I had the best teaching experience I've ever had in 14 years teaching The Kite Runner to my English 12 class.
Our class watched the movie, and the students were very upset about what was left out of the movie.
Monday, November 23, 2009
Sunday, May 3, 2009
Reflections on Eng 652
This course, English 652, has been one of the most unique educational experiences I’ve had since…well, perhaps ever.
All my life I have been motivated by grades. Ever since I was little I earned basically straight As. My high school cumulative GPA was 4.25 and I graduated 24 out of 860 students. In college, I graduated with a 3.8 from U of M Morris. I’m not writing this to show-off; quite the contrary. I say this only to make a point- I wouldn’t necessarily call myself smart- I just have always worked very hard to earn a good grade.
My graduate school experience was not much different. I ended up earning almost all As with the exception of one B while earning my MS in English. But again, I wonder what I learned.
What makes this course experience different, is that it is the first class I’ve taken in eight years. Therefore, it’s the first class I’ve taken as a mom with numerous other responsibilities. I took this course because it was an exact match for my school Q-Comp and PLC goals- utilizing more technology in my classroom. When Chris Gordon forwarded me the course description, it was like divine intervention hitting me in the face.
Taking this class has been very freeing. Every activity and assignment I spent time on making direct connections to applying it in my classroom. I wasn’t driven by getting a good grade. Don’t get me wrong- my work ethic is essentially intrinsic; it’s hard to not naturally want to be successful and get an A. However, ultimately I wanted to get something out of this class, and beyond a shadow of a doubt- that goal was met in more ways than one.
Do I want an A- sure. Do I feel that I totally earned it- not necessarily. I dropped the ball numerous times with deadlines. I have some remorse for that only because I feel that I had let my classmates down at times (not offering feedback to Websites, for example). But I have been admittedly busy. I’ve spent many, many hours away from home, away from my children. So there were a few times when my choice was to either spend a little time with my children (who hadn’t seen me for days, literally), or spend time in front of the computer Blogging- well, I chose my kids. For that I don’t feel the least bit bad- a person can only spread themselves so thin at times.
But this has been fantastic class. I’ve learned a great deal- I’ve completely gone outside of my comfort zone!
All my life I have been motivated by grades. Ever since I was little I earned basically straight As. My high school cumulative GPA was 4.25 and I graduated 24 out of 860 students. In college, I graduated with a 3.8 from U of M Morris. I’m not writing this to show-off; quite the contrary. I say this only to make a point- I wouldn’t necessarily call myself smart- I just have always worked very hard to earn a good grade.
My graduate school experience was not much different. I ended up earning almost all As with the exception of one B while earning my MS in English. But again, I wonder what I learned.
What makes this course experience different, is that it is the first class I’ve taken in eight years. Therefore, it’s the first class I’ve taken as a mom with numerous other responsibilities. I took this course because it was an exact match for my school Q-Comp and PLC goals- utilizing more technology in my classroom. When Chris Gordon forwarded me the course description, it was like divine intervention hitting me in the face.
Taking this class has been very freeing. Every activity and assignment I spent time on making direct connections to applying it in my classroom. I wasn’t driven by getting a good grade. Don’t get me wrong- my work ethic is essentially intrinsic; it’s hard to not naturally want to be successful and get an A. However, ultimately I wanted to get something out of this class, and beyond a shadow of a doubt- that goal was met in more ways than one.
Do I want an A- sure. Do I feel that I totally earned it- not necessarily. I dropped the ball numerous times with deadlines. I have some remorse for that only because I feel that I had let my classmates down at times (not offering feedback to Websites, for example). But I have been admittedly busy. I’ve spent many, many hours away from home, away from my children. So there were a few times when my choice was to either spend a little time with my children (who hadn’t seen me for days, literally), or spend time in front of the computer Blogging- well, I chose my kids. For that I don’t feel the least bit bad- a person can only spread themselves so thin at times.
But this has been fantastic class. I’ve learned a great deal- I’ve completely gone outside of my comfort zone!
Hosting MOO Discussion
I have to admit, I almost regretted requesting such a late date for hosting a MOO discussion. It had been so long since we’d had a MOO discussion instead of F2F, so I had almost forgotten how to MOO, much less be in charge!
I spent quite a bit of time preparing- it was a long article! I took many notes hoping that some comments would stand out to me as being discussable. Then when it was time to create the slides, I was nervous. I had to use the library PC’s, which was different because as far as this course is concerned, I’d only used the Macs. So the TK MOO-Light had a slightly new look so I got nervous right away.
But, I’m happy to report that despite how nervous I was preparing and psyching myself out about hosting the discussion, I feel it went rather smoothly. I wouldn’t hesitate to do it again.
I spent quite a bit of time preparing- it was a long article! I took many notes hoping that some comments would stand out to me as being discussable. Then when it was time to create the slides, I was nervous. I had to use the library PC’s, which was different because as far as this course is concerned, I’d only used the Macs. So the TK MOO-Light had a slightly new look so I got nervous right away.
But, I’m happy to report that despite how nervous I was preparing and psyching myself out about hosting the discussion, I feel it went rather smoothly. I wouldn’t hesitate to do it again.
Dreamweaver Website
Probably the most intimidated I was by any assignment in English 652 was our Dreamweaver Website.
I was initially torn- because everything I’ve done in this class, I’ve had specific plans on how to implement it in my classroom. Everything has been very useful for which I’m very grateful. So my intention was to create a webpage that I could use for my classes in Annandale.
Our school district has required us teachers to have a website. I don’t even know what program our district spent money on for us to make webpages with, but I don’t have the slightest clue how to update my own page- therefore it’s completely out of date. Which is why I was excited for this assignment- I figured it was a way for me to create an updated, functional website.
But then when I discovered that our SCSU webspace is virtually wiped out about a year after this course completion, my enthusiasm began to wane. I didn’t feel a point in spending an overabundance of time just for an assignment if I couldn’t actually use it for my high school classes.
Well, since then I’ve heard that perhaps our computer technician can figure out how to convert this webpage to a different site. I may even ask for Dreamweaver to be put in my classroom computer so that I can regularly update my webpage.
I was initially torn- because everything I’ve done in this class, I’ve had specific plans on how to implement it in my classroom. Everything has been very useful for which I’m very grateful. So my intention was to create a webpage that I could use for my classes in Annandale.
Our school district has required us teachers to have a website. I don’t even know what program our district spent money on for us to make webpages with, but I don’t have the slightest clue how to update my own page- therefore it’s completely out of date. Which is why I was excited for this assignment- I figured it was a way for me to create an updated, functional website.
But then when I discovered that our SCSU webspace is virtually wiped out about a year after this course completion, my enthusiasm began to wane. I didn’t feel a point in spending an overabundance of time just for an assignment if I couldn’t actually use it for my high school classes.
Well, since then I’ve heard that perhaps our computer technician can figure out how to convert this webpage to a different site. I may even ask for Dreamweaver to be put in my classroom computer so that I can regularly update my webpage.
Texting While Driving
We had a very moving assembly at our high school last Friday in preparation for prom and graduation. Our Target group (essentially- students against drug and alcohol use) organized a mock drunk driving crash. It involved crashed cars, student actors, police, fire and EMT departments, local funeral directors and hearse, and even a Life Link helicopter.
I could go on and on about my thoughts on this event- particularly focusing on student responses and the fantastic “teachable moment” discussion I had in my classroom afterwards. However, since is the technology blog, I will stay focused on that connection.
Our police chief spent some time talking about different statistics, and one that came up was the problem with texting while driving. This has definitely increased car accidents in the past few years. Consequently there’s a law against texting while driving as we probably already know.
However, having heard that information following up an emotional experience like this mock crash, I can hope that it made an impact on some kids. I, myself, needed a lesson. I find myself texting while driving sometimes- with my two children in the car. It is so selfish and avoidable, but it’s so addicting! That’s why it can become a problem- by definition of an addiction, I’m not logically thinking of my safety nor that of others. So honestly, this weekend I made a conscious effort to not drive and text. Like most “changes” we humans attempt, it may not last long (like diet and exercise for me!!), but if the message is sent to enough people, change can happen.
