Wow. The final post. Feels very Old Lang Syne-ish. At any rate, for this final blog post I am to discuss Virtual Schooling and 21f. I was to watch the video by Mr. Ripmaster and answer a few questions. Here we go:
The first question asks if I think schools are equipped to handle the changes inherent in Virtual Schooling. My answer is no. I have been involved with a district and school who are trying to get ahead of this and utilize it to the benefit of our students and let me tell you it isn't easy. There have been many missteps in our process. We have learned a lot but mistakes were made none the less. I believe our district is VERY forward in their thinking of education. We challenge many notions that have been held as "traditional" and many of our ideologies work out and a few don't. That is why I do not believe the public education system as a whole is ready. It will be a debacle if instituted on the main stage. We have an education system that truly believes "It was good enough for me so it must be OK for them". We also have educators and admin who claim it isn't the teacher who has failed or their antiquated ways of teaching children, it is the children themselves who are at fault. These sort of ideologies will find it very difficult to accept this new virtual reality. Don't get me wrong, we also have many, many fantastic admin and teachers in EVERY district who could take this and do great things. My apprehension lies in the people who really control education. No matter how great a teacher or how many sweet ideas they have they want to implement, if the puppeteer doesn't allow them then they can't. Identify the puppeteer as whomever you want. The point is most teachers don't have the freedom necessary to grab an idea and take off.
When will changes occur? I think the changes will occur at a fast walk. You see, the feds and state and local people will be arguing about this for a little while. Even after it has been "decided" you will still have entities fighting and stalling major implementation. Another problem is infrastructure. I am part of a technology cohort in Michigan called TRIG and we have some really informative meetings. The MEAP that they want to be online for every student? Our state infrastructure is no where near able to handle that kind of usage. Districts have a hard enough time with their bandwidth to handle a school wide online test if there is a lot of output or usage with video so how is every student going to take the MEAP at the exact same time? They aren't. You see what I mean. That brings us to another problem, too often the people who are writing these demands on teachers and students aren't even educators themselves. Many things look great on paper but until you get the grunts on the ground to look at the idea and tell you all the things that are wrong with it the idea is for naught.
As far as how my administrator sees this wave, he is great. I am lucky in many things in my life and one of them is the type of administrator I have. He is a very forward thinker and doesn't go with the "norm" very often. He allows us to have freedom to try new things as long as we can provide research to back our ideas up. HE gives us time to give a new program a chance. This is really important because some people will let you try to ride a bike but the second you waver they tell you to get off the bike and put it in the garage. Instead, my administrator sees you waver, has you make a few balance adjustments and lets you go on your way. I love this about my administrator.
I think the technological tsunami is coming and I am ready. I think all of us in this course and other courses like this one prove that there are institutions and people out there who are gearing up for this new frontier. I am very excited.
Classmates, good luck to you all.
Sunday, April 13, 2014
Sunday, March 30, 2014
Virtual Schooling post #2
Wow. SO much reading and so much information. Let me begin with my previous blog. There was nothing in my blog that was false or proven wrong by the readings due to the fact that I wrote from my own experience. I have been fortunate enough to have been thrown into the wave that is "online learning" so I have a lot of first-hand knowledge regarding this issue as it effects my school. I did find the readings very interesting. Allow me to go thru those readings:
As far as the "Keeping Pace with K-12 Online Learning" reports, I found the first few years of the report to be redundant. The reports from 2004 to 2005 were mirror images of each other. It wasn't until 2006 that new information was delivered, namely the legislation that required an "online learning experience for each student in order to graduate". I had no idea that the requirement had been around that long. I guess I was surprised because I haven't heard or read about it. After 2006 the report for 2007 was some what redundant. In 2008 the "seat time waiver" notion was implemented. It basically gave guidelines on how to count a student who wasn't expected to be in school all of the time. We use this a lot at my school. In 2009 the formation of full-time online schools was allowed to begin in the fall of 2010.
What I liked about the reports was the evolution of the whole thing. I had no idea of the history of the law or the progression it took to become what my school uses frequently today.
