I can’t think of something on my timeline, but ….
I’ve been frustrated teaching English in this school since I arrived in 2002 because there has been a WRITING LAB. In fall ’02, the English “writing lab” was in shambles: of about 25 computers in the room, less than half worked and neither of the teacher’s stations worked. By the end of that school year, spring ’03, the principal and English AP advised the dept. that the old computers would be removed and replaced with new “state of the art” computers. The administration told the English Dept. that the students would have full and regular use of computers to read, write and research on.
SIX years have passed and the English Dept. at GCA still does not have a computer lab. So much for respecting and caring about both the students and their teachers! [I’m sure that there’s been a scheme and scam with $, but that’s a follow-the-money-story for another time, perhaps.]
Why should students have computers available in English class on a regular basis anyway? Duh? Maybe students would actually write more, if they had computers available. How is it that a blank word document seems less intimidating than a blank white piece of paper?
I ‘m familiar with some differences of writing on paper and writing on a computer, but I wonder what it would be like to read a complete book or drama on a computer. How would we curl up with a good read?
Time’s up!
mm
Thursday, February 12, 2009
I can’t think of something on my timeline, but ….
I’ve been frustrated teaching English in this school since I arrived in 2002 because there has been a WRITING LAB. In fall ’02, the English “writing lab” was in shambles: of about 25 computers in the room, less than half worked and neither of the teacher’s stations worked. By the end of that school year, spring ’03, the principal and English AP advised the dept. that the old computers would be removed and replaced with new “state of the art” computers. The administration told the English Dept. that the students would have full and regular use of computers to read, write and research on.
SIX years have passed and the English Dept. at GCA still does not have a computer lab. So much for respecting and caring about both the students and their teachers! [I’m sure that there’s been a scheme and scam with $, but that’s a follow-the-money-story for another time, perhaps.]
Why should students have computers available in English class on a regular basis anyway? Duh? Maybe students would actually write more, if they had computers available. How is it that a blank word document seems less intimidating than a blank white piece of paper?
I ‘m familiar with some differences of writing on paper and writing on a computer, but I wonder what it would be like to read a complete book or drama on a computer. How would we curl up with a good read?
Time’s up!
mm
I’ve been frustrated teaching English in this school since I arrived in 2002 because there has been a WRITING LAB. In fall ’02, the English “writing lab” was in shambles: of about 25 computers in the room, less than half worked and neither of the teacher’s stations worked. By the end of that school year, spring ’03, the principal and English AP advised the dept. that the old computers would be removed and replaced with new “state of the art” computers. The administration told the English Dept. that the students would have full and regular use of computers to read, write and research on.
SIX years have passed and the English Dept. at GCA still does not have a computer lab. So much for respecting and caring about both the students and their teachers! [I’m sure that there’s been a scheme and scam with $, but that’s a follow-the-money-story for another time, perhaps.]
Why should students have computers available in English class on a regular basis anyway? Duh? Maybe students would actually write more, if they had computers available. How is it that a blank word document seems less intimidating than a blank white piece of paper?
I ‘m familiar with some differences of writing on paper and writing on a computer, but I wonder what it would be like to read a complete book or drama on a computer. How would we curl up with a good read?
Time’s up!
mm
reflection
I feel that while my students are not “dumb” or “stupid” they are not being prepared to function on a high level in 2009 society. I’m not quite sure where this inability comes from. Is it because standards have been lowered to a point at which completing the bare minimum is an achievement that needs to be rewarded with feel good awards like “Students Who Shine” or even a passing grade in my class because, hey, you might be struggling in life, I’m not going to hold you accountable for anything! Here’s an A!?
Reflection
What am I thinking about re: my students, technology and writing? What issue/concern/idea stands out?
I try to elaborate some ideas in which my students can feel more connected with the process of learning Spanish as a second language and hopefully technology could be a good tool to awake their interest. The problem is that I don’t have computers in my classroom. Maybe I could ask them to do some research in their home computers and bring it to class. I may give assignments that they can find the answers in the Internet.
How has technology changed my life?
I could say that if this kind of technology had it existed many years ago, I would it be today in a better position in life. The Internet has created ways to help to communicate to people and get to places faster than what I could do 20 years ago. It amazed me that I could talk and see my family from far away, helps me to do all my lesson plans better, my graduate school papers faster, connecting with so many people that I have lost the connection, keep far away relationships and so much more!
What is possible for my students?
I believe that with Internet “everything is possible” they are so many free learning Spanish programs in Internet as well as so many ways for them to study about the Spanish Culture.
Why do I stand on this issue/concern/idea? Why?
I can say that the idea of getting the students to understand the importance of their academic success is as important to help them connect their love for the Internet and the capacity of knowledge they could get by learning to connect both words.
What students, teachers or other individuals does this issue bring to mind?
I think that we all are aware of the importance of connecting both words in order to help the students to be successful
What would someone who totally disagree with you say about this issue and your stand on it?
I had a teacher who was in favor of teaching the students the humanistic and academic learning. I could see her debating this issue as mad she could be! For her vocational schools are destroying the mind of the students.
