the younger (6th grade) students.  I've stopped by and seen her students in action.  She has talked about some of her frustrations with planning and assessing but found that the planning she put into it in the beginning paid off.   

As you can see I think PBL is a wonderful tool to use in the middle school classroom.  I believe the tool should be one of a wide variety of methods teachers should use.  PBL is one that demands focus, planning, and dedication and for these reasons I would not recommend jumping into a unit without thoughtful decision making.  PBL can greatly benefit students and enrich the classroom but it isn't for the faint of heart.  


 

Webinar titled Flipping Social Studies Instruction; My Journey as a Classroom Teacher

Webinar Title: 

Flipping Social Studies Instruction; My Journey as a Classroom Teacher 

Are you considering flipping your classroom? Have you tried flipping a unit or a lesson? This webinar identified reasons to flip, what supports are needed to flip, and pitfalls to avoid.  Link to Webinar


This webinar was very helpful. In fact, I watched it two times. I decided to watch it twice because the instructors really outlined what it was like to flip their classrooms. They acknowledge not only their struggles but also all the web tools they are using to ensure their success as well as the success of their students. At first I didn’t understand why they spent so much time talking about their student population but by the end I realized that most schools fit into this broad spectrum and that my school can do this, that I could do this, if I wanted to.

I've been contemplating "flipping" my classroom and this webinar caught my eye.  I usually like to jump right in and bite too much off and get all stressed out, then I sort things through.  However, after seeing how much support both of these gentleman have, not only with well developed personal learning networks, but also with the webtools such as Techsmith, Safari Montage, and Camtasia Studio. I don't think I am really ready for that kind of move.  Additionally, I am new to teaching 7th grade and would like to feel more comfortable with my scope and sequence before I get all crazy changing things up again. 


Something that is more feasible would be flipping my homework and assignments.  I've contemplated  using blogger, posting videos and summaries of learning, and doing the synthesis and evaluation types of things in the classroom.  Perhaps I can find a good project based learning activity for inside the class and send them home with follow up work, something high interest.  Andy and David both stressed starting out small.  

Recently, for students who were absent and missed the lecture and reading we did in class, I listed two videos I wanted them to watch. I asked the students to write a 5-8 sentence summary and submit it via Google Docs.  I received almost 100% of their work.  I've also had students complete a primary source analysis guide using the chrome books in class.    Now that I know how to use VoiceThread, I could envision students analyzing a primary source using the analysis tool from Library of Congress and submitting their work via VoiceThread.  
 
What I am really waiting for is the end of this school year because the district has invited me to participate in a "think tank" for technology and innovation in the district.  2Revolutions, a consulting group affiliated with the NH Department of Education through their Innovation Network will be working with us. This group will work to design and implement several new projects, and further develop others already under way, that will advance the use of instructional technologies and personalized learning in our district.  So in the mean time, I am thinking, talking to other staff members who use web 2.0 tools, and observing.  I want to see what others are doing so that I can find a personal learning network at school.  For me, collaboration with others is very important.   Mr. creativity and I have a problem, but if I know someone else is willing to work with me than I know I will be more successful.  

Webinars are a fantastic way to get professional development.  This was not my first webinar.  I've participated in at least 4.  Most recently through the Library of Congress.  Live webinars are good but some times the chatting begins to feel like multitasking and I start to lose focus or get distracted.  It is nice to be able to ask questions at the end of the session once others have left the group.  Then its like a private tutorial between you and a few others.  However, recorded webinars offer flexibility that this busy mom and full time teacher needs. 

I grappled with how much to share with you. But after much reflection I decided that I wanted you to walk away with something valuable, something that you too could use in your teaching. Although I am not ready to flip my class (it appears that is much to learn and do before I make that change) I took away the power of Twitter and Google Hangout. I immediately signed up for a Twitter account and started looking deeper into a Ning they recommended called Flipped Learning network.

I felt that this webinar met two learning outcomes.
 • Promote and demonstrate effective use of digital tools and resources. Familiarize students with Web2.0 tools that may be used professionally or within the classroom environment to establish deeper learning experiences through proper curricular standard driven development.
This webinar met the learning outcome because it listed many types of tools they use in order to successfully flip their classrooms.  I was able to find each of the tools on the internet and read a little about them.  For future reference I included a link to each of the tools.  