I could go on and on about my thoughts on this event- particularly focusing on student responses and the fantastic “teachable moment” discussion I had in my classroom afterwards. However, since is the technology blog, I will stay focused on that connection.
Our police chief spent some time talking about different statistics, and one that came up was the problem with texting while driving. This has definitely increased car accidents in the past few years. Consequently there’s a law against texting while driving as we probably already know.
However, having heard that information following up an emotional experience like this mock crash, I can hope that it made an impact on some kids. I, myself, needed a lesson. I find myself texting while driving sometimes- with my two children in the car. It is so selfish and avoidable, but it’s so addicting! That’s why it can become a problem- by definition of an addiction, I’m not logically thinking of my safety nor that of others. So honestly, this weekend I made a conscious effort to not drive and text. Like most “changes” we humans attempt, it may not last long (like diet and exercise for me!!), but if the message is sent to enough people, change can happen.
My Parents Need a Cell Phone
There’s definitely a point in which certain forms of technology should almost be expected for people to possess. For example- cell phones.
Now my parents are pretty hip for being 60 and 61. My mom dresses is the most trendy (yet age appropriate- no thongs above the low rise jean line- thank heaven!!) clothes. My dad is super active in building his cabin and jet skiing. But it is increasingly frustrating that his stubborn ways keeps him digging his heels in and refusing to buy a cell phone.
My sister and I have tried appealing to his logical nature- “You have two ground lines- one at the town house and one at the cabin. You could save money by getting rid of both and just doing a cell phone.” Or, “at least get a cell for emergency purposes- you travel so much, it would give us peace of mind.”
But no- he still refuses. His biggest argument is that he’s noticed that when they go out with friends of the same age, these people’s kids call them frequently during the evening. My parents obviously find this rude. My counterargument is that, “I only talk to you about once a week now- why would you possibly think that just because you had a cell phone I would suddenly start calling you numerous times every evening?!”
Aargh! This was further frustrating during some of our family’s health-crises issues. A year ago my sister had a brain tumor removed. Instead of calling my parents to get updates, I had relatives calling my, who lives over an hour away, to get updates on Joelle because they couldn’t get ahold of my parents. This month my sister is giving birth to triplets. Again, relatives don’t feel comfortable bother her, and my parents are difficult to reach, so people are calling me again. I have no clue what’s going on, but I’ve been the “contact” person due to my availability.
Hmm, Mother’s Day is coming up… I do need a gift idea!!!
Now my parents are pretty hip for being 60 and 61. My mom dresses is the most trendy (yet age appropriate- no thongs above the low rise jean line- thank heaven!!) clothes. My dad is super active in building his cabin and jet skiing. But it is increasingly frustrating that his stubborn ways keeps him digging his heels in and refusing to buy a cell phone.
My sister and I have tried appealing to his logical nature- “You have two ground lines- one at the town house and one at the cabin. You could save money by getting rid of both and just doing a cell phone.” Or, “at least get a cell for emergency purposes- you travel so much, it would give us peace of mind.”
But no- he still refuses. His biggest argument is that he’s noticed that when they go out with friends of the same age, these people’s kids call them frequently during the evening. My parents obviously find this rude. My counterargument is that, “I only talk to you about once a week now- why would you possibly think that just because you had a cell phone I would suddenly start calling you numerous times every evening?!”
Aargh! This was further frustrating during some of our family’s health-crises issues. A year ago my sister had a brain tumor removed. Instead of calling my parents to get updates, I had relatives calling my, who lives over an hour away, to get updates on Joelle because they couldn’t get ahold of my parents. This month my sister is giving birth to triplets. Again, relatives don’t feel comfortable bother her, and my parents are difficult to reach, so people are calling me again. I have no clue what’s going on, but I’ve been the “contact” person due to my availability.
Hmm, Mother’s Day is coming up… I do need a gift idea!!!
Parent Reaction to Wiki
As I’ve said numerous times, my College Literature students have been working regularly with Wiki. One element that I haven’t looked into is parent feedback. In a real college setting this wouldn’t necessarily be a practical interest to the instructor. However, since I’m in the high school setting, I am rather interested in what parents make be thinking about this expectation of doing on-line classroom work.
After three plus weeks of using the Wiki for class discussion, I informally asked my class how many of them had mentioned to their parents that they had this requirement for my class. Only about three kids said that they had talked to their parents about it. Of those three, I asked what their parents thought- and none of those parents had anything to say.
Before the end of the semester I’d like to more formally get some parent feedback regarding this use of technology. I suppose I could look on-line for some possible questions, since I’m not really sure what I would even ask. I also plan to ask my students in an anonymous evaluation of their thoughts regarding the Wiki discussion.
After three plus weeks of using the Wiki for class discussion, I informally asked my class how many of them had mentioned to their parents that they had this requirement for my class. Only about three kids said that they had talked to their parents about it. Of those three, I asked what their parents thought- and none of those parents had anything to say.
Before the end of the semester I’d like to more formally get some parent feedback regarding this use of technology. I suppose I could look on-line for some possible questions, since I’m not really sure what I would even ask. I also plan to ask my students in an anonymous evaluation of their thoughts regarding the Wiki discussion.
MyFace.com
My College Literature class has been working on discussion on the Wiki. One of my students had a particularly funny story to share about his dad.
One evening this student was working on his Wiki postings. His dad, who apparently had been having a bad day, walked in and questioned what his son was doing. He thought he was just messing around on the computer instead of doing his homework. So the dad said to his son, “What, are you working on that My Face stuff?” Our class had a pretty good chuckle over that!
One evening this student was working on his Wiki postings. His dad, who apparently had been having a bad day, walked in and questioned what his son was doing. He thought he was just messing around on the computer instead of doing his homework. So the dad said to his son, “What, are you working on that My Face stuff?” Our class had a pretty good chuckle over that!
Monday, April 27, 2009
Wiki Discussion
I want to follow up on how my Wiki discussions have been going in my College Literature 184 class.
First of all, I made a dumb error from which my students were unfazed and continued to post comments regardless. For example, I have a Home page and then separate pages for each novel that has been assigned in the course. When a person clicks on the novel, then clicks on the “Discussion” tab, that’s where they should post comments on the novel.
However, for The Joy Luck Club, I accidentally created my discussion subjects in my Home page Discussion tab, not The Joy Luck Club Discussion tab. Well, my academic (get-a-good-grade-motivated) students just created their own subjects in The Joy Luck Club Discussion page. Not one student said a word to me for two weeks about why I hadn’t created any subjects for them. I don’t know if it’s because it hadn’t occurred to anyone, or they are too polite to say something, or too scared of me to say something!! Probably a combination!
Anyway, they are due today at 11:59 pm, so I started reading them today. It has been fun. It’s interesting reading a lot of them in one sitting, because I get a definite sense of pattern from individuals’ posts. For example, it becomes quickly evident which students question and get a strand of conversation going. Likewise, it becomes obvious who is agreeing with all of the other comments by merely rewording what everyone else has already said.
I have a very basic system for evaluation thus far, and would love suggestions on how to better “grade” comments. So far, I put a tally mark on the gradesheet for every comment a student makes. I vary the height of the tally based on complexity of the comment: a very short tally for basic plot regurgitation; a longer tally for depth and complexity of thought. At the end I’ll give points based on averaging the size and numbers of tallies. Any other suggestions?
First of all, I made a dumb error from which my students were unfazed and continued to post comments regardless. For example, I have a Home page and then separate pages for each novel that has been assigned in the course. When a person clicks on the novel, then clicks on the “Discussion” tab, that’s where they should post comments on the novel.
However, for The Joy Luck Club, I accidentally created my discussion subjects in my Home page Discussion tab, not The Joy Luck Club Discussion tab. Well, my academic (get-a-good-grade-motivated) students just created their own subjects in The Joy Luck Club Discussion page. Not one student said a word to me for two weeks about why I hadn’t created any subjects for them. I don’t know if it’s because it hadn’t occurred to anyone, or they are too polite to say something, or too scared of me to say something!! Probably a combination!
Anyway, they are due today at 11:59 pm, so I started reading them today. It has been fun. It’s interesting reading a lot of them in one sitting, because I get a definite sense of pattern from individuals’ posts. For example, it becomes quickly evident which students question and get a strand of conversation going. Likewise, it becomes obvious who is agreeing with all of the other comments by merely rewording what everyone else has already said.
