My Educational Philosophy

For the last assignment of the semester, my task was to create a movie detailing my educational philosophy. Well, perhaps detailing isn't quite the right word, as it was supposed to be 90 seconds long. See my finished Movie Maker product here.

For all my avid readers, don't fret! The end of the semester does not mean the end of this blog. I shall return with more tech projects and musings next semester! Until then, remember:

"Man's mind, once stretched by a new idea, never regains its original dimensions."

-Oliver Wendell Holmes, Jr.


Sources for movie clips:
http://jcomm.uoregon.edu/images/minorityworkshop/group.jpg
http://www.elcamino.edu/studentservices/highschool/images/Web3.jpg
http://www.bnl.gov/bnlweb/pubaf/pr/photos/2005/D1941105_GIS-300.jpg
http://images.jupiterimages.com/common/detail/80/88/22198880.jpg
http://www.safepassageohio.org/photos/COFFIN3.jpg
http://www.english.heacademy.ac.uk/images/funding/happy_students.jpg
http://www.pptbackgrounds.fsnet.co.uk/images/a-earthg1.GIF
http://www.marcom.com.au/mediacentre/md_highschool2.jpg

"Tools for the Mind"

A. Gustaveson
11/12/2007
"Tools for the Mind" by Mary Burns

In Assignment #7 I react to Mary Burns' suggestion that educators treat all technology equally. I am guilty as charged! Her article can be found in Educational Leadership.


Overview

Author Mary Burns cautions educators against a common technology trap: failure to realize that not all software programs are created equal. In the rush to use technology in the classroom, teachers often overlook the fact that many programs fail to develop higher-level thinking skills. We tend to use "show-and-tell" applications like the Microsoft Office suite that do not engage students' critical thinking skills. Rarely do we employ spreadsheets or database projects, which offer students the opportunity to get involved in complex learning activities.

Burns offers advice on avoiding this trap (or climbing out of it if you've already succumbed).

Reference Points

1. When first introduced as a curriculum tool, educators widely believed computers would build higher-order thinking skills in students. Technology would transform learning.
2. In the era of NCLB and budget cuts, education officials are now scrutinizing the role of computers as an instructional tool.
3. Research has failed to link technology use with improved student learning. What is contributing to this gap between intention and reality?
4. Common behavior patterns among educators have relegated computer use to focusing on lower-level skills: a. Professional development trains teachers in skills, not in practices that capitalize on technology's potential uses.
   b. A desire to equate technology with increased learning. We have forgotten to step back and assess if gains are actually taking place.
   c. The tendency to "classify all software applications as cognitively and instructionally equal" (49). The result? A reliance on products that engage lower-level skills. Applications like Word and PowerPoint are easy to use but do not build critical thinking skills like a spreadsheet or simulation program can.
5. Teachers incorporate such former "show-and-tell" programs into learning activities more often because they are user-friendly and take less time to master.
6. School districts can help teachers capitalize on technology's instructional potential by offering professional development that focuses on assessing a tool's ability rather than just its use.
7. Professional development should highlight technology use that is aligned with a particular learning goal. This gives teachers a real-life model to imitate in the classroom.
8. Technology should naturally align with the four areas of teaching (content knowledge, curriculum, instruction, and assessment) not trump them. The bottom line: don't force it!
9. Give educators the tools to use computers to their fullest potential before asserting that technology is not improving student learning.

Reflection and Significance

After reading this article, I realize I am one of the typical teachers Burns mentions. When I use the SmartBoard to display DOL or to show a video clip, I pat myself on the back because I have integrated technology into my classroom. I rely on technology to capture learner attention. I never stepped back to assess the level at which I was engaging my students. I never thought about using technology specifically to develop higher-order thinking skills. In the future, I hope to put my new-found awareness to work researching some of the programs (simulations, GIS, online collaborations) Burns' suggests to activate critical thinking skills.