And
 • Become familiar with current technology issues, trends and technology use within the K- 12 environment. Discuss how technology use impacts student learning outcomes.
The webinar was about a current technology issue, flipping your classroom.  I had never heard of such a thing just 9 weeks ago and now I am contemplating it myself.  Both teachers found that by flipping their classroom they were able to increase student achievement.  Students were better prepared for classwork, they were using higher levels of Blooms Taxonomy, and their engagement had increased.  

Summary of Webinar:
This webinar  spotlighted two high school social studies instructors who flipped their classrooms. Two instructors break down the process of how they came to the decision to flip their classes, the process in which the “flipping” occurred, pitfalls to avoid, and supports that helped them.

Andy’s Journey:

Andy Kastl is a social studies teacher at Clintondale High School  (Check out this website!) which is located 10 miles from Detroit, Michigan. The student population is approximately 600 students in grades 9-12 who come from the surrounding urban area. All teachers and all subjects in Andy’s school are now considered “flipped” although it wasn’t always that way. Andy was motivated into trying to flip his class because he felt he wasn’t meeting the needs of his students or being an effective teacher for his students. Homework wasn’t coming in, large numbers of students were failing, and standardized test scores were low. He was willing to try something new. He was one of a small group of teachers piloting the program in the first year.

Andy used many web tools and collaborated with different groups to make his change successful. His group was aided by Techsmith  and used Snag it (Check out the video on how educators use it), Camtasia Relay and Camtasia Studio. He spent hours digging through archived video clips, PowerPoint Presentations, and decades of lessons as he reviewed the standards. He enjoyed weeding out old material and took the opportunity to have his own “garage sale” in the teacher’s room. Consulting other staff members was a great asset because he was flipping his classroom along with a few others. He enjoyed finding new ideas for his lessons using YouTube videos and PowepointPalooza. According to Andy, making the videos was intensive and many mistakes were made. Length was a concern and he found that videos between 8-12 minutes worked the best.   Sound quality was also another concern but with time he was able to create a video library.

In order to ensure success for his students he used Google Groups to submit questions and found that students were more likely to complete the homework when it was presented in this manner. Initially, Andy reports that students were excited because they thought it meant “No homework”. A small amount of students wanted to cling to the traditional mode because it felt safe to them. He had fewer failures at the end of the fourth quarter. There are several students who do not have access to computers so he has allowed time before and after school and uses a program called Remind 101 and Edmoto to motivate students.  

David’s Journey:

The second instructor was David Fouch. He is from Northern High School near Grand Rapids, Michigan. David was motivated to flip his classroom because of the time it took to cover the AP History content compared to the length of the school year. Homework was also an issue and students were struggling with it. He felt like he was wasting time in the classroom because he could “Only go as fast as the slowest note taker”. He was also drawn to the idea of working 1:1 with his students.

David spotlighted several technologies that helped him. He was most happy with Camtasia Studio and Safari Montage. He reports that over time his videos have slowly improved and that student feedback has contributed to that improvement. David went on to describe the way he organizes his 50 minute class session. Routine homework includes watching a 5-7 minute video that he created and reading 5-6 pages in the text book. At the beginning of class he usually asks comprehension questions based upon the video and textbook. Next, he has class discussions that enrich the nightly reading and finally the last part of class is to work on projects such as writing pieces because AP History requires such a high degree of writing proficiencies. This process allows his students to gain a deeper understating of concepts, applications, and connections to content. He is using higher levels of Blooms Taxonomy than ever before. Students can receive support as needed in class without having to hold all students back.

Final Recommendations:
Both instructor recommend starting small, one lesson, one unit, and one week at a time. They also reminded us to make sure teachers were modeling the correct way to do their work at home. This is new to all students and should be modeled to them for several weeks. Both instructors warned not to be isolated in this process. People are willing to help. David commented about how Twitter helped him with resources. He was able to meet great people who are flipping their classes and they were willing to share resources. Monday night they have an 8pm #flipclass chat which was the best professional development he ever attended. They even got together in a Google Hangout. Andy recommends being collaborative with your fellow staff members.

If you are still reading......I hope you understand why I grappled with such a long summary.  I found writing the summary to extremely valuable because its saved to my blog.  I hope one day I will be ready to flip my lesson or unit and will be able to retrieve this valuable information in a snap.  Perhaps you could too!