Now on the the myths. I have, in fact, come across a number of parents and other educators who harbor these myths close to their hearts. I have spoken to many people regarding this online learning idea and many push back with things such as Myth 3, Myth 5 and Myth 7.
Myth 3 talks about the lack of interaction online students must face. Not true in our program partly because it is a Blended program. Our students come into school several times a week. In my readings I have seen this idea addressed and full time online students do meet and collaborate, sometimes more frequently than their "traditional" counterparts.
Myth 5 talks about online teachers having an easy job. Totally not true! I know when I was doing it last year I had more work to do than any other teacher in the building (I was also teaching several ELA classes in the morning to "traditional students"). When you have students online learning there are many other things you have to contend with such as schedules, keeping track of students log ins and frequency, passwords being forgotten, hardware being stolen or broken, students not emailing their content-level teachers, content-level teachers not responding to their charges, the list goes on and on.
Myth 7 claims that online courses are easier for students. Also not true. Online courses, as we have all experienced in this course, generally have more work and assignments than other more typical classes. The same goes for 6-12th grade students. More Independence is required but also tested more frequently in an online course.
As far as the "Keeping Pace with K-12 Online Learning" reports, I found the first few years of the report to be redundant. The reports from 2004 to 2005 were mirror images of each other. It wasn't until 2006 that new information was delivered, namely the legislation that required an "online learning experience for each student in order to graduate". I had no idea that the requirement had been around that long. I guess I was surprised because I haven't heard or read about it. After 2006 the report for 2007 was some what redundant. In 2008 the "seat time waiver" notion was implemented. It basically gave guidelines on how to count a student who wasn't expected to be in school all of the time. We use this a lot at my school. In 2009 the formation of full-time online schools was allowed to begin in the fall of 2010.
What I liked about the reports was the evolution of the whole thing. I had no idea of the history of the law or the progression it took to become what my school uses frequently today.
Now on the the myths. I have, in fact, come across a number of parents and other educators who harbor these myths close to their hearts. I have spoken to many people regarding this online learning idea and many push back with things such as Myth 3, Myth 5 and Myth 7.
Myth 3 talks about the lack of interaction online students must face. Not true in our program partly because it is a Blended program. Our students come into school several times a week. In my readings I have seen this idea addressed and full time online students do meet and collaborate, sometimes more frequently than their "traditional" counterparts.
Myth 5 talks about online teachers having an easy job. Totally not true! I know when I was doing it last year I had more work to do than any other teacher in the building (I was also teaching several ELA classes in the morning to "traditional students"). When you have students online learning there are many other things you have to contend with such as schedules, keeping track of students log ins and frequency, passwords being forgotten, hardware being stolen or broken, students not emailing their content-level teachers, content-level teachers not responding to their charges, the list goes on and on.
Myth 7 claims that online courses are easier for students. Also not true. Online courses, as we have all experienced in this course, generally have more work and assignments than other more typical classes. The same goes for 6-12th grade students. More Independence is required but also tested more frequently in an online course.
Monday, March 24, 2014
Virtual Schooling discussion Blog post #1
What do I currently know about K-12 online learning? Fun question! I know several things about this topic due to the involvement I have had at my current school with alternative ways in which to deliver information to students. Allow me to start from the beginning:
I work in an area of Detroit that most people don't know a lot about other than a few of the restaurants, southwest Detroit. I started as a kindergarten teacher last year and after a few months I was sent to the middle school to teach ELA. Our population is very, volatile, to say the least. We have active gangs across the street and in the neighborhood. We have drugs (selling and using) as well as other nefarious activities. My students are products of a failed educational system with failed leadership and false pedagogy. My students do not want to be here and will verbally and physically let you know that.
Last year my Principal came to me and asked me to start an online learning course for some of our students. I had been heavily involved with technology at my old school so I guess I was a natural choice. I started what we now call the Blended Lab. The program started last year around November and at its most populated held 20 middle school students. These were mostly students who could not or would not perform in a general classroom due to behavior. When they were down with me they were spot on each day. They said the reason they did so well with me was because they didn't have to worry about 30 other kids in the rooms drawing them off task. We had much success last year. Success was measured by the standardized test my district uses. Many of our Blended Lab students did end up gaining 1 1/2 years of academic growth (and some of these kids had been trying to fight their teachers and throwing desks out the window before they came to the Blended Lab).