I have a very basic system for evaluation thus far, and would love suggestions on how to better “grade” comments. So far, I put a tally mark on the gradesheet for every comment a student makes. I vary the height of the tally based on complexity of the comment: a very short tally for basic plot regurgitation; a longer tally for depth and complexity of thought. At the end I’ll give points based on averaging the size and numbers of tallies. Any other suggestions?
Vietnam Photo Essay
Since taking this course, I’ve made some changes in assignments. The first main change I made was with my English 12 Vietnam Photo Essay final project.
I originally borrowed the idea for this photo essay assignment from a teacher website on-line. I tailored it to fit the requirements for the Vietnam war books my students were reading. However, I had never really gone on-line to look at photo essays in general.
Well, last month my group of Jan, Jenn and myself spent time teaching photo essays. I spent more time perusing them on-line and seeing much better examples. Because of that experience, I reformatted my assignment sheet and have made more clearly outlined criteria.
The last two class days my students have been working on their Vietnam War Photo Essays in the computer lab. This sounds silly, but it’s been a joy in the lab watching them work. This group of students has taken this assignment much more seriously and has worked incredibly hard on it compared to the last two years’ of students. This is part due to my clearer guidelines.
This is the first assignment in which I’ve required students to cite images on their PowerPoint slides. The students didn’t complain once, and they seem to know what they are doing. It’s been a perfect example of raising the bar- when the bar is high, students will reach it. I just needed to set it higher, and make it clearer where the bar was!
The assignment is due Wed, and I’m really looking forward to seeing the results. I’ve also taken this assignment one step further with regards to meeting more of my “discussion” goals established in my Q-Comp and PLC groups. This semester, when my students present their Photo Essays, their classmates will be required to evaluate and make comments upon the PowerPoints that they view- and make connections between characters in their books.
I originally borrowed the idea for this photo essay assignment from a teacher website on-line. I tailored it to fit the requirements for the Vietnam war books my students were reading. However, I had never really gone on-line to look at photo essays in general.
Well, last month my group of Jan, Jenn and myself spent time teaching photo essays. I spent more time perusing them on-line and seeing much better examples. Because of that experience, I reformatted my assignment sheet and have made more clearly outlined criteria.
The last two class days my students have been working on their Vietnam War Photo Essays in the computer lab. This sounds silly, but it’s been a joy in the lab watching them work. This group of students has taken this assignment much more seriously and has worked incredibly hard on it compared to the last two years’ of students. This is part due to my clearer guidelines.
This is the first assignment in which I’ve required students to cite images on their PowerPoint slides. The students didn’t complain once, and they seem to know what they are doing. It’s been a perfect example of raising the bar- when the bar is high, students will reach it. I just needed to set it higher, and make it clearer where the bar was!
The assignment is due Wed, and I’m really looking forward to seeing the results. I’ve also taken this assignment one step further with regards to meeting more of my “discussion” goals established in my Q-Comp and PLC groups. This semester, when my students present their Photo Essays, their classmates will be required to evaluate and make comments upon the PowerPoints that they view- and make connections between characters in their books.
Monday, April 20, 2009
Benefits of English 652
When I left this morning I told my kids I wouldn’t be home until after they are in bed… again. They gave me the sad faces, and whined, “When are you going to be done with that class?” Total guilt feelings on my end. I reassured them it was for only three more weeks (“27 days” as my 1st grader calculated- which is then interpreted as “27 more sleeps” from my 5 year old!)
I’ve definitely given up family time for this class, but in the long run I believe it has been a good experience. I’ve already applied lessons that I’ve learned in Eng 652 in my high school classes. I’ve visualized how I can further incorporate more lessons. It has been a valuable experience thus far, I don’t doubt that. I’ve addressed many of my insecurities and have moved past some of them. If it weren’t for this class I may not have created a Facebook page and reconnected with many former friends. So there have been “side benefits” to having had taken this class as well.
I’ve definitely given up family time for this class, but in the long run I believe it has been a good experience. I’ve already applied lessons that I’ve learned in Eng 652 in my high school classes. I’ve visualized how I can further incorporate more lessons. It has been a valuable experience thus far, I don’t doubt that. I’ve addressed many of my insecurities and have moved past some of them. If it weren’t for this class I may not have created a Facebook page and reconnected with many former friends. So there have been “side benefits” to having had taken this class as well.
Let Nature Take its Course
It’s interesting to me how as a culture we’ve come to depend on technology so much. We’ve forgotten that sometimes nature just has to take its course, because we expect technology to give us easy, quick answers- and to solve problems.
The main situation that has prompted this train of thought is my sister. Joelle is 32 weeks pregnant with triplets, and is really hoping for her doctors to tell her exactly what is happening and when it’s going to happen. She has been in the hospital now for over a week on a magnesium drip to stop the contractions so the babies can stay in and develop a little more in utero.
The good thing, obviously, is that because of technology/medicine- those three babies have stayed protected in her for weeks longer than they would have had medicine not intervened.
The down side, though, is that Joelle almost expects her doctors to give her a definitive answer regarding what’s going on inside of her. Each doctor that visits her has a different analysis and interpretation. In her mind, obviously one/some of those doctors are wrong- so who should she believe?
As a culture we’ve become so dependent on experts being able to interpret technology and give us answers. On a simplified level, this occurs everyday when I inevitably hear someone complain about the weather, “I thought the weather guy said it was supposed to be 70 and sunny. Well, it’s 62 and there are some clouds in the sky! When do they ever get it right?!?”
Can’t nature just take its course?!
The main situation that has prompted this train of thought is my sister. Joelle is 32 weeks pregnant with triplets, and is really hoping for her doctors to tell her exactly what is happening and when it’s going to happen. She has been in the hospital now for over a week on a magnesium drip to stop the contractions so the babies can stay in and develop a little more in utero.
The good thing, obviously, is that because of technology/medicine- those three babies have stayed protected in her for weeks longer than they would have had medicine not intervened.
The down side, though, is that Joelle almost expects her doctors to give her a definitive answer regarding what’s going on inside of her. Each doctor that visits her has a different analysis and interpretation. In her mind, obviously one/some of those doctors are wrong- so who should she believe?
As a culture we’ve become so dependent on experts being able to interpret technology and give us answers. On a simplified level, this occurs everyday when I inevitably hear someone complain about the weather, “I thought the weather guy said it was supposed to be 70 and sunny. Well, it’s 62 and there are some clouds in the sky! When do they ever get it right?!?”
Can’t nature just take its course?!
Monday, April 13, 2009
"Kids as Tech Savvy as Bill Gates, but as Gullible as Bambi"
In addition to the Facebook debate, Esme Murphy briefly touched upon sexting- but focused more generally on kids and social networking. On her show someone made this awesome comment, “Kids today are as tech savvy as Bill Gates, but as gullible as Bambi.” This is why it’s critical that parents and teachers make kids aware of the potential long-term ramifications of writing on-line.
One woman called in with a great story from 15 years ago. At that time, her daughter was 16. Apparently her teacher confiscated a note that she and a friend were passing back and forth in class. In the note were several expletives. That night was conferences, so the teacher showed the parents the note. After conferences, the mom and dad came home and complimented their daughter on how well she was doing academically. They talked about how over the years they’ve always made a point of displaying her exceptional work on the refrigerator. So the mom took out the confiscated note- showed the daughter- and told her they plan to hang it on the fridge, too. The daughter was mortified.
The parents went on with the lesson of how you should never write something down that you wouldn’t feel comfortable having published in the newspaper. Their point was well taken, as their daughter now speaks to companies about using computers at the work-place. She uses this story to emphasize how with computers, everything can be tracked, preserved and shared. She emphasized that today people need to be especially careful, because, “A dumb moment lasts forever in cyberspace.”
One woman called in with a great story from 15 years ago. At that time, her daughter was 16. Apparently her teacher confiscated a note that she and a friend were passing back and forth in class. In the note were several expletives. That night was conferences, so the teacher showed the parents the note. After conferences, the mom and dad came home and complimented their daughter on how well she was doing academically. They talked about how over the years they’ve always made a point of displaying her exceptional work on the refrigerator. So the mom took out the confiscated note- showed the daughter- and told her they plan to hang it on the fridge, too. The daughter was mortified.