What classroom anecdotes brings light to this issue? Where is your issue evident in this story?
Recently, my students had to do a research project about any Spanish Artist. Most of them went to google it. The ones who did the research I asked them about any other artist they have read about in the internet and they mentioned at least another one. The research opened their eyes about another world that is evident they didn’t know about.
Why have you chosen this issue/concern/idea to write about? What is at the heart of it?
I just believe that the whole idea of interacting the learning process with some technology will bring the students mind to a point of feeling more attracted to learn more. That is where my heart is, hoping that technology in the classroom will awake their love for learning.
Reflection:
I try to elaborate some ideas in which my students can feel more connected with the process of learning Spanish as a second language and hopefully technology could be a good tool to awake their interest. The problem is that I don’t have computers in my classroom. Maybe I could ask them to do some research in their home computers and bring it to class. I may give assignments that they can find the answers in the Internet.
How has technology changed my life?
I could say that if this kind of technology had it existed many years ago, I would it be today in a better position in life. The Internet has created ways to help to communicate to people and get to places faster than what I could do 20 years ago. It amazed me that I could talk and see my family from far away, helps me to do all my lesson plans better, my graduate school papers faster, connecting with so many people that I have lost the connection, keep far away relationships and so much more!
What is possible for my students?
I believe that with Internet “everything is possible” they are so many free learning Spanish programs in Internet as well as so many ways for them to study about the Spanish Culture.
Why do I stand on this issue/concern/idea? Why?
I can say that the idea of getting the students to understand the importance of their academic success is as important to help them connect their love for the Internet and the capacity of knowledge they could get by learning to connect both words.
What students, teachers or other individuals does this issue bring to mind?
I think that we all are aware of the importance of connecting both words in order to help the students to be successful
What would someone who totally disagree with you say about this issue and your stand on it?
I had a teacher who was in favor of teaching the students the humanistic and academic learning. I could see her debating this issue as mad she could be! For her vocational schools are destroying the mind of the students.
What classroom anecdotes brings light to this issue? Where is your issue evident in this story?
Recently, my students had to do a research project about any Spanish Artist. Most of them went to google it. The ones who did the research I asked them about any other artist they have read about in the internet and they mentioned at least another one. The research opened their eyes about another world that is evident they didn’t know about.
Why have you chosen this issue/concern/idea to write about? What is at the heart of it?
I just believe that the whole idea of interacting the learning process with some technology will bring the students mind to a point of feeling more attracted to learn more. That is where my heart is, hoping that technology in the classroom will awake their love for learning.
Reflection:
What are my first thoughts about this issue? Regarding my students, technology and writing? What stands out for me?
Students and technology…. Kids are addicted to it, and naturally take to it. They are more comfortable with it than I am, but I have to keep up with them to teach it. So be it. It is now part of life, and they and we will move along with it. Even Obama can’t get by without his blackberry.
How has technology changed my life?
When I left Good Food Magazine in 1988, I was working as an artist at a state-of-the-art Fortune 500 magazine publisher, second hand to the promotional art director. So in the fall of 1988, is was no big surprising deal that my classroom had no computers—heck, I had to buy my own class set of non-reproducing blue pens and pica rulers for layout. But within the following five years, the school would transfer to the Macintosh LCII desktop computer for pre-press graphic production, and a new phase of my life began, and has since continue to force me to upgrade myself.
What is possible for my students?
My students have the capability to access the Internet in my classroom. They have access to Adobe Creative Suite for graphic design and Microsoft Office for business, academic and professional communications. They have the Internet—the biggest free publishing network in the history of mankind.
What my students lack is often a view to the possibilities open to them, and lack of knowledge of how to access these awesome tools. They often lack a vision for how these tools are a ticket to knowledge, personal power and success. They don’t see how the pieces can fit together to support them on their journey. Often, the view from home doesn’t support them either, or the school community isn’t quite clicking the light on.
Where do I stand on this and why?
I see my job as a teacher, especially a teacher interested in writing, art, communications and technology, and particularly human development, human rights and human potential in a global community, to be a coach for the students in my charge.
What other people does this issue bring to mind?
Linda Darling Hammond, Diane Ravitch and Jonathan Kozol come to mind as educators I respect. Stephen Covey has much to offer here, too. George Lucas, too, seems to “get” the human factor required in education. So do Bill Cosby and his writing companion for “Come On, People.”
But other leaders in education seem to see education as a system that runs as a business to be managed, controlled, to be re-budgeted and the labor re-distributed as if schools were markets and students commodities. Parents, in that view, I guess become the fields that harvest the crops and send them to the marketplace for the consumption of the community. Here I think of Michelle Rhee in Washington, D.C., Mike Bloomberg and Joel Klein in New York, and the Jack Welsh’s of the business world, as well as the well-meaning but perhaps educationally naïve Bill and Melinda Gates. Of course these are my opinions, and there is more to learn as we all evolve.
Where is my issue evident in my classroom?