As far as what I know, I know that students need to sign a "seat-time waiver" form in order to not be counted as truant by the State. I know one of the requirements of said form is two-way communication. In other words, what we tell the students is that they need to email each of their content area teachers (because they remain the teacher of record) each day they are not scheduled to be at the physical building. In that email the students need to ask a question related to that teachers subject area. The teacher has to respond and then archive those discussion as proof.
As far as how it is done, we have an abridged schedule for our Blended Lab (hence why it is called "Blended"). Our middle school students come into the physical school Monday, Wednesday and Friday during the second part of the day. They are housed in a room out of the way of other students. They are not allowed to fraternize with other students unless they get permission. They are given school laptops as well as access to our online learning portal that holds the same curriculum every other student gets at our school. They are also given a hot-spot if need be. They are conferenced with a lot and parents are contact often to keep them in the loop.
As far as what kind of students take it, we have had students who have a difficult time making good decisions in class to students whose parent is very ill and cannot bring them to school to students who have severe illnesses themselves that makes climbing stairs all day virtually impossible. We also have over-age students as well as pregnant or new moms. We also have students who have to work to support their families involved in the program.
The online learning or Blended Lab as we call it here has been invaluable to some of our students. Some of the students who are involved in this program are getting to feel what it is to be successful for the first time in their lives! It can be a beautiful thing to be a part of.
I work in an area of Detroit that most people don't know a lot about other than a few of the restaurants, southwest Detroit. I started as a kindergarten teacher last year and after a few months I was sent to the middle school to teach ELA. Our population is very, volatile, to say the least. We have active gangs across the street and in the neighborhood. We have drugs (selling and using) as well as other nefarious activities. My students are products of a failed educational system with failed leadership and false pedagogy. My students do not want to be here and will verbally and physically let you know that.
Last year my Principal came to me and asked me to start an online learning course for some of our students. I had been heavily involved with technology at my old school so I guess I was a natural choice. I started what we now call the Blended Lab. The program started last year around November and at its most populated held 20 middle school students. These were mostly students who could not or would not perform in a general classroom due to behavior. When they were down with me they were spot on each day. They said the reason they did so well with me was because they didn't have to worry about 30 other kids in the rooms drawing them off task. We had much success last year. Success was measured by the standardized test my district uses. Many of our Blended Lab students did end up gaining 1 1/2 years of academic growth (and some of these kids had been trying to fight their teachers and throwing desks out the window before they came to the Blended Lab).
As far as what I know, I know that students need to sign a "seat-time waiver" form in order to not be counted as truant by the State. I know one of the requirements of said form is two-way communication. In other words, what we tell the students is that they need to email each of their content area teachers (because they remain the teacher of record) each day they are not scheduled to be at the physical building. In that email the students need to ask a question related to that teachers subject area. The teacher has to respond and then archive those discussion as proof.
As far as how it is done, we have an abridged schedule for our Blended Lab (hence why it is called "Blended"). Our middle school students come into the physical school Monday, Wednesday and Friday during the second part of the day. They are housed in a room out of the way of other students. They are not allowed to fraternize with other students unless they get permission. They are given school laptops as well as access to our online learning portal that holds the same curriculum every other student gets at our school. They are also given a hot-spot if need be. They are conferenced with a lot and parents are contact often to keep them in the loop.
As far as what kind of students take it, we have had students who have a difficult time making good decisions in class to students whose parent is very ill and cannot bring them to school to students who have severe illnesses themselves that makes climbing stairs all day virtually impossible. We also have over-age students as well as pregnant or new moms. We also have students who have to work to support their families involved in the program.
The online learning or Blended Lab as we call it here has been invaluable to some of our students. Some of the students who are involved in this program are getting to feel what it is to be successful for the first time in their lives! It can be a beautiful thing to be a part of.
Sunday, February 23, 2014
Week 7 Blog Post #2
Wikipedia or You Tube: For or against?