The parents went on with the lesson of how you should never write something down that you wouldn’t feel comfortable having published in the newspaper. Their point was well taken, as their daughter now speaks to companies about using computers at the work-place. She uses this story to emphasize how with computers, everything can be tracked, preserved and shared. She emphasized that today people need to be especially careful, because, “A dumb moment lasts forever in cyberspace.”
Sunday, April 12, 2009
Talk Radio Discusses FB in Workplace
My husband likes to listen to talk radio, so since I was trapped with him in the car for five hours on our way to Mitchell, SD for Easter, I got to hear it too. But my hearing turned into listening when Esme Murphy from WCCO focused her show on Facebook in the workplace.
Much of the dialogue centered on the ethics of employers accessing employee social networks. Of course most callers argued that employers have no right to look at personal information. However, others commented that if a person is working on FB on a work computer during the work day, then yes, it becomes the employers’ business.
I thought it was interesting that only one caller mentioned that her employer blocked FB from the work computers. My school district has done the same thing. I never gave it much thought until I started taking this class. At the time we didn’t have internet at home, so I was doing my homework at school. I had asked our computer tech if we could add FB to just my computer (as I know blocks can be removed from specified computers). She brought the request to our outside of district computer technician guru, and he refused. He said that he will not add FB to any district computer.
At first I was put-out by this. I’m a professional adult, and my request was made because of graduate course purposes. However, now that I am a Facebooker, I’m kind of glad I don’t have access. I’m not a complete FB junkie- but I enjoy checking out friends’ status’, and seeing who’s on-line for a chat. I’m afraid my temptation to check it at work could not be entirely resisted, so I probably would use FB at work. I’m glad it’s blocked- there’s no temptation.
One professional in this area was being interview, and she expressed many concerns about technology and the workplace. She talked quite a bit about with computers, anything one writes can be watched and tracked. She made a poignant comment regarding how ethics have changed over the years, and people need to be more careful, “the verbal message can be denied. The written word can be claimed as forgery. But there’s not much of an out for technology.”
Much of the dialogue centered on the ethics of employers accessing employee social networks. Of course most callers argued that employers have no right to look at personal information. However, others commented that if a person is working on FB on a work computer during the work day, then yes, it becomes the employers’ business.
I thought it was interesting that only one caller mentioned that her employer blocked FB from the work computers. My school district has done the same thing. I never gave it much thought until I started taking this class. At the time we didn’t have internet at home, so I was doing my homework at school. I had asked our computer tech if we could add FB to just my computer (as I know blocks can be removed from specified computers). She brought the request to our outside of district computer technician guru, and he refused. He said that he will not add FB to any district computer.
At first I was put-out by this. I’m a professional adult, and my request was made because of graduate course purposes. However, now that I am a Facebooker, I’m kind of glad I don’t have access. I’m not a complete FB junkie- but I enjoy checking out friends’ status’, and seeing who’s on-line for a chat. I’m afraid my temptation to check it at work could not be entirely resisted, so I probably would use FB at work. I’m glad it’s blocked- there’s no temptation.
One professional in this area was being interview, and she expressed many concerns about technology and the workplace. She talked quite a bit about with computers, anything one writes can be watched and tracked. She made a poignant comment regarding how ethics have changed over the years, and people need to be more careful, “the verbal message can be denied. The written word can be claimed as forgery. But there’s not much of an out for technology.”
Sunday, April 5, 2009
Speech Meet Technology
I am ashamed to realize that I haven’t blogged for two weeks! Oops! But one of the activities that has been consuming much of my time these past two weeks is my speech team. During that time span I judged three sub-section or invitational meets, have coached weekdays after school, and participated with my team at sub-section and section. And I’m very excited to report that I had three students qualify for the State Speech meet on April 18th (it’s bittersweet: we had great success- but now I’m not done for another few weeks!!).
With that said, there is a connection to technology and its side-effects (as I see it, anyway). During speech meets, a handful of the head coaches gather in the “tab room” to tabulate the results throughout the meet. We pair up and write down scores and do the math with paper and pencil. We trade results and have someone else double check our findings.
There are computer programs out there in which you can simply type in the scores and instant results are given (But even these technology programs are imperfect- so one still needs to be careful). Some argue that it’s ridiculous that we’re not using the computer technology more regularly. But our strongest argument for continuing with the pencil and paper- is the group camaraderie.
I thoroughly enjoy going to speech meets because I have my “friends in the tab room”. We have years of rapport, family stories and inside jokes that have been established because of this tab room. When we are at our separate computers typing, this camaraderie is lost.
In general, this is one of my fears with the increased use of technology. It’s easier to hide behind the keyboard than to speak with people face to face. Yeah, I’m into texting and FBing- and it’s definitely fun! However, the interactions between people directly cannot be replaced with technology- or we are going to be in trouble. I truly believe this.
With that said, there is a connection to technology and its side-effects (as I see it, anyway). During speech meets, a handful of the head coaches gather in the “tab room” to tabulate the results throughout the meet. We pair up and write down scores and do the math with paper and pencil. We trade results and have someone else double check our findings.
There are computer programs out there in which you can simply type in the scores and instant results are given (But even these technology programs are imperfect- so one still needs to be careful). Some argue that it’s ridiculous that we’re not using the computer technology more regularly. But our strongest argument for continuing with the pencil and paper- is the group camaraderie.
I thoroughly enjoy going to speech meets because I have my “friends in the tab room”. We have years of rapport, family stories and inside jokes that have been established because of this tab room. When we are at our separate computers typing, this camaraderie is lost.
In general, this is one of my fears with the increased use of technology. It’s easier to hide behind the keyboard than to speak with people face to face. Yeah, I’m into texting and FBing- and it’s definitely fun! However, the interactions between people directly cannot be replaced with technology- or we are going to be in trouble. I truly believe this.
Monday, March 23, 2009
I'm in Love with a Fictional Character
Most of my posts have been very academic based, but selfishly I need to write about a different topic (however, I do have a classroom connection!!).
I’m in love with a fictional character!! Yep, like millions of other women, I fell for Edward Cullen over a year ago, and I’m still obsessed! My obsession is well know among my students and my two children (ages 7 and 5).
One day at the mall, after passing by Hot Topic and oogling all of the Twilight merchandise in the window, my son seriously asked me, “Mom, what would you do if Edward texted you?” I laughed loudly as my husband responded, “She would say, ‘Leave me alone, I’m already married!’”. Yes, this was a legitimate conversation in my family!
My students are likewise amused by my infatuation with this character and the book series- and of course I play the part to the extreme. I find opportunities to reference Edward and Twilight during class- almost daily. I have a few posters donning my drab classroom walls. My reputation has spread beyond just my own students, too. Girls wearing Twilight t-shirts light up when they see me in the hall because they know I’m jealous of their apparel.
But last week was a highlight. I found two boxes of Sweetheart candy on my desk- one with Bella, the other with Edward. Attached was a Post-It note reading, “First of Two”. My curiosity was piqued, and I was anxious to see what part two was. I didn’t have to wait long, because shortly thereafter, while my homeroom was silently reading, I heard a “rap tap tap” on my door. I looked up to see the dreamy face of Edward Cullen looking at me through the window.
I excitedly hopped up, scaring my sheepish ninth-graders. I opened to door wide to have five giggling seniors hold out a six foot tall cardboard cut-out display of Edward! The five of them were shopping during the BPA State competition, and saw it at MOA, and knew they had to buy it for me. I was quite flattered. I had already taught a few of them, so I knew they weren’t just sucking up!! They genuinely cared enough to think of me and bought me a gift!
So Edward now hangs out in the front of my classroom. I put a yarn necklace around him, and attach a new sign to him daily. Tuesday’s read, “Edward and I want to wish you Happy St. Patrick’s Day!” Thursday: “Be nice to the substitute… or else!” My substitute even got into it by adding her sign on Friday, “Happy Spring.”