Burns states teachers "need opportunities to work together with colleagues to plan rich, preferably interdisciplinary activities in which technology serves to extend learning in ways that would not be possible without its use" (53). Yes, that would be ideal! While I understand where this demand is coming from, I do not see it as a viable solution. It seems the key to every educational problem lies in teachers focusing more time on this or that. With funding shortfalls and the current political landscape, it is not reasonable to expect teachers will find more time to pursue any of these suggestions. If she wants to promote real change, Burns should find a solution that exists within the present realm of possibility.

Teaching Self Critique

Installment #2 of my "Eating Locally" project was making a video of my presentation to my class. After watching and critiquing my teaching style and presentation methods, I have come to the following conclusions:

PROS

• I do a good job playing off comments and questions; I can generally incorporate them in my presentation and continue on without losing my place
• When I was up there presenting, I felt like a robot. Day-to-day I spend very little time lecturing, so to get up in front and speak for 20 minutes seemed very foreign, and made me uncomfortable. I worried I was boring my students. Watching the video, however, I seem more natural and comfortable than I felt at the time. Class interaction was solid (although compared to what it normally is in that class, low). On review, I thought my volume level, enunciation, and inflection were fine, and not too robotic at all. This also made me realize something about my preferred teaching methods - not relying on the lecture format!
  

NEEDS IMPROVEMENT

• I use my hand when I talk. A lot. While it didn't seem particularly distracting during the presentation, I fear I might go over the top on other occasions. I need to find some way to keep my hands still, at least part of the time.
• I like to lean! Again, it seemed to come across as natural, not laziness, in the video (from my perspective). However, I did notice that when I leaned against the table for a few seconds, the way my body was positioned I was shutting out a handful of students. If I simply must lean, I need to remember to not do so from a position where I have my back (even partially) turned.
• I need to check student understanding more often. This was just a "fun" activity, so I could afford to have students tune out as long as they were being quiet. I didn't attempt to draw in those I wasn't sure were paying attention. In a real lesson I would need to do more questioning to check progress and attentiveness.
  

LESSONS LEARNED

• The break where I had to re-align the SmartBoard lasted FOREVER when I was teaching, but watching it on the video, I realize it only lasted a few seconds. I remember worrying that total chaos might erupt because I had to briefly pause to deal with technology. The moral of the story? I don't HAVE to fill up every single second. Don't be afraid of silence.
  
• I did not feel completely prepared before giving this "lesson." I think this contributed to my fear of sounding robotic. I realize that the more comfortable I am with my subject, the more clearly I will be able to formulate my presentation. This will translate into feeling more natural in front of the class.
  

Though the thought of watching myself teaching was nerve wracking, it turned out to be a rather painless experience. This was a pretty sweet project all in all.

For a teaser of me teaching, click here. Sorry you only get thirty seconds! Due to technical difficulties, I was unable to upload more to the Internet.

Eating Locally - The Verdict Is...

The next installment of Assignment #5 - data analysis!


So, can you save energy by "harvesting" your own food locally (shooting a Dall sheep) as opposed to relying on grain-fed beef?

I would have a better answer had we actually been able to get one. Unfortunately, there were no sheep to be seen on our hunting days.

Pitfall #1 of relying on nature's local bounty: unpredictability!

Not to fear. Using statistics from Alaska Fish and Game, I figured out how many pounds a typical sheep carcass weighs, and used this to calculate energy rates.

The verdict on saved energy? View my Eat Locally Power Point to find out. Data can be accessed at google docs.
Happy eating!

"The Educator's Guide to the Read/Write Web"

A. Gustaveson

10/14/2007

"The Educator's Guide to the Read/Write Web" by Will Richardson

Assignment #6 is a reaction to Richardson's article in the magazine Educational Leadership. After outlining his ideas for creative collaborative assignments, I share my thoughts on interactive Internet projects in the classroom.

Overview

In his article "The Educator's Guide to the Read/Write Web," Will Richardson touts the creative opportunities that abound online. He firmly believes students and teachers should take advantage of the interactive capabilities of the Internet. Teachers should redesign curriculum to foster student experiences online; students should use the Web to publish assignments and share information. While acknowledging the risks involved with student Internet use, Richardson believes the benefits fully outweigh the costs. By taking advantage of all the Web has to offer, "students and teachers can share what they have learned in meaningful, purposeful ways" with a worldwide audience (27).

