CSUSM PSA

Journal 6

In the article Connecting Depth and Balance in Class, the author Matthew S. Kuhn explains how new methods are being used to match the learning needs of all students. Many of these new methods blend educational technology with “long-established educational paradigms”, such as Benjamin Bloom’s Taxonomy and Howard Gardner’s Theory of Multiple Intelligences.

The author explains that the daily rigors of schooling prevent teachers from implementing these teaching models into their classrooms. Fortunately, education technology makes it easier for teachers to have depth and balance in their lessons, while also meeting the learning styles and intelligences of their students. This is evident in cases of schools across the nation. For example, blogs have been used to meet the verbal/linguistic and interpersonal learning preferences through online discussions, peer feedback, class notes, and the highlighting of exemplary student work. New learning software has also replaced “drill-and-practice” methods to reflect neuroscience research on how the brain learns. Thus, software like FastForWord by the Scientific Learning Corporation mirror the way people learn and apply new knowledge in their everyday lives. In short, education technology has proved to be quite useful in classrooms across the nation in improving pedagogy.

Question 1: What are some of the disadvantages to education technology?

Reflecting on the previous article The Laptops Are Coming! The Laptops Are Coming!, there are certainly issues that can arise from incorporating technology into the classroom. This includes the loss of traditional methods of teaching and learning as well as building of relationships among students, teachers, administrators, and parents.

Question 2: Will education technology make it truly easier for teachers to apply the traditional paradigms?

I feel that while there are great advantages to education technology, it will not make the day-to-day rigors of schooling that the author refers to that much easier for teachers to apply Bloom’s or Gardner’s methods in their lessons. In fact, they may even make it more difficult as introducing and integrating these technological tools will take a lot of time and effort by both teachers and students. With emerging technologies, this will be a never-ending struggle to keep up with new software and applications.

Citation
Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading, 36, Retrieved August 3, 2008, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_1&Template=/MembersOnly.cfm&NavMenuID=4077&ContentID=21318&DirectListComboInd=D

Journal 5

In the article Transforming School Communities: Creating Dialogue Using Web 2.0 Tools, Helen Soulé argues for the use of Web 2.0 tools to help “modern pedagogy and technology engage students in successful learning journeys”. These tools would teachers, administrators, and the community to better communicate with one another. According to the author, effective communication is the “glue holding the district and community together”. It is a means of advocating a school’s vision, building formal and informal support, and collaborating with constituents. Web 2.0 tools, such as blogs and podcasts are effective communication tools that would help to “expand a district’s reach, increase dialogue, and improve community support”. To utilize these tools, districts should first familiarize themselves with Web 2.0 tools and then incorporate them with the district’s communication plans. Districts should then send a clear message using easy-to-understand language and appropriate analogies. The author suggests the use of blogs, as they can integrate text, images, video, web pages, and links to “articulate, explain, and clarify” the district’s message. Blogs would also allow the community to post comments and reactions, and to clarify misconceptions and solve issues quickly.

To effectively utilize such tools, districts must get to know the audience. In order to understand their attitudes, preferences, and ideas, they can use surveys, blogs, videoconferences, and so forth to collect information from the community. School districts must also match the vehicle, audience, and message. The author explains that while the basic message should not change, districts should tailor the message to their specific audience and then use an appropriate communication vehicle. An example was the international school’s use of facebook to reach their alumni. Districts must then educate parents, students, and community members to counter any issues or opposition to the use of Web 2.0 tools. Districts must also use multiple vehicles in order to increase the chances of the message reaching its intended audience. The author also suggests that distributed material like newsletters and calendars be available on the district’s Web site or e-mail as well. Finally, networking is needed to build support and maintain a functioning relationship with the community. This would also help teachers and administrators to learn from one another through such Professional Learning Networks (PLNs) as LinkedIn or ISTE Island. In summation, the use of Web 2.0 tools would allow for better communication between school districts and the community, but it is important to tailor to specific groups and to use appropriate vehicles in order to develop effective communication.

Question 1: How can students benefit from such Web 2.0 tools?