You may ask then, was I in line at midnight (Friday/Saturday) to purchase the DVD? I admit, I thought about it, but I didn’t really think that any of my 30 something year old friends- who are also obsessed with the books- would really drive 15 minutes to the nearest store with me. But my “six-months-pregnant-with-triplets” sister and I nearly ran some women over with a cart in our quest to get the “three disc” special- Exclusive at Target!!
Edward is definitely a conversation piece. And as incredibly dorky and cheesy as it is, I have found my obsession for Edward and Twilight to create class bonding like I’ve never had before.
I’m anxiously awaiting the release of the next movie- and this time I might just actually go to a midnight showing… on a school night!!!
I’m in love with a fictional character!! Yep, like millions of other women, I fell for Edward Cullen over a year ago, and I’m still obsessed! My obsession is well know among my students and my two children (ages 7 and 5).
One day at the mall, after passing by Hot Topic and oogling all of the Twilight merchandise in the window, my son seriously asked me, “Mom, what would you do if Edward texted you?” I laughed loudly as my husband responded, “She would say, ‘Leave me alone, I’m already married!’”. Yes, this was a legitimate conversation in my family!
My students are likewise amused by my infatuation with this character and the book series- and of course I play the part to the extreme. I find opportunities to reference Edward and Twilight during class- almost daily. I have a few posters donning my drab classroom walls. My reputation has spread beyond just my own students, too. Girls wearing Twilight t-shirts light up when they see me in the hall because they know I’m jealous of their apparel.
But last week was a highlight. I found two boxes of Sweetheart candy on my desk- one with Bella, the other with Edward. Attached was a Post-It note reading, “First of Two”. My curiosity was piqued, and I was anxious to see what part two was. I didn’t have to wait long, because shortly thereafter, while my homeroom was silently reading, I heard a “rap tap tap” on my door. I looked up to see the dreamy face of Edward Cullen looking at me through the window.
I excitedly hopped up, scaring my sheepish ninth-graders. I opened to door wide to have five giggling seniors hold out a six foot tall cardboard cut-out display of Edward! The five of them were shopping during the BPA State competition, and saw it at MOA, and knew they had to buy it for me. I was quite flattered. I had already taught a few of them, so I knew they weren’t just sucking up!! They genuinely cared enough to think of me and bought me a gift!
So Edward now hangs out in the front of my classroom. I put a yarn necklace around him, and attach a new sign to him daily. Tuesday’s read, “Edward and I want to wish you Happy St. Patrick’s Day!” Thursday: “Be nice to the substitute… or else!” My substitute even got into it by adding her sign on Friday, “Happy Spring.”
You may ask then, was I in line at midnight (Friday/Saturday) to purchase the DVD? I admit, I thought about it, but I didn’t really think that any of my 30 something year old friends- who are also obsessed with the books- would really drive 15 minutes to the nearest store with me. But my “six-months-pregnant-with-triplets” sister and I nearly ran some women over with a cart in our quest to get the “three disc” special- Exclusive at Target!!
Edward is definitely a conversation piece. And as incredibly dorky and cheesy as it is, I have found my obsession for Edward and Twilight to create class bonding like I’ve never had before.
I’m anxiously awaiting the release of the next movie- and this time I might just actually go to a midnight showing… on a school night!!!
Sunday, March 22, 2009
Wikipedia Lesson Plans
This afternoon I read the article, "Are We Ready to Use Wikipedia to Teach Writing?" by Robert Cummings. It was really interesting to hear the different points of view regarding whether or not using wikipedia in the classroom is credible. There were numerous blog commentaries following the article that were also “entertaining” to read.
My college literature students write a few essays, and I caution them against using wikipedia. I don’t make a huge issue about it, but I mention that when they really are in college next year, using wikipedia most likely will not be acceptable. It’s an interesting place to look to get general information- I know I do!! But for an academic essay, there are more credible resources available.
However, what I most enjoyed was a couple of lesson plans that were mentioned. Cummings himself uses wikipedia as a place for his students to write and be published. Throughout the course he brings the students from writing only for him, the teacher, to building up to larger audiences- culminating in the world wide web. Students learn about audience, voice, and how to deal with feedback once their reviews are published on wikipedia. I was very intrigued by this lesson idea.
Further on, a person names Jami, who is a lecturer at Cornell University, suggested a lesson in which students can research a term or concept on wikipedia, then they must further research it in different locations, then write about the comparisons and contrasts.
But ultimately, with anything, any type lesson of lesson should be done in moderation. It’s important to differentiate in your classroom- so using wikipedia as one lesson should be completely acceptable.
My college literature students write a few essays, and I caution them against using wikipedia. I don’t make a huge issue about it, but I mention that when they really are in college next year, using wikipedia most likely will not be acceptable. It’s an interesting place to look to get general information- I know I do!! But for an academic essay, there are more credible resources available.
However, what I most enjoyed was a couple of lesson plans that were mentioned. Cummings himself uses wikipedia as a place for his students to write and be published. Throughout the course he brings the students from writing only for him, the teacher, to building up to larger audiences- culminating in the world wide web. Students learn about audience, voice, and how to deal with feedback once their reviews are published on wikipedia. I was very intrigued by this lesson idea.
Further on, a person names Jami, who is a lecturer at Cornell University, suggested a lesson in which students can research a term or concept on wikipedia, then they must further research it in different locations, then write about the comparisons and contrasts.
But ultimately, with anything, any type lesson of lesson should be done in moderation. It’s important to differentiate in your classroom- so using wikipedia as one lesson should be completely acceptable.
Monday, March 16, 2009
New Technology Takes Time
I’ve definitely been adding more technology to my classroom and it’s been enjoyable. But with the changes comes a great deal of work on the forefront.
LCD-
So now that I have a working LCD projector- and a remote (so I don’t have to drag up a desk to stand on it every time I want to turn it on and off!), I’ve been making more PowerPoints. I’m converting most of my “overheads” to PowerPoints. In the long run this will be great because I can reuse- but for now, it’s extra time.
Wiki-
Now that my students have been commenting on the literature on the wiki, I’m realizing the need to create some kind of rubric for evaluating student comments/questions. Obviously, I should tell the students ahead of time that I’m also looking for depth of thought. So, my next goal is to create said “Wiki Comment Rubric”.
Overhead Screen-
One would think that now that I’ve got my LCD projector I’m good to go in the technology department for awhile. Well, a new complication has arisen. Suddenly, after 18 years of its existence, my overhead screen will not stay down!!! I literally had to have a student hold it in place while I did a PowerPoint. Two steps forward, one step back!!!
LCD-
So now that I have a working LCD projector- and a remote (so I don’t have to drag up a desk to stand on it every time I want to turn it on and off!), I’ve been making more PowerPoints. I’m converting most of my “overheads” to PowerPoints. In the long run this will be great because I can reuse- but for now, it’s extra time.
Wiki-
Now that my students have been commenting on the literature on the wiki, I’m realizing the need to create some kind of rubric for evaluating student comments/questions. Obviously, I should tell the students ahead of time that I’m also looking for depth of thought. So, my next goal is to create said “Wiki Comment Rubric”.
Overhead Screen-
One would think that now that I’ve got my LCD projector I’m good to go in the technology department for awhile. Well, a new complication has arisen. Suddenly, after 18 years of its existence, my overhead screen will not stay down!!! I literally had to have a student hold it in place while I did a PowerPoint. Two steps forward, one step back!!!
Tuesday, March 10, 2009
Wiki- Take 2
I presented my wiki to my College Literature class the other day. They sure seemed enthusiastic. I actually had one kid almost come out of his chair clapping when I announced I had created a class wiki (He’s very techy!!). They enthusiastically gave me their e-mail addresses so that I could “invite” them to join.
I have required that students must post five comments/questions throughout the duration of the novel. Most have posted already. The responses are varied. Clearly, there are students who thoughtfully articulate their responses- full sentences with focused examples. Then there are students who basically twitter their responses.
I’d be very interested in doing some kind of “study” to see if the twitter-type responses are coming from students who spend a great deal of time using technology. Or is there a difference between length based on gender: girls write more? Or is the difference based on certain students who would typically write more because they figure it will get them a better grade? Hmm… something to investigate down the road.
