"Read/Write Web"

Richardson explores the changing face of technology in the classroom and concludes that educators must become proficient in using the web as a teaching tool because the "new Read/Write Web will change their lives even more." In order to accomplish this teachers need to make themselves aware of the opportunities available when using the web as a teaching tool as well as safety and security considerations. Specifically, teachers need to make themselves and their students proficient readers of web content and writers who publish on the web. Richardson offers the following suggestions and considerations:
Suggestions

1. Blogs allow students to publish their work, foster communication beyond the classroom, and encourage writing, reading and critical thinking skills.
2. Blogs also allow students to participate more in their learning.
3. Wikis encourage students to create content, edit content, and reflect upon content.
4. Wikis actually encourage community building and academic integrity.
5. Really Simple Syndication (RSS) provide students and teachers with a tremendous breadth of information used for research purposes.
6. Podcasts provide a tool for students to create their own radio broadcast of whatever subjects they choose which can then be published to the web.

Considerations

1. Teachers need to teach students how to question and evaluate web content based on source information.
2. Teachers need to teach students how to publish to the web.
3. Teachers need to accept a shift their perspective from a "content expert to a guide" which also begs the consideration that teachers must participate in this online collaboration.
4. Teachers and schools need to decide between a climate of blocking content or teaching students to make responsible and mature decisions regarding reading and writing the web.

Richardson offers practical suggestions as well as thoughtful analysis of reading and writing the web. The tools he offers as educational tools seem tremendous, specifically in eliminating the vacuum in which so much writing in schools is traditionally suffocated. By publishing to the web students suddenly see their work as available to others; simply, it has meaning beyond a grade. I am particularly intrigued by the potential that exists in students and classes creating blogs and wikis. However, I am somewhat unsure of how to create RSS feeds and podcasts.

In addition to the dynamic opportunities created, Richardson's points to consider held profound relevance. To begin with, his insistence upon teachers participating in the process of collaborating makes a great deal of sense as does the shift from content expert to guide. This perspective shift alters the whole education experience for students and teachers alike. Finally, the idea of blocking or censoring sites seems limited when compared to the educational opportunity to teach students to make informed, responsible and mature decisions regarding material they read, source and produce.

Energy Project Introduction

The Question: What would happen if, for one week, I walked to work each day rather than drove?

Googling: Although many people have posed this question, or, rather, the question of reducing dependence on gasoline via foot, bicycle or public transportation, I was unable to locate any information about an inidividual in Homer, Alaska attempting such a feat. However, a more fruitful "googling" activity will be to talk to some of my fellow teachers who do walk to school each day and live within a comprable distance to the venture I will attempt.

Data: The data I will need to collect at this point in time include: miles I drive to and from work each day multiplied by the seven days I usually spend at school, the time it takes me to drive to school over a seven day period compared to the time it takes for me to walk to school for a week, the money I spend on gasoline each week for driving to school compared to the money I will save by not driving.

Methodology: At this point in time, I belive that a simple log book that documents the aforementioned data will suffice. I will also interview at least one fellow co-worker who already walks to work each day in order to gain an understanding of the endeavor I will attempt.

Notes: In addtion to understanding how much gasoline I will save as a result of this experiment, I hope to also address a secondary goal, which is to increase my overall physical activity. As a teacher, my life, in many ways, becomes quite sedentary, which is a real detriment to me as an individual. I want to see if walking to work will increase my overall level of physical energy, which would, theoretically, enhance my energy in the classroom.

Onward I go without auto!