Reference Points

1. Internet users no longer just consume information; they use the space to publish, collaborate, and converse.
2. Teachers and students should take advantage of publication and creation tools to enhance classroom learning: -The blog has made it easy to share ideas on a worldwide scale. Students at Hunterdon High in New Jersey have used blogs to collaborate with book authors and interact with fellow students in Poland. -Wikis are websites anyone can edit any time. This collaborative creation tool is self-policed by its users for errors. Classes have used wikis as a forum for leaving resources for future students.
   -Really Simple Syndication (RSS) technology makes it easy for a consumer to keep up on hundreds of sites at once. Instead of checking numerous sites, all the information is combined into one feed that is stored until the user has time to access it. Each feed is tailored according to individual preferences. Student researchers can set up RSS feeds to receive new information about their subjects as soon as it is published.
   -Social bookmarking tools allow users to share RSS feeds of sites they have found useful.
   -Podcasts are amateur home radio programs that are accessed online. Podcasts allow students to share their assignments with online users.
3. All these tools mean students are publishing in a world "that is more transparent, interactive, and collaborative than ever before" (26). Students require a new type of literacy to deal with this world. They need to be taught to filter information and to judge a site's content and relevancy.
4. Teachers should take advantage of the technological revolution and move beyond the scope of textbooks and handouts. Use net resources to access current information and to seek content experts to guide student projects. Curriculum should be redesigned to reflect today's emphasis on technology, particularly the Internet.
5. Schools should implement privacy and safety measures if students are encouraged to publish assignments online.

Significance

I think Richardson is right on with most of his beliefs. I especially agree that students need to be taught how to evaluate a website. Many students I encounter tend to think if something is on the Internet, it must be true. We need to show our students how to be critical consumers. Richardson points out that this concept works two ways: the flip side to students questioning what they read is learning to publish responsibly. Students should strive to be as reliable in their own postings as those they seek out for research purposes. I also strongly agree that students who publish for a worldwide audience will tackle assignments with a different attitude. First, they will work harder because it won't just be the "teacher" who sees it; second, knowing their words will be contemplated by many will instill a feeling of self-worth.

I definitely see the benefit to taking advantage of networking and information possibilities online. However, I think this needs to be tempered with other types of activities, something Richardson fails to mention. If we create a curriculum that is based entirely on the Internet, students might forget there is a world beyond the computer screen. Many people today are already crying foul at the heavy presence of technology in young adults' lives. I think Richardson raises many valid points, but a wise educator would balance Internet projects with other types of classroom activities.

Eating Locally - How Does Energy Consumption Compare?

Assignment #5 is all about making a difference! I will find a way to save energy in my personal life. After collecting data, I will create a presentation for my students detailing my energy savings. Playing the "what-if" game will help us see how much energy could be saved if more people bought into these changes! Ultimately this project will culminate in a video critique of my teaching style. This project will be detailed in several installments.

This assignment can also be implemented as a project within my own classroom, getting students involved with technology for data collection, analysis, and presentation purposes.


Having drawn a sheep hunting tag for the last half of October, my boyfriend and I are planning to shoot a ewe and substitute the meat for our beef consumption. This started me thinking: how do the energy (gasoline) consumption rates compare for harvesting the two types of meat? Is it environmentally friendly to harvest locally?

To calculate the amount of gasoline needed to harvest a local sheep I will collect or calculate the following numbers:

• Trip distances (to and from the mountain, to and from the shooting range to sight the rifle, trips for needed supplies [bullets, haul bags, etc.]) - obtain from odometer


• Average miles per gallon for each trip - obtain from car computer


• Pounds of edible, salvaged sheep meat - weigh after carving


• Gallons of gas used per pound of sheep meat - calculate in Excel


• Comparable energy consumption figures for one pound of beef (average, high and low figures if applicable) - Internet sources

I found several online reports breaking down the amount of energy (gallons of gas) required to produce one pound of edible beef. At least one of these reports offers numbers that include gallons of gas used in food production for steers. I aim to use figures based on this method of calculation, which do not include gas consumed in the process of slaughtering and processing the cows. I do not know of a way to measure the gasoline used in processing the sheep meat, nor how to calculate the energy costs associated with importing beef. By using information from the earliest stage of beef production, I believe my analysis will be more comparable than using energy numbers encompassing the entire process.