First off let me say that I try my best to allow my students the freedom to look for "unorthodox" ways to prove they have mastered a learning target. In the past I have allowed a rap, a video, a puppet show, a mural, a written play, a poster and many other things. I believe that students should have the freedom to show me what they have learned instead of just passing a test. That being said, I normally do not allow Wikipedia to be used by my students when they are researching a question or issue. I don't see it as viable simply because there are THOUSANDS of other resources they could use. Wikipedia, to me, seems like a short cut.
As far as You Tube goes, yes I do allow them to use it and yes I have used it myself in many a presentation to my class. I find this site lends itself to many arena. Also, with Wikipedia anyone can add, alter and take way, You Tube is a finished product, a video, that no one can really alter. All that can be done is after the fact of the video. We can comment, share, report but we can't change the actual video.
First off let me say that I try my best to allow my students the freedom to look for "unorthodox" ways to prove they have mastered a learning target. In the past I have allowed a rap, a video, a puppet show, a mural, a written play, a poster and many other things. I believe that students should have the freedom to show me what they have learned instead of just passing a test. That being said, I normally do not allow Wikipedia to be used by my students when they are researching a question or issue. I don't see it as viable simply because there are THOUSANDS of other resources they could use. Wikipedia, to me, seems like a short cut.
As far as You Tube goes, yes I do allow them to use it and yes I have used it myself in many a presentation to my class. I find this site lends itself to many arena. Also, with Wikipedia anyone can add, alter and take way, You Tube is a finished product, a video, that no one can really alter. All that can be done is after the fact of the video. We can comment, share, report but we can't change the actual video.
Week 7 Blog Post
I have selected three blogs that I found interesting enough to follow. Here they are:
1. http://blog.leeandlow.com/2013/09/16/integrating-common-core-standards-reading-writing-speaking-and-listening-in-grades-2-3/
This blog is all about integrating the CCSS in Language Arts. I picked this blog because if you scroll down it gives you examples of how to incorporate various strategies. I liked this because although many sites can give you examples of one or two domains this site lists many, many situations and how you can best capitalize on them.
2. http://www.theguardian.com/teacher-network
I picked this blog, well, I think it is a Blog. Anyway, I picked this because it had many different tools that I could use. It has things that I could use professionally in order to keep my options open and it also has suggestions and tips on how to manage my classroom. I especially liked the "How to get a calmer classroom" piece. I could always use more work on that.
3. http://bhpenglish.wordpress.com/2014/02/21/great-ccss-lesson-planning-resource/
I chose this site mainly because, again, it talks about the CCSS. I think I keep picking these blogs because I am concerned with the CCSS and I want to not only learn about them but more importantly I want to learn how others are implementing them in their classrooms effectively
How have I used these tools:
I have not used any of the tools they speak about in these blogs. I have, however, used the CCSS in my classroom last year. It was not a requirement for us last year but it is being phased in and I wanted to get a jump on the competition. I began building my lessons around the CCSS and not so much on the Grade Level Content Expectations. A few years ago they came out with a form that was to "bridge" the two initiatives. I am looking forward to using these blogs and many others when I get back to a classroom. I also am interedted in searching out blogs that could help me in my current role as coach.
1. http://blog.leeandlow.com/2013/09/16/integrating-common-core-standards-reading-writing-speaking-and-listening-in-grades-2-3/
This blog is all about integrating the CCSS in Language Arts. I picked this blog because if you scroll down it gives you examples of how to incorporate various strategies. I liked this because although many sites can give you examples of one or two domains this site lists many, many situations and how you can best capitalize on them.
2. http://www.theguardian.com/teacher-network
I picked this blog, well, I think it is a Blog. Anyway, I picked this because it had many different tools that I could use. It has things that I could use professionally in order to keep my options open and it also has suggestions and tips on how to manage my classroom. I especially liked the "How to get a calmer classroom" piece. I could always use more work on that.