I am caught in the bind between the humanist and practical views, not wishing to submit to either extreme, but mostly veering toward the human view of education that has to see teaching as more than preparation for exams. Students have to be part of the classroom process. I say that, not wishing to call myself a student-centered teaching advocate totally as opposed to a teacher-centered view. Education is an effort, an art and a craft. Teachers and students together have to find a way to make it work.
Students and technology…. Kids are addicted to it, and naturally take to it. They are more comfortable with it than I am, but I have to keep up with them to teach it. So be it. It is now part of life, and they and we will move along with it. Even Obama can’t get by without his blackberry.
How has technology changed my life?
When I left Good Food Magazine in 1988, I was working as an artist at a state-of-the-art Fortune 500 magazine publisher, second hand to the promotional art director. So in the fall of 1988, is was no big surprising deal that my classroom had no computers—heck, I had to buy my own class set of non-reproducing blue pens and pica rulers for layout. But within the following five years, the school would transfer to the Macintosh LCII desktop computer for pre-press graphic production, and a new phase of my life began, and has since continue to force me to upgrade myself.
What is possible for my students?
My students have the capability to access the Internet in my classroom. They have access to Adobe Creative Suite for graphic design and Microsoft Office for business, academic and professional communications. They have the Internet—the biggest free publishing network in the history of mankind.
What my students lack is often a view to the possibilities open to them, and lack of knowledge of how to access these awesome tools. They often lack a vision for how these tools are a ticket to knowledge, personal power and success. They don’t see how the pieces can fit together to support them on their journey. Often, the view from home doesn’t support them either, or the school community isn’t quite clicking the light on.
Where do I stand on this and why?
I see my job as a teacher, especially a teacher interested in writing, art, communications and technology, and particularly human development, human rights and human potential in a global community, to be a coach for the students in my charge.
What other people does this issue bring to mind?
Linda Darling Hammond, Diane Ravitch and Jonathan Kozol come to mind as educators I respect. Stephen Covey has much to offer here, too. George Lucas, too, seems to “get” the human factor required in education. So do Bill Cosby and his writing companion for “Come On, People.”
But other leaders in education seem to see education as a system that runs as a business to be managed, controlled, to be re-budgeted and the labor re-distributed as if schools were markets and students commodities. Parents, in that view, I guess become the fields that harvest the crops and send them to the marketplace for the consumption of the community. Here I think of Michelle Rhee in Washington, D.C., Mike Bloomberg and Joel Klein in New York, and the Jack Welsh’s of the business world, as well as the well-meaning but perhaps educationally naïve Bill and Melinda Gates. Of course these are my opinions, and there is more to learn as we all evolve.
Where is my issue evident in my classroom?
I am caught in the bind between the humanist and practical views, not wishing to submit to either extreme, but mostly veering toward the human view of education that has to see teaching as more than preparation for exams. Students have to be part of the classroom process. I say that, not wishing to call myself a student-centered teaching advocate totally as opposed to a teacher-centered view. Education is an effort, an art and a craft. Teachers and students together have to find a way to make it work.
Assorted Tech-related Ramblings...
Many of my students use technology for writing in some way or another. For many of my students this simply involves using Microsoft Word to type up essays and reports. The vast majority of my students write messages to one another using technology, whether through texting or the use of social networking sites. Two major concerns I have with regard to technology and my students relate to (a) the role of “online lingo” in classrooms and (b) the use of everyday technologies like cell phones, i-Pods, or Sidekicks in the classroom.
I had significant exposure to “online lingo” from a relatively early age. When I was 14 years old, I’d spend upwards of 3-4 hours each day chatting with friends over AIM. This didn’t really change the way I communicated in the “real” world, though; even online, I very seldom use abbreviations or shortcuts in my language, so things like “LOL” never make their way into my vernacular (except in purely ironic contexts). I’ve always thought that abbreviations aren’t really rich enough to express thoughts, ideas and emotions, so I shy away from them unless I’m trying to take notes in shorthand. As a result, I’m fairly resistant to the idea that “text speak” should be considered acceptable in the classroom; even though I’m sure my students view it as a valid means of expression, some pretentious, crotchety, linguistically conservative part of me wants to wretch every time I hear someone say “BRB” or “TTYL” out loud.
In my literacy class at City College, our professor as well as many of the students seem to think that simply because most of our students are always hooked up to technology and texting one another, that we should necessarily be working this into our classes. If the kids like to use their cell phones and T-Mobile Sidekicks, then we should try to tailor our instruction to this. I have mixed feelings about this. On one hand, I completely agree that my students will be more engaged if my instruction is tailored to their interests. On the other hand, I don’t want students to feel as though I’m condoning the constant use of electronic devices in my classroom. As it stands currently, portable electronic devices are one of the biggest distractions in my classroom. Students who have these with them seem to not care at all about what’s going on around them; they only care about the text message they’re typing, the game they’re playing, or the song they’re listening to. The portability of technology has left adolescents in need of a seemingly constant stream of sensory stimulus; they want to consume more and more without ever stopping to digest what’s coming in. By tailoring my lessons to this kind of technology, I’d almost feel like I was sleeping with the enemy. Just because my students are universally interested in something, does this mean I should necessarily welcome it into my classroom? I’m kind of riding the fence on this one…
I had significant exposure to “online lingo” from a relatively early age. When I was 14 years old, I’d spend upwards of 3-4 hours each day chatting with friends over AIM. This didn’t really change the way I communicated in the “real” world, though; even online, I very seldom use abbreviations or shortcuts in my language, so things like “LOL” never make their way into my vernacular (except in purely ironic contexts). I’ve always thought that abbreviations aren’t really rich enough to express thoughts, ideas and emotions, so I shy away from them unless I’m trying to take notes in shorthand. As a result, I’m fairly resistant to the idea that “text speak” should be considered acceptable in the classroom; even though I’m sure my students view it as a valid means of expression, some pretentious, crotchety, linguistically conservative part of me wants to wretch every time I hear someone say “BRB” or “TTYL” out loud.