Another comment from my students was that they want to have anonymous usernames. They already know that classmates will have pre-conceived expectations of the kinds of comments someone will write based on his/her reputation. For example, they know that Person A is very thoughtful and analytic- so no matter what he says his peers will think it’s the “right” answer. Conversely, Person B is a silly jokester- so no matter what he says his peers will think it’s funny. I thought this was very insightful and mature from their end.
I have required that students must post five comments/questions throughout the duration of the novel. Most have posted already. The responses are varied. Clearly, there are students who thoughtfully articulate their responses- full sentences with focused examples. Then there are students who basically twitter their responses.
I’d be very interested in doing some kind of “study” to see if the twitter-type responses are coming from students who spend a great deal of time using technology. Or is there a difference between length based on gender: girls write more? Or is the difference based on certain students who would typically write more because they figure it will get them a better grade? Hmm… something to investigate down the road.
Another comment from my students was that they want to have anonymous usernames. They already know that classmates will have pre-conceived expectations of the kinds of comments someone will write based on his/her reputation. For example, they know that Person A is very thoughtful and analytic- so no matter what he says his peers will think it’s the “right” answer. Conversely, Person B is a silly jokester- so no matter what he says his peers will think it’s funny. I thought this was very insightful and mature from their end.
Thursday, March 5, 2009
Wiki- Take 1
Well, I was pretty proud of myself today- I created a wiki page for my college literature class! I was initially inspired by Jenn in her presentation on the “Fun Stuff I Found.” Then I was chatting with a friend who teaches at Eden Valley Watkins High School, and she also teaches a college course. She invited me to join her wiki page, so I did. I was impressed with all that she had included for her students.
I then created my own account, and started a page. My initial goal is to have my students post comments regarding the book we’re reading at least five times per novel, with at least one of those comments being a response to another students comments/questions.
Tomorrow I will get all of my students’ e-mail addresses so that I can invite them to join. They are a great group of students, so I trust them to be flexible and patient with my unfamiliarity with technology. I’m actually pretty excited to see how it works!
I then created my own account, and started a page. My initial goal is to have my students post comments regarding the book we’re reading at least five times per novel, with at least one of those comments being a response to another students comments/questions.
Tomorrow I will get all of my students’ e-mail addresses so that I can invite them to join. They are a great group of students, so I trust them to be flexible and patient with my unfamiliarity with technology. I’m actually pretty excited to see how it works!
Sunday, March 1, 2009
Technology Equipment
My principal has been very encouraging of my taking English 652. He’s a former business teacher, so he’s an advocate of incorporating technology into the classroom. I have shared with him during various meetings about the new ideas I have been learning about- wiki, blogging, MOOing, etc. He allegedly refers to my new knowledge with other departments- which is quite complimentary.
Therefore, I find it quite interesting that within the last week I have suddenly found a working LCD projector in my ceiling! I’m grateful, because now I don’t have to lug the portable one from the media center, move my computer to the middle of my room so that the cords will reach the overhead cart, and set it up the few times that I actually use it.
My principal has also assured me that I will be receiving a Smartboard by next fall, too. I can definitely see myself using more technology with these simple additions to my classroom. Admittedly I don’t use my computer often in teaching lessons, as it is a complete hassle getting the appropriate equipment (LCD projector). Obviously it’s common sense, but I’ll be much more likely to apply the great lessons I’ve been learning in English 652 when I have the proper tools at my disposal!
Therefore, I find it quite interesting that within the last week I have suddenly found a working LCD projector in my ceiling! I’m grateful, because now I don’t have to lug the portable one from the media center, move my computer to the middle of my room so that the cords will reach the overhead cart, and set it up the few times that I actually use it.
My principal has also assured me that I will be receiving a Smartboard by next fall, too. I can definitely see myself using more technology with these simple additions to my classroom. Admittedly I don’t use my computer often in teaching lessons, as it is a complete hassle getting the appropriate equipment (LCD projector). Obviously it’s common sense, but I’ll be much more likely to apply the great lessons I’ve been learning in English 652 when I have the proper tools at my disposal!
Friday, February 27, 2009
Judging a Book by its Cover
I started reading Writing New Media: Theory and Applications for Expanding the Teaching of Composition. One concept reminded me of a mini-lesson I teach in my English 12 class.
Wysocki states when referring to written text, “our texts most often will default to being efficient, and they will be efficient not only in production and distribution but also in the visual layouts and other material choices that help us read through them…” (13).
When I begin teaching the first novel in the course I pull out four different published editions of the same novel (Things Fall Apart by Chinua Achebe)- spanning throughout several decades of publication. We talk about how we judge books by their covers- and even though the old adage tells us not to, we do, and publishers know this, so they plan accordingly.
I have the students look and peruse each copy, then vote for which book they would choose- and it’s fun to hear their different rationale. This leads to the discussion of how book publishers study psychology to help make decisions regarding book covers, size of book, type of font, size of font, thickness of pages, etc.
Which to me connects to Wysocki in that as readers we aren’t necessarily consciously aware of those elements (font, size, covers), but yet it all factors into our readability. Now throw in the new media, and a whole other level is added!
Wysocki states when referring to written text, “our texts most often will default to being efficient, and they will be efficient not only in production and distribution but also in the visual layouts and other material choices that help us read through them…” (13).
When I begin teaching the first novel in the course I pull out four different published editions of the same novel (Things Fall Apart by Chinua Achebe)- spanning throughout several decades of publication. We talk about how we judge books by their covers- and even though the old adage tells us not to, we do, and publishers know this, so they plan accordingly.
I have the students look and peruse each copy, then vote for which book they would choose- and it’s fun to hear their different rationale. This leads to the discussion of how book publishers study psychology to help make decisions regarding book covers, size of book, type of font, size of font, thickness of pages, etc.
Which to me connects to Wysocki in that as readers we aren’t necessarily consciously aware of those elements (font, size, covers), but yet it all factors into our readability. Now throw in the new media, and a whole other level is added!
Sunday, February 22, 2009
Thoughts of Facebook
I’ve discovered that a student from my speech team has created an Annandale Cardinals Speech Team Facebook page. I created a second Facebook character for myself so that I can join the group with this “safe” teacher FB persona. Not that my Jennifer Alishia Barry Kulm FB persona has inappropriate stuff on it, but in light of what one hears in the media regarding negative fall-out from personal FB pages, I don’t want to risk my students finding anything personal about me.
I’ve been on our speech Facebook page, and it’s neat to see how students who graduated years ago have joined our page. It’s a great way for graduates to connect with current students- my speech members can see some “intergenerational” connection to what they do- awesome!
Unfortunately I find myself spending a fair amount of time connecting with people on Facebook now. I thought the novelty would wear off by now, but it’s still there so far. I told my Mom that statistically, she is in the age group that has the most growing numbers of people dabbling in Facebook. Since my parents don’t even own a computer or a cell phone, she assured me that she will not be one of those statistics!! Ha-ha!
I’ve been on our speech Facebook page, and it’s neat to see how students who graduated years ago have joined our page. It’s a great way for graduates to connect with current students- my speech members can see some “intergenerational” connection to what they do- awesome!
Unfortunately I find myself spending a fair amount of time connecting with people on Facebook now. I thought the novelty would wear off by now, but it’s still there so far. I told my Mom that statistically, she is in the age group that has the most growing numbers of people dabbling in Facebook. Since my parents don’t even own a computer or a cell phone, she assured me that she will not be one of those statistics!! Ha-ha!
Friday, February 20, 2009
From 12th Grade to 9th Grade
I just found out a few days ago that due to decreasing class sizes and budget cuts, we are losing one of the English teaching positions at Annandale. My first thought was my concern for my friend/co-worker Molly, who has the least experience and will now be cut. She’s a fantastic teacher and she will be sorely missed… both personally and professionally. She taught all of the 9th grade English classes, and has done a great job with them.
My next thought, selfishly, went to myself- who will now be the new 9th grade English teacher. I have taught 12th grade for 13 years, so this will be quite an adjustment. Those outside of education probably wouldn’t see the significance to this- high school kids are high school kids. Anyone in education would know that this is completely not true. I will need to not only create an entirely new curriculum; but I will need to review how to communicate, organize, teach, etc. to a whole new age group.