Digital Citizenship

Week 7 Reflection The Distracted Generation

The Distracted Generation

Are you a competitive person? Do you like the satisfaction of winning? I know I do. Our students like to compete for trophies, perhaps  a “personal best”, or the blue ribbon.  I end up competing in my classroom, usually for the attention of my students.




When I first began to teach I was concerned about student attention, thinking that perhaps television was affecting their attention spans.  It seemed like students really could only pay attention to the task for 10-12 minutes.  Some people, including myself, thought that perhaps it was due to the placement of commercials in television programs. Perhaps the show would air for 10-12 minutes before inserting a break for commercials allowing movement and a distraction. 

It seems like teaching is different today.  I am not worried about competing with the television or frankly commercials, in fact I wish I was. At least I could get 10-12 minutes of attention. Now days it seems like I am competing with all different types devices and a billion distractions such as video games, texts, instant messages, and web searching. It seems like their attention spans are even shorter and there is even less time to hook my students on the lesson before they switch the remote in their heads to mute or change the channel all together. I’m not alone in this belief, both the Pew Internet Project and Common Sense Media have research to support these beliefs. 87% of the teachers in the study said technology is creating an “easily distracted generation with short attention spans.” Pressure is being put on teachers to be more interesting than the media. But, I won’t place all the blame on television or digital media. I often reflect on my teaching checking for best teaching practices and hooking my students to create motivation and engagement.   Perhaps I needed a better plan for differentiation? 

According to the PBS video Digital Nation distraction is a major problem among our students.   I felt this distraction first hand while watching.  I too checked my Facebook account, verified that funds were in my checking account to pay my mortgage, stopped the video in order to answer the many questions my kids had to ask, and checked my email.  Was I able to multitask well?  I think I did pretty good.  I was able to stop and start the video as needed and I could rewind it too.  Would I multitask if I were a student in a classroom, absolutely.  Would I always be able to do a good job?  I don't think so. 

The virtual gaming section of the video amazed me.  I wasn't aware of this world, its intense following, or even what makes it appealing. I have never played a virtual game.  After watching the PBS video I can totally understand how it would be intense and consuming.

Watch Digital Nation on PBS. See more from FRONTLINE.

 I have friends who play games through Facebook and I have now seen what online gaming is about.   I can understand the relationships that are built.  It is similar to the ones I build through this online course.  Although I have never met any of these people individually, I learn to respect their ideas because the work they produce is good.  However when the video introduced the idea that I  could remake the world into something I fit into, my curiosity was peaked.  For example, if I was a peasant and could play a game where I became a Queen, would I? While this particular question doesn't hook me personally, I could transcend that idea and could fantasize about becoming something different.  Like a firefighter or maybe a missionary traveling in Africa.  Now, I could be hooked.  I could try out something that I would never be able to do in real life!  Potentially with no ramifications to my personal or professional life.  Amazing.   Trying it out is less risky.  Perhaps I could find success and that I liked this new world.  Would I change my real life or just keep both worlds, separate, but keep both?  Would this dual world fill voids and make life more enjoyable?  I'm not sure, but it is fun to imagine and I suspect will create a lively conversation at the Sunday dinner table.  

Which means, I would have to unplug in order to eat.  

Our young family, the first 17 years

Week 6 Animoto Video

Here is a snap shot of my world. Enjoy!

Week 5 Mid Term Reflection using Audio Boo

listen to ‘Part 1 mid term reflection’ on Audioboo

listen to ‘Part 2 Mid Term Reflection’ on Audioboo

Week 5 The Connected Educator Reflection

It has been 15 years since I've read a textbook for a college course!  Juggling the reading requirements took a little to get used to.  

I was particularly fascinated by the organization of the chapters.   Two portions of the text resonated with me.  First, I liked  the suggested activities.  It is the first time that I was able to connect with people who were reading the same book as I.    It was this connection to other people that really impressed me.  Whether it was through Facebook posts, examining blogs, or seeing project based learning ideas it was powerful to see the work of others.   Another intriguing portion of each chapter was the "Think About It" section.  I really like that it provided an opportunity for reflection which teachers know is so valuable for learning. 


The one tool that I have become an avid fan of is the Diigo account for social bookmarking.   It has solved a few of the issues I had with organizing websites and bookmarking in my favorites.    The idea of tagging websites and other things I find on the internet is new to me.  Trying to figure out a tagging system and creating lists need to be better developed but I can honestly say I've used it everyday and have been able to retrieve data rather quickly.  I'd like to introduce Diigo to the staff at school.  I think they would find it to be helpful too.  I've shown Diigo to the Pastor's wife from church as well.  The other day in class I introduced it to a small group of students and hope to be able to use it for an upcoming project.  