In my literacy class at City College, our professor as well as many of the students seem to think that simply because most of our students are always hooked up to technology and texting one another, that we should necessarily be working this into our classes. If the kids like to use their cell phones and T-Mobile Sidekicks, then we should try to tailor our instruction to this. I have mixed feelings about this. On one hand, I completely agree that my students will be more engaged if my instruction is tailored to their interests. On the other hand, I don’t want students to feel as though I’m condoning the constant use of electronic devices in my classroom. As it stands currently, portable electronic devices are one of the biggest distractions in my classroom. Students who have these with them seem to not care at all about what’s going on around them; they only care about the text message they’re typing, the game they’re playing, or the song they’re listening to. The portability of technology has left adolescents in need of a seemingly constant stream of sensory stimulus; they want to consume more and more without ever stopping to digest what’s coming in. By tailoring my lessons to this kind of technology, I’d almost feel like I was sleeping with the enemy. Just because my students are universally interested in something, does this mean I should necessarily welcome it into my classroom? I’m kind of riding the fence on this one…
A NEW LANGUAGE (there's a time and a place for everything and apparently this is neithr)
Teachers always ask (and think about) how they can get their students to express themselves as, of course, the first step to writing. So, how do students express themselves? One would assume, and per my surveys would probably be correct, that teenagers freely express themselves via text and instant message. These mediums are impersonal and “safe”. PLUS it’s theirs. It’s their rules and their language. No teenager was formally taught how to text, they picked it up in the process, much like slang or dialect in any other language. One (like a teacher) would think that if he/she asked students to express themselves in their own text/slang language the student would have no problem doing so. Not true!! In my experience, if a student is asked to do this he/she has a difficult time comprehending the concept. Why would the teacher ask them to do that? It’s not appropriate for school (so they’ve been told). On the flipside, if they’re asked to write in a grammatically correct format (or academic) they don’t (or can’t) and instead revert back to text/instant message language since that is what they’re most comfortable with. The answer?? Well, let them in on the secret. Explain that nothing else matters except for their feelings, which of course is the first step in this scaffold writing process no matter what the end product. Next time don’t ask for a specific “language” but instead whatever THEY feel comfortable with and it’ll probably be this new fangled language. I guess labeling it and bringing it to light in a classroom made it, for that moment, not theirs and not comfortable.
Parental Accountability
In this weekly workshop series, this weeks main topics is blogging. As I already blog (however infrequently), this does feel a big pedantic, but I willingly oblige. The assignment here is to come up with an idea that is maybe controversial or stimulating and write about it. Last night in my graduate class, I think I came across a great starting point.
I often read another teacher's blog, Mr. Lee (his blog is linked on the right side of the page) and his most recent entry and poll I have found quite interesting. In fact, it has been circulating through my mind periodically. This is the concept of accountability. Who is accountable or responsible for the performance of our students?
In my second graduate class of the evening, we were discussing precisely this topic. It seemed that everyone was trying to give responsibility (or place blame, depending on how you spin it) to some figure or person in a students life. Mostly those figures included administrators, parents, teachers, politicians or students themselves. During discussion, one gentleman shucked everyone of responsibility, except for the teachers. I found this to be entirely irresponsible and quite frankly, irritating. He specifically said that students' parents are not responsible for their students academic well being because they lack to skills to be responsible.
That was the most irritating part. While parents may lack the skills to help their children with homework or even simpler tasks like acquiring notebooks or pencils, this does not relieve them of responsibilities. Lack of skill is not an acceptable excuse. I openly acknowledged that this may be a hard-nosed approach, but I think it's a hard line that needs to be drawn.
Kids learn by example. The first and foremost example from whom they may learn are their parents or guardians. So while parents may not have the skills to help their children, they should be required to figure out ways to be responsible. Some might say that jobs or familial obligations prohibit parents from participating in their child's education. Again, no excuse. This just means that a parent's priorities are not in an appropriate order.
Teachers, schools, educators, administrators, politicians and students constantly have accountability shoved down their throats, while parents are allowed to sit back and let the systems raise their child. It is disgusting and socially irresponsible. Parents should be held to the same (if not more) accountability as other figures in a students life. They had a child and they should take the appropriate responsibility to ensure that child receives a quality education.