By the end of this project I hope to be a more informed consumer with first-hand knowledge of the costs involved in eating locally.

"Listen to the Natives"

A. Gustaveson
9/17/07
"Listen to the Natives" by Marc Prensky

Assignment #4 is a reaction to Marc Prensky's article in Educational Leadership. A brief outline of his points is followed by my thoughts on his technology philosophy.


Overview

Education needs to adapt. Quickly. According to Marc Prensky, if we refuse to make education relevant, our audience will continue to tune out. Creating relevancy means using technology to deliver and assess lessons. In particular, teachers can motivate learning by implementing video game strategies in the classroom. Prensky advocates for student-centered education that fully integrates the technological world our students live in and interact with daily. This includes an education model that gives learners increased decision-making powers over what and how lessons are presented.

Reference Points

1. Students are digital natives, they were born into the digital world and are at ease with its tools. Educators by and large are digital immigrants who struggle to stay current with technological developments. This dichotomy engenders a disconnect in communication.
2. Technology changes so rapidly that traditional catch-up methods (in-services) are ineffective.
3. Students must be engaged before they can learn. To do this, structure class activities to resemble video games.
4. To further engage students, give them a sense of ownership over their education. Ask for their input. As digital natives, students can be a teacher's best resource in finding solutions to educational problems with technology.
5. Education is not "one size fits all." Use technology to adapt the model to best fit each student.
6. Capitalize on students' familiarity with digital tools - make them a part of the assessment. Cell phones in particular show a lot of promise for digitizing student-teacher interactions.
7. Programming is the necessary skill for the 21st century student. Give students training in and practice with this skill.
8. Historical curriculum content needs to adapt. It should change to reflect the 21st century skills so vital to survival in today's society. Lessons should be delivered in a way that utilizes these skills, with tools that are "powerful, programmable, and customizable" (13).

Reflection and Significance

Prensky is right on target when he advocates for a student-centered model of education. As far as education can be individualized, I believe it should be. This should be every teacher's primary goal. Technology can ease the burden of this process on an educator. However, I do not agree with Prensky's reliance on technology as the ultimate answer to education's woes. Though incorporating cell phones into the learning model sounds tempting, I believe it would be difficult to ensure on-task behavior on a phone. Programs exist that enable a teacher to lock students out of specific programs in the computer lab while enabling access to others. As far as I know, teachers have no similar control over what a student does on his phone. He might be texting friends, blogging, or completing the assignment, but unless you are giving an in-class deadline (which is unrealistic for every assignment) there is no way to keep track of his activities all of the time. Prensky's answer to this dilemma is to instill self control in students. In an ideal world this is possible, but I believe this solution is unrealizable for every American teenager.

I completely agree with Prensky that students should be empowered in their own learning. Exercising decision-making skills invests them in the quest for knowledge. However, there is a balance that should be sought between empowerment and self-entitlement. I do not want to students to expect or assume all decisions will be handed over to them because it is their right. I think Prenksy goes too far is asserting the scope of student decision-making. I also disagree with Prensky's advice to let students self-select their own groups. It is an educator's duty to push learners out of their comfort zones. If students are left entirely to their own devices, will they ever expand their horizons and interact with the many types of people in existence? I expect some would, but many others would not.

Technology Assessment

Assignment #3 is an assessment of my school's technological capabilities and atmosphere. My findings will aid me in completing future assignments. This search will also help me identify what my "must-haves" are for next year when I look for a teaching job.


Scour the website and you'll come up empty-handed. If you want to know about technology at Service High School (SHS), there is only one place to go - the man himself, Bill Corbett.

Bill Corbett is the tech guy at my school. His official title is Technology Coordinator. If you have a question about anything technology related, start with stopping by his office to pick his brain. In fact, unless it is a basic question regarding hardware availability or troubleshooting, this is the only place to go for information. His response to the question "Is there an ed tech plan for Service?" was a disbelieving chuckle and "you mean, like in writing?"

