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!
Subscribe to:
Posts (Atom)