I often read another teacher's blog, Mr. Lee (his blog is linked on the right side of the page) and his most recent entry and poll I have found quite interesting. In fact, it has been circulating through my mind periodically. This is the concept of accountability. Who is accountable or responsible for the performance of our students?
In my second graduate class of the evening, we were discussing precisely this topic. It seemed that everyone was trying to give responsibility (or place blame, depending on how you spin it) to some figure or person in a students life. Mostly those figures included administrators, parents, teachers, politicians or students themselves. During discussion, one gentleman shucked everyone of responsibility, except for the teachers. I found this to be entirely irresponsible and quite frankly, irritating. He specifically said that students' parents are not responsible for their students academic well being because they lack to skills to be responsible.
That was the most irritating part. While parents may lack the skills to help their children with homework or even simpler tasks like acquiring notebooks or pencils, this does not relieve them of responsibilities. Lack of skill is not an acceptable excuse. I openly acknowledged that this may be a hard-nosed approach, but I think it's a hard line that needs to be drawn.
Kids learn by example. The first and foremost example from whom they may learn are their parents or guardians. So while parents may not have the skills to help their children, they should be required to figure out ways to be responsible. Some might say that jobs or familial obligations prohibit parents from participating in their child's education. Again, no excuse. This just means that a parent's priorities are not in an appropriate order.
Teachers, schools, educators, administrators, politicians and students constantly have accountability shoved down their throats, while parents are allowed to sit back and let the systems raise their child. It is disgusting and socially irresponsible. Parents should be held to the same (if not more) accountability as other figures in a students life. They had a child and they should take the appropriate responsibility to ensure that child receives a quality education.
A diversity of information, outside of googlenation.
First thoughts around students use of google for everything:
I completely understand where my students are coming from, I remember in high school when the librarians tried to teach us how to use lexisnexis and other databases that our school had access to, I figured I could just get strong information from google anyway. It wasn’t until I went to college that I discovered the joys of pubmed, and beyond that, the thrills of finding actual texts in the school library. For this reason, I want to make sure we slow down, and emphasize the “sources cited” section when we assign projects. There is something really satisfying about finding a manageable amount of articles on pubmed, or a manageable amount of books in the library, instead of the overwhelming amount of choice that google, ask and yahoo offer.
How has technology changed my life?
I use the internet every day to stay connected with my friends, and to research what other teachers are doing. I use it to teach myself A LOT. There is a lot of information I previously would not have been privy to had I not had internet access. I believe this acess allows me to expand on things I have learned in a traditional setting, and to supplement a lot of the learning that I did in college, as well as the coursework I am doing now in graduate school.
What is possible for my students?
My students do spend a lot of time at the computer, so I imagine that they will be able to channel some of that energy into research. I think they can find the joy in learning new scientific information and seek it out. As long as it is written in an accessible manner, I think they should be able to consume this information readily.
Where do I stand on this issue and why?
I want to be an enabler. I want to give them the introduction to the information, then point them in the right direction so that they can seek out this information in greater detail than I can give in class, and allow them to make it their own. I mentioned guevodoces in class a month ago, and was so impressed with the amount that my students retained, and even the reports of students researching this information on their own. I know I am meant to teach to a regents curriculum, but I feel that I should include the kind of information that will make my students feel very inquisitive, and encourage them to seek outside information. I want to give them a taste of something that they can find interesting or meaningful in their own lives.
What students, teachers, or other individuals does this issue bring to mind?
This issue brings to mind Ashley, who spent the evening debating with her mother whether or not guevodoces was a real thing. Alfredo and Felix who frequently surprise me with their background knowledge. Shirley who insists that science is her favorite subjects and mentions the crazy experiments her old science teacher used to do.
What would someone who totally disagrees with you say about this issue and your stand on it?
Most likely, they would argue that students only need to use google or ask for now, since their knowledge doesn’t have to be in depth. They don’t need to search complex databases because they most likely would not be able to understand the high-level articles these sites provide anyway. They would say that this information is only tangential, and may wind up confusing the students. They would say that I should stick to a prescribed regents curriculum. They would say that this information has no bearing on what the students are learning or need to know, and just serves as a distraction.
Why did I choose this issue?
Once you really learn how to focus your searching, and how to find valid information that can elucidate concepts for you that used to be difficult, you can master that information. I remember what it was like to feel ownership over the information I was receiving, and not like I was some vassal for information that was thrown at me. I loved feeling that what I was researching was both academic and interesting, and that it mattered to me personally as well as academically. I want my students to feel the same way, so that this love of investigation and learning can be cultivated in their minds, and assisted through their mastery of the educational technology at hand.
I completely understand where my students are coming from, I remember in high school when the librarians tried to teach us how to use lexisnexis and other databases that our school had access to, I figured I could just get strong information from google anyway. It wasn’t until I went to college that I discovered the joys of pubmed, and beyond that, the thrills of finding actual texts in the school library. For this reason, I want to make sure we slow down, and emphasize the “sources cited” section when we assign projects. There is something really satisfying about finding a manageable amount of articles on pubmed, or a manageable amount of books in the library, instead of the overwhelming amount of choice that google, ask and yahoo offer.