Students seem to be left out of this communication loop although they would greatly benefit from such Web 2.0 tools. For those students who seem to constantly forget to write homework or notes down, such tools would greatly benefit them. These would also help parents keep up with what their students are doing in class, which would in turn help their kids.

Question 2: How can teachers prepare for such new methods of communication?

School districts should organize courses to introduce Web 2.0 tools to teachers, especially for those who are not familiar or comfortable with such technological tools. Monthly meeting should also be set up to update teachers and ensure that they fully understand and utilize these new methods of communication, while keeping parents in the loop as well.

Citation
Soulé, H. (2008). Transforming School Communities: Creating Dialogue Using Web 2.0 Tools. Learning & Leading With Technology, 36, Retrieved August 3, 2008, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_1&Template=/MembersOnly.cfm&NavMenuID=4077&ContentID=21317&DirectListComboInd=D

Movie Montage & Bloopers

Here's a video I created for fun with my little cousin Andrew and sister Jessa using iMovie.




Below are the bloopers from the movie.

Inspiration Graphic Organizer

Journal 4

I attended the first keynote presentation, Restructuring for Caring and Effective Education: The Possible Futures of Education by Richard A. Villa. As part of his presentation Mr. Villa addresses five questions to help determine the possible futures of education. His first question is what is the destination of education. After several answers from the crowd Mr. Villa explains that the “goal of education is the same for all children” and can be summed up in the Circle of Courage. This circle includes generosity, belonging, mastery, and independence.

The second question is who has been invited on the journey. He explains that while many have had to fight for equality in education and have won, some still continue to fight. Question three dealt with the issue of Equity vs. Excellence. He first discusses the advantages and disadvantages of excellence without equity. One advantage is the allocation of resources to “leaders of tomorrow” as opposed to others who may not benefit as much from it. One disadvantage is that this is a simplistic model that views diversity as a problem. He then discusses the advantages and disadvantages of equity without excellence. An advantage is that everyone wins, but a disadvantage is that motivation is lost and mediocrity is accepted. With this, Mr. Villa explains that a mixture of excellence and equality is needed. This “equalence” in education would level the playing field and allow for more collaboration, communication, creativity, and even fun.

The third question is how will we get there. To manage and institutionalize change would take 5 to 7 years and would require vision, skills, incentives, resources, and an action plan. Question five refers to how we will know if we’ve arrived. This would be reflected in a new culture of artistry, care, differentiation, empowerment, equalence, self-determination, and so forth. While we do not have enough time and do not always know how to utilize the time we have, students must act as advocates, decision-makers, co-teachers, and instructors to enable this change and help create such cultures in our society.

Question 1: How will the ideas presented help me as a future educator?

While I do not yet understand the bureaucracy that is involved in making such change happen, this presentation has introduced me to some of the possible futures of education and how to achieve such futures. I understand that simplistic ideals and quick changes are not the way to reach equalence in education. Instead, I will need to dedicate myself as lifetime advocate.

Question 2: Who has the power to implement such changes in our education system?

While I would like to say that teachers hold the power to make these changes happen, the resources and incentives that are needed to make such changes come from the government. And with the always-threatening budget cuts, these continue to be obstacles that prevent changes from happening.

Journal 3: Calendar

A common difficulty that teachers seem to face is the organization and sharing of their lesson plans in an easier, more convenient way. While notebook planners were the traditional means of organizing information like daily activities and scheduling, there are now online applications and computer software that do the same thing, and even more.

Some of these applications and software are referred to in the Classroom 2.0 discussion boards under the “calendar” tool. One suggested application is iCal. This Macintosh application is a calendar on which teachers may input all of their daily lessons with plenty of space for details. A nice feature of iCal is that it can be imported into the online application Google Calendar. This will allow teachers to keep others updated and to share their calendars with others, as opposed to making copies of their traditional notebook planners to hand out. Numerous online applications are further mentioned that hold similar functions and can be accessed through the World Wide Web. These include 4Teachers.org and oncoursesystems.com.

These online applications and software would greatly benefit teachers who are in need of planners that can hold more space for their detailed lesson plans and in a more organized manner. They are also more convenient for teachers who wish to share their daily lesson plans and schedules with other teachers, their supervisors, substitutes, and parents.