"Tools for the Mind"

Mary Burns explores the discrepancy between computers as an education savior and the present low-level-skills-teaching they are used for. Although computers and their software have terrific education potential much of their use is relegated to word processing, Internet searching and Power Point presentations. Burns identifies four factors limiting computer use for higher order thinking.
Handicapping Factors

1. Professional development focused on skill instead of how computers can enhance learning.
2. School districts are not making accomodations to fully utilize technology, failing to provide long term professional development, limiting access to hardware and software, and on-site tech support and instructional leadership.
3. Discord bewteen technology use and actual learning.
4. Misconception that all software is equally useful as a teaching tool.

With these factors in mind Burns elaborates on strategies, emphasizing spread sheets and databases, that will encourage higher order thinking skills. With challenge and inefficiency comes change...

Strategies for Change

1. Teach critical thinking first, technology later: teachers need to help students to question and encourage them to create before turning them loose with technology. We must remember that computers are technology not a talisman.
2. Focus on curriculum, instruction, and assessment rather than the tool:

• teachers need to experience technology through professional development: teachers become students
• professional development needs to provide teachers with a conceptual framework for understanding higher order software
• model tech use matched to a specific learning outcome
• focus on content knowledge, curriculum, instruction, and assessment

Much of what Burns claims is a reality in our schools: kids are plugged in to computers in order to occupy their time as worksheets have done in the past. I appreciate how Burns advocates for maintaining teaching principles in using technology as a tool rather than a gift from a higher power. If teachers are to effectively use computers, we need to apply basic principles of learning to these fantastic tools.

"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!

Anthro-Tech Report

After conducting my anthropological investigagion regarding technology policies, practices and uses I have come to the conclusion that my school has a sound foundation to build upon. Somewhat archaic technology tools, such as TVs, VCRs, and DVD players are readily available to teachers, while more advanced computer software programs and are necessary for progress. I have identified the following as areas to focus on:

1. Training. Staff are limited by reluctance and lack of knowledge and experience which can both be mitigated by training in the form of in-services and off site training.
2. Community Involvement. In a community that supports education and the school, it is essential to recognize and welcome community involvement and support in bolstering our technology program.
3. Student Expertise. The literature is out there that supports the notion that our students have superior knowledge and skills. Soliciting their expertise is an excellent opportunity to bridge the technology gap and bolster student involvement and engagement, not to mention empowering students
4. Individual Accountability. As an educator it is all of our responsibility to develop our own technology proficiencies in order to improve our profession and our students' learning.

In the everevolving technology field it is essential that educators remain diligent in pursuing growth. I readily acknowledge the need for skepticism in all areas; however, a stanch attitude of distrust and fear with regards to technology leads to dysfunctionalism. Technology, like all teaching methodology is a tool, a tool to be understood and used with vigor and energy in our classrooms. With a skeptical eye consider reviewing my anthro-tech report.

Teaching Technology: "Listen to the Natives"

Sean Campbell clearprose@gmail.com 9/16/07
"Listen to the Natives" Mark Pensky

Pensky writes his article under the premise that the gap between students and teachers has widened beyond the expected generational gaps traditionally accepted. In fact, the gap, presently, excludes education during the day as most students feel their "real" education begins on their own, with their technology tools. Once teachers accept that students are participating in a different language than the majority of teachers, teachers can begin to make progress. Additionally, if teachers, and schools for that matter, do not make changes for the 21st Century than "we will be left in the 21st Century with school buildings to administer--but with students who are physically or mentally somewhere else." Pensky identifies a number of considerations to reach and teach our 21st Century students.

1. Value engagement before content: engage through gameplay.
2. Utilize student knowledge and skill to teach teachers and other students.
3. "We can no longer decide for our students; we must decide with them": encourage collaborative decision making regarding design instruction.
4. Provide flexible organization of classrooms: personalized instruction and self-selecting learning groups.
5. Utilize their digital tools for instruction and evaluation. Everyone else (globally) is doing it!
6. Prepare by maximizing programing abilities.
7. Eliminate "legacy learning" entirely or join with "future learning."
8. Incorporate students' after school penchant for learning into our school days by utilizing their technology.
9. Acknowledge and listen to our students' voices or risk further disenfranchisement.

Pensky offers a fascinating perspective on education that in many ways acknowledges commonly held educational principles that are unfortunately oftentimes neglected. Namely, honoring and listening to students' voices, making the material relevant to students' lives, and allowing students to participate in their education. The disconnect between students and teachers has existed throughout the ages, but technology's rapidly changing face exacerbates this divide. Besides already understanding the aforementioned premises, I thought Pensky raised some interesting propositions, particularly using cell phones in classrooms as a teaching tool. His flexible organization would absolutely shock the public education institution and society in general because it would nullify one of the central uses of these institutions: housing students while their parents work. Additionally, his propositions discredit teachers as guides, imparters of knowledge and wisdom. It is misguided to place all expertise and control in the hands of children and adolescents. Collaboration with, listening to, and connecting to students is essential regardless of the content or method, but not acknowledging the influence and need for adults as guides in the lives of children seems just as misguided as remaining in the dark ages of educational pedagogy.

Is Our Education System Truly Equal?

Jonathan Kozol published a piece two years back that is especially relevant in light of our recent supreme court decisions to overturn some of the principles that have encouraged diversity in our classrooms. Kozol provides a stark picture of what is happening in our poor, urban schools. You can read the entire text at the following address http://www.mindfully.org/Reform/2005/American-Apartheid-Education1sep05.htm
If equality is the objective, it seems we are far from being highly qualified.

Education History: Schoolhouse Crock

In the recent issue of Harpers Magazine there is a tremendous article that explores the way education has been misrepresented throughout the ages while also being the cure all for nearly every social and economic ill in America. Though the Harpers site requires a fee, the following site offers a snippet http://www.thecarpetbaggerreport.com/archives/12658.html If you get a chance check out the full article.