How has technology changed my life?
I use the internet every day to stay connected with my friends, and to research what other teachers are doing. I use it to teach myself A LOT. There is a lot of information I previously would not have been privy to had I not had internet access. I believe this acess allows me to expand on things I have learned in a traditional setting, and to supplement a lot of the learning that I did in college, as well as the coursework I am doing now in graduate school.
What is possible for my students?
My students do spend a lot of time at the computer, so I imagine that they will be able to channel some of that energy into research. I think they can find the joy in learning new scientific information and seek it out. As long as it is written in an accessible manner, I think they should be able to consume this information readily.
Where do I stand on this issue and why?
I want to be an enabler. I want to give them the introduction to the information, then point them in the right direction so that they can seek out this information in greater detail than I can give in class, and allow them to make it their own. I mentioned guevodoces in class a month ago, and was so impressed with the amount that my students retained, and even the reports of students researching this information on their own. I know I am meant to teach to a regents curriculum, but I feel that I should include the kind of information that will make my students feel very inquisitive, and encourage them to seek outside information. I want to give them a taste of something that they can find interesting or meaningful in their own lives.
What students, teachers, or other individuals does this issue bring to mind?
This issue brings to mind Ashley, who spent the evening debating with her mother whether or not guevodoces was a real thing. Alfredo and Felix who frequently surprise me with their background knowledge. Shirley who insists that science is her favorite subjects and mentions the crazy experiments her old science teacher used to do.
What would someone who totally disagrees with you say about this issue and your stand on it?
Most likely, they would argue that students only need to use google or ask for now, since their knowledge doesn’t have to be in depth. They don’t need to search complex databases because they most likely would not be able to understand the high-level articles these sites provide anyway. They would say that this information is only tangential, and may wind up confusing the students. They would say that I should stick to a prescribed regents curriculum. They would say that this information has no bearing on what the students are learning or need to know, and just serves as a distraction.
Why did I choose this issue?
Once you really learn how to focus your searching, and how to find valid information that can elucidate concepts for you that used to be difficult, you can master that information. I remember what it was like to feel ownership over the information I was receiving, and not like I was some vassal for information that was thrown at me. I loved feeling that what I was researching was both academic and interesting, and that it mattered to me personally as well as academically. I want my students to feel the same way, so that this love of investigation and learning can be cultivated in their minds, and assisted through their mastery of the educational technology at hand.
I am eager to use computers in the classroom. I think my students would produce much more in class if there were able to use the computers in the classroom
Technology has changed my life. I was pregnant with my second child when I finally bought a computer for my home. I had access to a computer at my desk at work but it wasn’t the same. Between my online obsession and exploring my computer I applied for Teaching Fellows and change careers shortly after my daughter was born. The computer was my lifeline during the program. I had many assignments to type.
I think technology can change the lives of my students. As a Special Education teacher I have met many students with reading and writing difficulties. Using technology in the classroom could facilitate learning and creativity in the classroom. Students can create projects that can help them express how much they do know about the content that is being thought. Many students with reading and writing difficulties are the use who often participate in class by raising their hands and answering questions. If only these students could express their knowledge in a way that does not intimidate them.
I often think it is unfair that schools in poorer neighborhood do not get access to technology the way students in neighborhoods that are financially better off have access to technology. My daughter’s classroom has 3 computers and a smart board. And the class attends computer class twice a week. When my son attended that school group work was presented on the smart board. Our students do not get that kind of access to computers on a daily bases and they could accomplish so much if they did.
Some may say that the problem with schools in disadvantaged neighborhoods, are the teachers and the parents. If parents do not care why should the kids or the teachers for that matter. Throwing money at the education system may not be the solution but the inequalities created by public school finding have only led to a greater gap in academic performance.
I used to have this really bright student Albert, who never wanted to write. I knew that Albert could do so much if only he had access to a computer in the classroom. He was always fidgeting with the broken computer in the classroom I thought in. I later found out that he was a marvel a computers and was even caught hacking into restricted sites. Albert graduated, but I often wonder whatever happen to him.
Fiscal equity in education is an important issue to me. I remember once I thought in a Montessori pre-school at the YWCA in Brooklyn. On another floor there was a publicly funded daycare. Once of the parents a really nice woman was upset about having to send lunch for her while the students in the daycare receive free hot lunches. She asked me “Don’t you think our children should get more because the parents pay much more. I thought for a moment and responded, “No I don’t”.
Technology has changed my life. I was pregnant with my second child when I finally bought a computer for my home. I had access to a computer at my desk at work but it wasn’t the same. Between my online obsession and exploring my computer I applied for Teaching Fellows and change careers shortly after my daughter was born. The computer was my lifeline during the program. I had many assignments to type.
I think technology can change the lives of my students. As a Special Education teacher I have met many students with reading and writing difficulties. Using technology in the classroom could facilitate learning and creativity in the classroom. Students can create projects that can help them express how much they do know about the content that is being thought. Many students with reading and writing difficulties are the use who often participate in class by raising their hands and answering questions. If only these students could express their knowledge in a way that does not intimidate them.