3. http://bhpenglish.wordpress.com/2014/02/21/great-ccss-lesson-planning-resource/
I chose this site mainly because, again, it talks about the CCSS. I think I keep picking these blogs because I am concerned with the CCSS and I want to not only learn about them but more importantly I want to learn how others are implementing them in their classrooms effectively
How have I used these tools:
I have not used any of the tools they speak about in these blogs. I have, however, used the CCSS in my classroom last year. It was not a requirement for us last year but it is being phased in and I wanted to get a jump on the competition. I began building my lessons around the CCSS and not so much on the Grade Level Content Expectations. A few years ago they came out with a form that was to "bridge" the two initiatives. I am looking forward to using these blogs and many others when I get back to a classroom. I also am interedted in searching out blogs that could help me in my current role as coach.
Sunday, February 2, 2014
I teach middle school english/Language Arts. The four components of SAMR model
are: Substitution, Augmentation, Modification and Redefinition. Here are my
items:
Substitution: I would use social networking sites to replicate the discussions and subgroups crfeated by the average communication form of speaking. This tool would alleviate some of the "performance anxieties" that some students may have. Using social media to create study groups may also prove interesting. For example, I could give criteria the class would have to search for in others Facebook accounts. I could tell everyone that they needed to have 4 people in their group and each person had to meet a certain criteria such as: one person has to have photos of them in another state. One person has to have at least 10 people designated as "family" in their friends domain. One person has to have posted something in the last 24 hours. One person has to be involved in at least one group. Using this format would allow for the normal caste system to be dissolved.
For augmentation I would use the RSS feed. I would use the RSS feedbecause it can redesign how students hold their bookmarks for research and homework. For example, if my students were researching Othello and they found useful sights at home and at school an RSS feed would be greatly beneficial for them to be able to access their information at school or at home.
I would use a WIKI for the modification part. I would use a WIKI to redesign our task. For example, if my students were working on a book study and they had to remain in groups and create a publication using a WIKI would allow them to collaborate ideas and resources. That way, regardless of snow days or other unforseeable things the students could still work together and be successful.
Lastly, I would use a podcast for redefinition. I would use that tool because it would allow for a creation of a new task. After having done the research on a book involving the Holocaust the students could interview a Holocaust survivor and publish that interview at large via Podcast.
To be honest I had no idea what Web 2.0 tools were. As it turns out, I have been using them in my classroom for a myriad of things for several years now. I used podcasts using video with my kindergarten students to help reinforce numbers and letters so I am very happy to know that I have been using Web 2.0 tools for a while.
Substitution: I would use social networking sites to replicate the discussions and subgroups crfeated by the average communication form of speaking. This tool would alleviate some of the "performance anxieties" that some students may have. Using social media to create study groups may also prove interesting. For example, I could give criteria the class would have to search for in others Facebook accounts. I could tell everyone that they needed to have 4 people in their group and each person had to meet a certain criteria such as: one person has to have photos of them in another state. One person has to have at least 10 people designated as "family" in their friends domain. One person has to have posted something in the last 24 hours. One person has to be involved in at least one group. Using this format would allow for the normal caste system to be dissolved.
For augmentation I would use the RSS feed. I would use the RSS feedbecause it can redesign how students hold their bookmarks for research and homework. For example, if my students were researching Othello and they found useful sights at home and at school an RSS feed would be greatly beneficial for them to be able to access their information at school or at home.
I would use a WIKI for the modification part. I would use a WIKI to redesign our task. For example, if my students were working on a book study and they had to remain in groups and create a publication using a WIKI would allow them to collaborate ideas and resources. That way, regardless of snow days or other unforseeable things the students could still work together and be successful.
Lastly, I would use a podcast for redefinition. I would use that tool because it would allow for a creation of a new task. After having done the research on a book involving the Holocaust the students could interview a Holocaust survivor and publish that interview at large via Podcast.
To be honest I had no idea what Web 2.0 tools were. As it turns out, I have been using them in my classroom for a myriad of things for several years now. I used podcasts using video with my kindergarten students to help reinforce numbers and letters so I am very happy to know that I have been using Web 2.0 tools for a while.