Chapter 2 was my least favorite chapter so far.  While certainly I understand the reasoning behind the need for providing data, research, and introducing new terms, it just was a dry chapter.  I wanted action.

Chapter 3 was better.  I enjoyed learning about the ways to construct knowledge as well as investigating the problem based learning websites.  While I would really like to have more project based work in the classroom, it looks like I will need time to plan and organize them.  (The planning looks very intense.)  So needless to say I may have to plan that out this summer when I have more free time.   

Wordle.net and Vimeo.com were also interesting to me.  I've decided to have students write a summary about something we've studied in social studies.  Then they can cut their summaries into Wordle and print them out.  I can always have them turn in both the summary and the Wordle, but I think it will create motivation and engagement to complete the summary. 

I recently changed positions at my current school and have come to realize that collegiality is difficult to achieve, as the book points out clearly.  Perhaps I will be able to change some opinions and foster an environment of problem solving, not complaining.  At least I recognize that if I cannot get what I need from my colleagues I know how to find a blog and search out professional learning networks.  

Blogging has been a challenge for me.  Writing is not a strength of mine, nor something I enjoy.  However, I do like to read and enjoyed reading posts.  I found the RSS feeds and Feedly to be rather easy to use, once I become familiar with each.  

It is my hope that this journey will continue and that I can sustain this work and continue to be reflective in my practices.  

(PS...I am so happy...I learned how to capture a screen shot, turn it into a JPEG, and insert it into the blog!)

Week 4 Voice Thread

Thoroughly enjoyed Voice Thread.  Take a look at the comments.  https://voicethread.com/share/4363293/

Week 4 Digital Platforms Shape our Learning

Mr. Rogers had it right from the beginning, PBS rocks!  I thoroughly enjoyed the video. 

I was surprised from the beginning.  I had predicted that the video was going to spotlight high school or college students doing the work.  Considering that I began this course as a 20^th century teacher I think I’ve moved quickly in my understanding that there is a real need for me to change.  There are only a few parts of me that are hesitant about doing this.  Perhaps one of the few remaining barriers was removed.  If students this young demonstrate such a high level of thinking, than really my own students and children should be able to as well.  I can’t imagine that the teachers are more capable than me or that their students are better than mine. 

The difference really must be the way in which technology is used.  One of the last barriers is me.  Can I be the old dog that learns a new trick?   I’d like to observe the teacher’s lesson plans and planning process, checklists, and assessments.  I’d like to compare their work to mine to see how drastically different mine is.  I’m curious how far I am away from being able to do this.  We didn’t see the discussions or the practice work (all the pedagogy) that I assume the students and teachers did in the previous days or weeks.

It was fascinating to see how libraries and after school organizations have changed their style, not their mission.  These places used to be places to do your homework or shoot some hoops.  Now they are offering digital media; helping kids become passionate about their interests.  Because they know that if kids develop an interest and passion they will figure out a way to learn.  

I can hear some of the faculty members at work balk about digital media.  It will mean another thing.  I would tell then that in order to change they will need to unlearn, grieve, and re-learn.  I would also tell that that although it moves away from the traditional reading and writing activities, it replaces it with meaningful, engaging, and motivational ways to learn.  While reading and writing are required they are no longer the focus for the final product.  It is also important that teachers see the success students are having in the classroom.  Just like this week's video gave me an idea of that success. 

It is interesting to ponder the idea that 20^th Century Learning was just about the content.  21^st Learning is about moving from the individual learning the content to the collective experience where the learner not only has to learn but teach others something they have learned.  21^st Learning empowers the individual to travel down a different path where they will learn to be confident, creative, and believe that they can contribute something.   Perhaps teachers need to move their pedagogy to the 21st Century for the real reason of meeting the learner where they are instead of demanding the learner to meet the teacher.  Perhaps that is the key to motivating the most difficult students?  (I think I just connect to differentiated instruction.)

As a side note, I have been really curious about how to embed a video into my blog.  So let's see what I can find and do!  Here is a little video about how many teachers feel and will continue to feel if they choose to stay in the 20th Century.  

(Oh my gosh, that was EASY!)