I often think it is unfair that schools in poorer neighborhood do not get access to technology the way students in neighborhoods that are financially better off have access to technology. My daughter’s classroom has 3 computers and a smart board. And the class attends computer class twice a week. When my son attended that school group work was presented on the smart board. Our students do not get that kind of access to computers on a daily bases and they could accomplish so much if they did.
Some may say that the problem with schools in disadvantaged neighborhoods, are the teachers and the parents. If parents do not care why should the kids or the teachers for that matter. Throwing money at the education system may not be the solution but the inequalities created by public school finding have only led to a greater gap in academic performance.
I used to have this really bright student Albert, who never wanted to write. I knew that Albert could do so much if only he had access to a computer in the classroom. He was always fidgeting with the broken computer in the classroom I thought in. I later found out that he was a marvel a computers and was even caught hacking into restricted sites. Albert graduated, but I often wonder whatever happen to him.
Fiscal equity in education is an important issue to me. I remember once I thought in a Montessori pre-school at the YWCA in Brooklyn. On another floor there was a publicly funded daycare. Once of the parents a really nice woman was upset about having to send lunch for her while the students in the daycare receive free hot lunches. She asked me “Don’t you think our children should get more because the parents pay much more. I thought for a moment and responded, “No I don’t”.
reflectin
What am I thinking about re: my students, technology and writing? What issue/concern/idea stands out?
I try to elaborate some ideas in which my students can feel more connected with the process of learning Spanish as a second language and hopefully technology could be a good tool to awake their interest. The problem is that I don’t have computers in my classroom. Maybe I could ask them to do some research in their home computers and bring it to class. I may give assignments that they can find the answers in the Internet.
How has technology changed my life?
I could say that if this kind of technology had it existed many years ago, I would it be today in a better position in life. The Internet has created ways to help to communicate to people and get to places faster than what I could do 20 years ago. It amazed me that I could talk and see my family from far away, helps me to do all my lesson plans better, my graduate school papers faster, connecting with so many people that I have lost the connection, keep far away relationships and so much more!
What is possible for my students?
I believe that with Internet “everything is possible” they are so many free learning Spanish programs in Internet as well as so many ways for them to study about the Spanish Culture.
Why do I stand on this issue/concern/idea? Why?
I can say that the idea of getting the students to understand the importance of their academic success is as important to help them connect their love for the Internet and the capacity of knowledge they could get by learning to connect both words.
What students, teachers or other individuals does this issue bring to mind?
I think that we all are aware of the importance of connecting both words in order to help the students to be successful
What would someone who totally disagree with you say about this issue and your stand on it?
I had a teacher who was in favor of teaching the students the humanistic and academic learning. I could see her debating this issue as mad she could be! For her vocational schools are destroying the mind of the students.
What classroom anecdotes brings light to this issue? Where is your issue evident in this story?
Recently, my students had to do a research project about any Spanish Artist. Most of them went to google it. The ones who did the research I asked them about any other artist they have read about in the internet and they mentioned at least another one. The research opened their eyes about another world that is evident they didn’t know about.
Why have you chosen this issue/concern/idea to write about? What is at the heart of it?
I just believe that the whole idea of interacting the learning process with some technology will bring the students mind to a point of feeling more attracted to learn more. That is where my heart is, hoping that technology in the classroom will awake their love for learning.
Reflection:
I try to elaborate some ideas in which my students can feel more connected with the process of learning Spanish as a second language and hopefully technology could be a good tool to awake their interest. The problem is that I don’t have computers in my classroom. Maybe I could ask them to do some research in their home computers and bring it to class. I may give assignments that they can find the answers in the Internet.
How has technology changed my life?
I could say that if this kind of technology had it existed many years ago, I would it be today in a better position in life. The Internet has created ways to help to communicate to people and get to places faster than what I could do 20 years ago. It amazed me that I could talk and see my family from far away, helps me to do all my lesson plans better, my graduate school papers faster, connecting with so many people that I have lost the connection, keep far away relationships and so much more!
What is possible for my students?
I believe that with Internet “everything is possible” they are so many free learning Spanish programs in Internet as well as so many ways for them to study about the Spanish Culture.
Why do I stand on this issue/concern/idea? Why?
I can say that the idea of getting the students to understand the importance of their academic success is as important to help them connect their love for the Internet and the capacity of knowledge they could get by learning to connect both words.
What students, teachers or other individuals does this issue bring to mind?
I think that we all are aware of the importance of connecting both words in order to help the students to be successful
What would someone who totally disagree with you say about this issue and your stand on it?
I had a teacher who was in favor of teaching the students the humanistic and academic learning. I could see her debating this issue as mad she could be! For her vocational schools are destroying the mind of the students.
What classroom anecdotes brings light to this issue? Where is your issue evident in this story?
Recently, my students had to do a research project about any Spanish Artist. Most of them went to google it. The ones who did the research I asked them about any other artist they have read about in the internet and they mentioned at least another one. The research opened their eyes about another world that is evident they didn’t know about.