Sunday, January 19, 2014
Unit 1: Generational Divide
I found many points in Pensky's article intriguing. I liked the way Pensky
labeled the two groups as "Digital Natives" and "Digital Immigrants". These
monikers helped me understand more readily where Pensky saw people. Using his
logic, everything he says makes sense. It makes sense that is why the students
do not seem to mix well with the teachers, because they speak two different
languages. Although, isn't that what every generation says about the previous
generation? At any rate, the idea of an "accent" was also interesting. I can
quite readily apply that to my teaching with my middle school students. I am up
on many of the "new" things but there are still some areas that I may come up
short. Therefore exposing myself to be not that hip to my students. I also drew
another connection between the Penske article and my students. Most of my
students want to listen to music while they are completing other on-line tasks
or assignments. My patented response is "No". Perhaps I am projecting my
inability to do so on to my students. Something for me to think about. Another
item I see in the article as well as my students would be the gaming scenario.
My school district has many web-based educational applications and many of them
look like games. They collect items and receive badges for their efforts. Fun.
Using these types of interfaces works very well with the students at my school.
We are a highly impoverished school and the school has had very low test scores
for decades. Since last year we have been using many of these on-line
applications and out scores are rising fast. I am not saying it is all due to
education games but I do think there is merit in not educating students the same
way we were educated simply because it was "good enough for us".
Reading the first article, Close to the Edge, I found myself getting confused with lingo and terminology. I actually had to force myself to slow down while I read so I could better work through what was being presented. I could not find much to attribute or discredit from this article. It was mainly based on a particular generation and what they are all about. There was one point, toward the end of the article, that I can readily attribute to my students. The article says that Generation Edge is not likely to "get on board" and is not very trusting. I have seen these two things play out in real time every day of school. The middle school students do not trust anyone, sometimes not even their own peers. They do not give respect easy. However, when the students in my middle school do decide you are worth it, they will do anything for you. They will defend you to other kids if need be. They are fiercely loyal, one thing the article failed to mention about Generation Edge.
The second article, Generation Edge: An Early Look at America's Youngest Generation, gave much of the same information/opinion that the first article did. There were a few new tidbits that I found to be very interesting. The fact that some research is beginning to show that Generation Edge may actually be able to create an actual relationship through a screen is amazing. The possibilities, right? Also, I agreed with the authors terminology of "switch tasking" instead of "multitasking". Switch tasking seems to make more sense. I have some students who do well as switch tasking but I have many others who really need to focus on one thing in order to be successful.
I am currently involved with TRIG, Technology Readiness Infrastructure Grant. Our coach introduced us to these same videos a few months ago and the "Did you know?" videos are epic! I watched it again the other night and I was still able to get a sense of urgency from it. Very powerful. The video explaining social networking was also very educational.
Reading the first article, Close to the Edge, I found myself getting confused with lingo and terminology. I actually had to force myself to slow down while I read so I could better work through what was being presented. I could not find much to attribute or discredit from this article. It was mainly based on a particular generation and what they are all about. There was one point, toward the end of the article, that I can readily attribute to my students. The article says that Generation Edge is not likely to "get on board" and is not very trusting. I have seen these two things play out in real time every day of school. The middle school students do not trust anyone, sometimes not even their own peers. They do not give respect easy. However, when the students in my middle school do decide you are worth it, they will do anything for you. They will defend you to other kids if need be. They are fiercely loyal, one thing the article failed to mention about Generation Edge.
The second article, Generation Edge: An Early Look at America's Youngest Generation, gave much of the same information/opinion that the first article did. There were a few new tidbits that I found to be very interesting. The fact that some research is beginning to show that Generation Edge may actually be able to create an actual relationship through a screen is amazing. The possibilities, right? Also, I agreed with the authors terminology of "switch tasking" instead of "multitasking". Switch tasking seems to make more sense. I have some students who do well as switch tasking but I have many others who really need to focus on one thing in order to be successful.
I am currently involved with TRIG, Technology Readiness Infrastructure Grant. Our coach introduced us to these same videos a few months ago and the "Did you know?" videos are epic! I watched it again the other night and I was still able to get a sense of urgency from it. Very powerful. The video explaining social networking was also very educational.
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