Which brings me to my technology connection. Thus far in this course I have been gearing all of my thoughts and ideas toward my seniors. However, I need to change how I’ve been thinking about implementing blogs, wiki, etc. I’ll certainly still be able to add new and great ideas, but my thought process needs to think differently.
My next thought, selfishly, went to myself- who will now be the new 9th grade English teacher. I have taught 12th grade for 13 years, so this will be quite an adjustment. Those outside of education probably wouldn’t see the significance to this- high school kids are high school kids. Anyone in education would know that this is completely not true. I will need to not only create an entirely new curriculum; but I will need to review how to communicate, organize, teach, etc. to a whole new age group.
Which brings me to my technology connection. Thus far in this course I have been gearing all of my thoughts and ideas toward my seniors. However, I need to change how I’ve been thinking about implementing blogs, wiki, etc. I’ll certainly still be able to add new and great ideas, but my thought process needs to think differently.
Friday, February 13, 2009
Entering the 21st Century
We’ve officially joined the 21st century! Last night we got Horizon’s Broadband wireless connection! Yep- internet at home. I greatly look forward to not spending hours on Saturday and Sunday doing my homework in my classroom!
I’ve also created a Facebook page and have connected with friends from junior high and high school. I can see how FB is addicting. However, I’m figuring that the novelty will wear off after a bit (I kind of hope!).
Not only that, but I finally got to use my I-Tunes card while shopping at the I-Tunes store. I got an I-Pod two years ago, an I-Tunes care last Valentine’s, and now I can finally use it! (Go figure- I was looking up 80’s tunes!!! I’m such a dork!)
I’ve also created a Facebook page and have connected with friends from junior high and high school. I can see how FB is addicting. However, I’m figuring that the novelty will wear off after a bit (I kind of hope!).
Not only that, but I finally got to use my I-Tunes card while shopping at the I-Tunes store. I got an I-Pod two years ago, an I-Tunes care last Valentine’s, and now I can finally use it! (Go figure- I was looking up 80’s tunes!!! I’m such a dork!)
Sunday, February 8, 2009
Old Fashioned English Teaching
I spent Saturday at a speech meet where I re-connected with the teacher whom I student taught with. He’s very near retiring, so I had an interesting conversation with him regarding his take on technology in the English classroom.
At his high school, many English teachers have class laptops in which kids compose in the classroom. The kids admit to him that they spend a lot of time on games, but know how to quickly hide it when the teacher walks by.
So when they got to his English class, they initially whined, “what, we don’t get computers in this room?!?!” Nope, he replied. He does it the old fashioned way. However, it’s interesting how students’ comments have changed greatly over time. Now he hears, “I like this class. We actually talk about stuff and get to know the teacher and have neat conversations.” Or “I feel so detached in classes with computers.” Hmm… something to think about with all of our advancements in technology.
At his high school, many English teachers have class laptops in which kids compose in the classroom. The kids admit to him that they spend a lot of time on games, but know how to quickly hide it when the teacher walks by.
So when they got to his English class, they initially whined, “what, we don’t get computers in this room?!?!” Nope, he replied. He does it the old fashioned way. However, it’s interesting how students’ comments have changed greatly over time. Now he hears, “I like this class. We actually talk about stuff and get to know the teacher and have neat conversations.” Or “I feel so detached in classes with computers.” Hmm… something to think about with all of our advancements in technology.
Friday, February 6, 2009
English Dept Conversation
I had a conversation with my English department regarding Blogging and Facebook. They knew I was taking this grad class, and were very interested in hearing what I’ve been learning. They are intrigued by using blogging as a way of book discussion. However, they echoed my hesitation with using this medium as a way of not having in-class discussions. I, too, firmly believe we need to continue to teach kids how to speak and compose their thoughts effectively verbally. It’s a nice idea to communicate with kids in other classes or across districts, state or world.
Monday, February 2, 2009
Talking about Literature Across the Country
My mind has been brainstorming different ways in which I can use blogging in my College Literature class effectively.
One idea I’d love to pursue is finding teachers from other districts or states who read the same novels as my students. Then I’d like to create a community blog site in which students from these different locations can start commenting and sharing opinions about the literature.
Looking at characters from different perspectives is a theme I talk about with great zeal in my literature courses. What an awesome chance for my kids to get diverse perspectives on the literature they are reading. Certainly, my Caucasian, rural, homogeneous group of students who are very familiar with their peers could gleam some unique insight from a student who lives in poorer, urban area of New York, for example.
I just have to figure out how to do it… how to get connected with other teachers. I guess I need to play some more on the internet!!
One idea I’d love to pursue is finding teachers from other districts or states who read the same novels as my students. Then I’d like to create a community blog site in which students from these different locations can start commenting and sharing opinions about the literature.
Looking at characters from different perspectives is a theme I talk about with great zeal in my literature courses. What an awesome chance for my kids to get diverse perspectives on the literature they are reading. Certainly, my Caucasian, rural, homogeneous group of students who are very familiar with their peers could gleam some unique insight from a student who lives in poorer, urban area of New York, for example.
I just have to figure out how to do it… how to get connected with other teachers. I guess I need to play some more on the internet!!
Saturday, January 31, 2009
Thoughts on MOOing
I’ve been doing a bit of reflecting on the MOOing conversations we’ve been having in class. I definitely see the advantages of us being able to log on from various sites and have a common dialogue- that’s clearly its best benefit.
However, I have to say I’ve been left yearning for speaking! As I told my husband, I sat in class for 2 ½ hours- I didn’t say a word. I still have no idea who anyone is in the class. I don’t particularly care for the anonymity of the people with whom I’m conversing. I’m taking a class with 8-9 people (I don’t really actually know how many are in the class since we’ve never all been together nor met). I need to have some face/name association. I very well could say something that offended someone in the room with me- and I have no idea who that person is!
I can see how in some settings an on-line conversation is appropriate, but I wish we had a few more face to face conversations first so that I could get a sense of who is who! I feel this would better my understanding of the perspectives from which people write comments.
However, I have to say I’ve been left yearning for speaking! As I told my husband, I sat in class for 2 ½ hours- I didn’t say a word. I still have no idea who anyone is in the class. I don’t particularly care for the anonymity of the people with whom I’m conversing. I’m taking a class with 8-9 people (I don’t really actually know how many are in the class since we’ve never all been together nor met). I need to have some face/name association. I very well could say something that offended someone in the room with me- and I have no idea who that person is!
I can see how in some settings an on-line conversation is appropriate, but I wish we had a few more face to face conversations first so that I could get a sense of who is who! I feel this would better my understanding of the perspectives from which people write comments.
Monday, January 26, 2009
Cell Phones in Classroom
Our principal recently had us read an article from edweek.org titled, “Students Turn Their Cellphones On for Classroom Lessons: New Academic Uses Challenge Restrictions”
by Andrew Trotter . The article gave us some neat ideas to ponder regarding kids using cell phones for academic purposes.
Our current school policy is that cell phones should not be seen during academic times. If we see a student’s cell phone (usually texting), we are expected to take the phone from them and give it to the dean of students. On 1st offense the student picks it up after school; on 2nd offense the student’s parent must come to school to pick it up.
Interestingly, this article discussed how to use cell phones in the classroom. It cited several places where teachers can set up websites in which students could text responses to questions. The article also mentioned articles, etc that students can access on their phones. In art or science type classes students could take pictures and instantly text to the teacher.
Obviously one concern would be the cost- not every student has a cell phone (but I’d be hard pressed to find a kid willing to admit he/she doesn’t have one!!) A suggestion was made that teachers could partner kids up for this type of work then.
Anyway, just a thought to consider.
by Andrew Trotter . The article gave us some neat ideas to ponder regarding kids using cell phones for academic purposes.
Our current school policy is that cell phones should not be seen during academic times. If we see a student’s cell phone (usually texting), we are expected to take the phone from them and give it to the dean of students. On 1st offense the student picks it up after school; on 2nd offense the student’s parent must come to school to pick it up.
Interestingly, this article discussed how to use cell phones in the classroom. It cited several places where teachers can set up websites in which students could text responses to questions. The article also mentioned articles, etc that students can access on their phones. In art or science type classes students could take pictures and instantly text to the teacher.