Why have you chosen this issue/concern/idea to write about? What is at the heart of it?
I just believe that the whole idea of interacting the learning process with some technology will bring the students mind to a point of feeling more attracted to learn more. That is where my heart is, hoping that technology in the classroom will awake their love for learning.
Reflection:
Why can I not get that Daft Punk song out of my head?
I am waiting for my LCD projector that I received through donorschoose.org. I have lofty expectations that this piece of technology will somehow transform my classes. Rather than making time-consuming, resource-eating Spanish vocab flashcards, I would like to project images gathered online to draw my students into the Spanish language. I also hope to at some point host a karaoke party with Spanish music and watch video clips related to news, culture and current events from the Spanish-speaking world. I am somewhat concerned about the censure of YouTube which is an incredibly convenient resource for a teacher looking for video clips. I believe that there should be some way for at least the teachers to have access to this website.
This is the first year that I’ve made much attempt to incorporate technology into my classroom and I know I definitely haven’t taken it as far as I could and probably should be. My students all have professional gmail addresses and at the beginning of the year I assigned homework in the form of emails weekly and received a fair amount of responses. I slowly quit assigning these emails as I got caught up with different things through the semester. I know I could have taken this much farther and am hoping to start up again for the spring.
I have one class that has done several projects on the mobile laptops this semester, but that is because it is a very small class and it has been relatively manageable. I did get some great writing and power point presentations and the kids definitely worked hard and seemed to enjoy it.
As far as the students are concerned, I consider it my responsibility to teach them all of the steps involved in creating work on the computer. This includes everything from providing links to useful websites, to teaching proper formatting if typing a Word document, to teaching students how to distinguish reliable resources from unreliable resources on the web. I can’t say that I’m at the point where I have integrated all of these practices into my teaching, but then again, I’m still working on finding ways to even make technology a functional part of my class. One thing is for certain; I cannot wait around for someone else to teach my students these things.
What I want from my students is for them to learn and be engaged in my class. I see technology as the best tool I have at my disposal to hook them in. Access to technology is indeed a giant hurdle we all face; however the real hurdle is that I am also struggling with an entirely new way of teaching. Rethinking the way I teach (which also means rethinking the way I was taught) is perhaps the larger issue.
This is the first year that I’ve made much attempt to incorporate technology into my classroom and I know I definitely haven’t taken it as far as I could and probably should be. My students all have professional gmail addresses and at the beginning of the year I assigned homework in the form of emails weekly and received a fair amount of responses. I slowly quit assigning these emails as I got caught up with different things through the semester. I know I could have taken this much farther and am hoping to start up again for the spring.
I have one class that has done several projects on the mobile laptops this semester, but that is because it is a very small class and it has been relatively manageable. I did get some great writing and power point presentations and the kids definitely worked hard and seemed to enjoy it.
As far as the students are concerned, I consider it my responsibility to teach them all of the steps involved in creating work on the computer. This includes everything from providing links to useful websites, to teaching proper formatting if typing a Word document, to teaching students how to distinguish reliable resources from unreliable resources on the web. I can’t say that I’m at the point where I have integrated all of these practices into my teaching, but then again, I’m still working on finding ways to even make technology a functional part of my class. One thing is for certain; I cannot wait around for someone else to teach my students these things.
What I want from my students is for them to learn and be engaged in my class. I see technology as the best tool I have at my disposal to hook them in. Access to technology is indeed a giant hurdle we all face; however the real hurdle is that I am also struggling with an entirely new way of teaching. Rethinking the way I teach (which also means rethinking the way I was taught) is perhaps the larger issue.
A piece of an essay...
There is much discussion over whether or not students should be held to the same academic standards. Operating under the strong belief that all students regardless of socio-economic status, racial or ethnic background or sex can achieve success, there is no question that all students should be able to reach the same standards. Some may struggle more than others and may use different pathways to achieve goals, but obstacles can be overcome with support and perseverance, while different pathways can yield the same results.
Like most teachers, I am constantly trying to create academic yet fun activites for my students that will enlighten and engage them at the same time. Teaching journalism is a constant challenge for me. Some days, I rumble and grumble about how I wish there was a curriculum in place to tell me exactly how to teach these classes...other days I revel in the freedom these classes afford me. This year, I'm hoping to do more than just instill in my students a shared passion for writing. I want to encourage them to explore the internet for more than just socializing, e-mailing and instant messaging. I think it's important, as teachers, to adapt our lessons to the modern world so that our students can be better prepared to succeed in it...all while remaining engaged in their high school experiences.
Thoughts on Technology
Most of my students are left alone in their homes when they get home from school. Families are broken and just not available to provide support, especially emotional support. As a result, the only means of socialization they have is to come to school and bond with their friends, or as they say, "acquaintances". They look forward to being in school, just not to participating in classes. Perhaps it is due to this social phenomenon that they learn to use the internet. They somehow can remove themselves from being alone and submerge themselves in electronic communication. I see everyday at the end of the school day how excited they are to get home, or to the library if there is no home computer at home to get onto My Space. For them this seems to be bliss.
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