This no doubt sends shivers up the spines of all you anal retentive people out there, myself included. But by the end of the conversation I was completely at ease. Though no formal written plan exists, Corbett does have a clearly defined philosophy, and it is easy to see its fruition at Service. Click for more information regarding technology at SHS.

After completing this project, I feel extremely well-informed about the technological possibilities available at Service High. In fact, I venture to say I am more well-informed than most of the staff! I am extremely pleased with my new-found knowledge and feel this project was well worth my time.

Disclaimer: There are no links to anything written about SHS technology. This is not due to laziness on my part, this is because such pieces do not exist. Period. Anything available in writing is long-outdated, and thus extemporaneous to our purpose here.

epic2015

Assignment #2 After watching a movie called epic2015 that predicts future technology trends, I react to how technology will change the practice of teaching.

In this futuristic setting, print media is quickly going out of style. It is too slow-moving to keep up with the increasingly fast-paced world. In a universe where all information can be instantly tailored to the individual, if it can’t change to meet your evolving preferences, it is not useful.

In such a world, I see students no longer learning from textbooks, but receiving lessons and reading materials over podcasts. If a student is out sick or has a dentist appointment, she can tune in to the lesson wherever she is at. Perhaps students are no longer required to read, but instead listen and watch prerecorded lessons from a virtual textbook.

Students are able to work at their own pace, so motivated learners can advance far beyond where they might in a traditional classroom. Such a digitized learning system has great potential for accessing additional information instantly. If a certain topic really piqued student interest, they could investigate it further at the click of a button. This could be a powerful tool in motivating learners and keeping interest high.

Potential downsides in this wired world:

• Creating an even larger reliance on technology at the expense of social learning and interaction.
• In a world where information is fragmented and pulled together to exactly fit a person’s needs and interests, people might never be forced out of their comfort zone. Many will be tempted to learn only what they want, seeking out a single viewpoint.

To solve these problems:

• Students must learn how to rate the quality of information they are using in reports and essays.
• Educate students on integrity – both exercising their own as well as recognizing it (or a lack of) in available information.
• Class time spent in cooperative work groups.
• Caution students against piecing together disjointed information and believing this constitutes the whole story.
  

"School Train" and "Fox Becomes A Better Person"

Assignment #1 deals with grading technology projects. How do you put a numeric value on creativity? What can you quantify? I watched two student-created movies ("School Train" and "Fox Becomes a Better Person") and identified the most important aspects to keep in mind while grading.


I see many parallels between grading papers and projects. Relevant assessment points include:

• Can I clearly identify the topic, thesis, or theme? If I cannot easily tell what the video (or other method) is designed to portray, then it is not clear enough.
• Are all parts of the production related directly to this theme? Whatever the media, all parts should tie directly back to the theme. In “School Train,” some of the effects are cute and entertaining, but do they add to the metaphor development? The kids making faces are fun, but how does it relate to learning or the train? Creativity and entertainment should count as a separate category on the rubric, but they should not be specious. Do not get swept away by technology. Special effects should add to the project, not overshadow its original purpose.
• The point of any project (be it paper or presentation) is to demonstrate ownership of a concept. It is important to identify what each student’s role was in creating the final product. It is easy to evaluate what Hannah contributed to “Fox Becomes A Better Person.” Keeping in mind the age of the students in “School Train,” it is hard for me to believe that the final product, with all its special effects, was student-driven. This makes me question their role in scripting and producing the video, and whether or not they understood the metaphor.
  

Back to School

The bell rings. I find myself back within school walls simultaneously as a student and a teacher.

Life finds me in Anchorage, interning at Service High in "The Seminar School"- Language Arts and Social Studies.

Outside of school (right, when will that ever happen?) you will find me in the out-of-doors, climbing, biking, skiing and enjoying life.

This blog is dedicated to my journey of discovery -how does this crazy teaching process work? How do I relate to my students, peers, and administrators? And most importantly - what does go on in the teacher's lounge?

Cheers to us MAT-ers and our survival!

(Note: This blog was in fact created for my Educational Technology class at UAS. Keep watch for future assignment postings.)