Obviously one concern would be the cost- not every student has a cell phone (but I’d be hard pressed to find a kid willing to admit he/she doesn’t have one!!) A suggestion was made that teachers could partner kids up for this type of work then.
Anyway, just a thought to consider.
Multi-Tasking Mom, Wife, Teacher, Christian and Community Member
Michael Wesch’s YouTube video, “A Vision of Students Today” gave me an opportunity to do some pondering regarding multi-tasking. Young adults are fairly competent at multi-tasking technology, but it raises a question in my mind, “how competent will they be at multi-tasking as adults?”
I say this, because most of what these college students were multi-tasking was “fun” stuff. Facebooking, texting, talking with friends, etc. Yet what about the needs that will require multi-tasking as adults?
I’ve read that one of the downsides of technology being discovered, is that the part of the brain that allows us to plan long range is not being developed. Young people can use their cell phone to quickly call and say, “Hey Mom, pick me up at the Hollister door in 2 minutes”. Gone are the days in which a parent and child would go to the mall and say, “Ok, we will meet at this door in 30 minutes.” At which point said child would have to mentally calculate, “Well, it takes me 5 minutes to walk to Maurices, which gives me 15 min. to look around and try on clothes, 5 min to pay for it, then another 5 to get back to meet Mom.” These mental skills are not being developed, so what happens if that part of the brain nearly disappears?
I have personally have had one of the busiest, craziest, hectic weeks I can ever recall. Here’s a run down:
Mon, Jan 19th- I got sick with the flu and spent many hours in the bathroom. (All of this after I spent a full day teaching, hosting a speech team meeting, and writing sub notes for the next day)
Tue, Jan 20th- my son had a tonsillectomy so we spent hours at the hospital and lots of time at home dolling out much needed TLC.
Wed, Jan 21st- my mother came to our house to stay for three days so she could help take care of Parker so that my husband and I could get to work. After eating the supper I had thrown into the crock pot that morning knowing I was busy, I returned to school from 7-9 pm to grade 50 final scrapbooks.
Thur, Jan 22nd- after teaching, I brought home 75 essays to grade. My mom helped me total points and enter grades into my gradebook.
Fri, Jan 23rd- workshop day at school. Scrambled to finish grading, re-organize my classroom, and design “first day of school materials” for the three different classes I would begin teaching on Monday before I attended several meetings scheduled during our “work day”. Understandably, though, as it’s the only time all teachers are available at the same time. Friday night, mom went home, but we spent time making a fort with the kids in the TV room and watching movies.
Sat, Jan 24th- my husband got sick with a different type of flu- one which left him completely unable to move for 2 days. I spent 5 hours at school doing My Homework, and coordinating a speech meet in which 200 kids from other schools will be coming to Annandale to compete on Thursday, 29th.
Sun, Jan 25th- after teaching Sunday School and going to church service, I then attended a 2 hour meeting as I have been voted in as a council member of my church. I returned home to cook, clean, do laundry, and continue to doll out TLC to sick hubby, recovering son, and a daughter that we’re suspecting may have strep throat now. Spent time figuring out how to arrange our schedules for Monday.
Mon, Jan 26th- my hubby work up admitting that he’s still too sick to get to work- so we re-configured how to get kids to school and daycare- and the possibility of getting our daughter to the doctor for a throat culture. Good news- this opened to door for me to get to school incredibly early to finish My Homework. Then be mentally prepped for the “first day of school”, another speech meeting, then off to class.
I write this down not to complain or sound whiney, but this is what occurs when a person multi tasks as a parent, spouse, employee, active Christian and involved community member. If the “long range planning” part of my brain didn’t function- my family’s life would completely fall apart!
I say this, because most of what these college students were multi-tasking was “fun” stuff. Facebooking, texting, talking with friends, etc. Yet what about the needs that will require multi-tasking as adults?
I’ve read that one of the downsides of technology being discovered, is that the part of the brain that allows us to plan long range is not being developed. Young people can use their cell phone to quickly call and say, “Hey Mom, pick me up at the Hollister door in 2 minutes”. Gone are the days in which a parent and child would go to the mall and say, “Ok, we will meet at this door in 30 minutes.” At which point said child would have to mentally calculate, “Well, it takes me 5 minutes to walk to Maurices, which gives me 15 min. to look around and try on clothes, 5 min to pay for it, then another 5 to get back to meet Mom.” These mental skills are not being developed, so what happens if that part of the brain nearly disappears?
I have personally have had one of the busiest, craziest, hectic weeks I can ever recall. Here’s a run down:
Mon, Jan 19th- I got sick with the flu and spent many hours in the bathroom. (All of this after I spent a full day teaching, hosting a speech team meeting, and writing sub notes for the next day)
Tue, Jan 20th- my son had a tonsillectomy so we spent hours at the hospital and lots of time at home dolling out much needed TLC.
Wed, Jan 21st- my mother came to our house to stay for three days so she could help take care of Parker so that my husband and I could get to work. After eating the supper I had thrown into the crock pot that morning knowing I was busy, I returned to school from 7-9 pm to grade 50 final scrapbooks.
Thur, Jan 22nd- after teaching, I brought home 75 essays to grade. My mom helped me total points and enter grades into my gradebook.
Fri, Jan 23rd- workshop day at school. Scrambled to finish grading, re-organize my classroom, and design “first day of school materials” for the three different classes I would begin teaching on Monday before I attended several meetings scheduled during our “work day”. Understandably, though, as it’s the only time all teachers are available at the same time. Friday night, mom went home, but we spent time making a fort with the kids in the TV room and watching movies.
Sat, Jan 24th- my husband got sick with a different type of flu- one which left him completely unable to move for 2 days. I spent 5 hours at school doing My Homework, and coordinating a speech meet in which 200 kids from other schools will be coming to Annandale to compete on Thursday, 29th.
Sun, Jan 25th- after teaching Sunday School and going to church service, I then attended a 2 hour meeting as I have been voted in as a council member of my church. I returned home to cook, clean, do laundry, and continue to doll out TLC to sick hubby, recovering son, and a daughter that we’re suspecting may have strep throat now. Spent time figuring out how to arrange our schedules for Monday.
Mon, Jan 26th- my hubby work up admitting that he’s still too sick to get to work- so we re-configured how to get kids to school and daycare- and the possibility of getting our daughter to the doctor for a throat culture. Good news- this opened to door for me to get to school incredibly early to finish My Homework. Then be mentally prepped for the “first day of school”, another speech meeting, then off to class.
I write this down not to complain or sound whiney, but this is what occurs when a person multi tasks as a parent, spouse, employee, active Christian and involved community member. If the “long range planning” part of my brain didn’t function- my family’s life would completely fall apart!
Blogging Debut
Well, this is my blogging debut. I’ve been intrigued by this concept, and have been thinking of ways in which to use blogging with my English students- particularly in my college literature classes.
My seniors are far more computer savvy than me, so I know I need to be more knowledgeable in this area. I figured I better have a grasp on this element (blogging) before I implement it in my classroom, though- or I could come out looking pretty incompetent!
As an English teacher I suppose one could argue that the “classics” don’t change; but how we communicate that information to our students has. I would argue that nothing can replace the need for ink on paper novels (I can’t imagine physically reading a book on a computer!), but certainly how students talk with each other about what they have read can change. It wasn’t long ago that I had students pass a notebook around to each other writing comments on the novels they were reading. Well, it’s time I tap into their knowledge of technology and use it to all of our benefits- discussing literature on-line!
My seniors are far more computer savvy than me, so I know I need to be more knowledgeable in this area. I figured I better have a grasp on this element (blogging) before I implement it in my classroom, though- or I could come out looking pretty incompetent!
As an English teacher I suppose one could argue that the “classics” don’t change; but how we communicate that information to our students has. I would argue that nothing can replace the need for ink on paper novels (I can’t imagine physically reading a book on a computer!), but certainly how students talk with each other about what they have read can change. It wasn’t long ago that I had students pass a notebook around to each other writing comments on the novels they were reading. Well, it’s time I tap into their knowledge of technology and use it to all of our benefits- discussing literature on-line!
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