One thing I keep thinking about for my future class is the idea of small groups and literature circles. I love this theory, and I think it could really work. However, there is one part which I contemplate over and over. A lot of what we have read and heard seems to agree that students are more motivated to read when working with other students. This was something I had a slightly hard time believing. One problem I have is separating myself English major/dork self from the average high school student. Not all of these kids are like us. Not all of them like to read. Actually, not all English majors like to read. So, I took my thoughts to the streets.
I asked my roommate and a close friend, who are both more math people, if they would feel more inclined to read and do work in a group of fellow students. Their answers were extremely helpful. They both said that they would not feel obligated if they were in a group with people who they knew "would not judge them," people they were close friends with. However, if they were grouped by the teacher with people who they were not as comfortable with, then they would probably feel more pressure to read the material and pull their weight in the group. I just thought this would be helpful for us to remember so that maybe we can group our students in the most effective way. Just a tid bit you guess might like to know!
Tuesday, April 9, 2013
Stereotypes
So, the readings this week were interesting, and I liked what they had to say. However, there is one reoccurring aspect of every reading that tends to rub me the wrong way. For example, Edmondson's article starts as follows, "They care that their 14-year-old cousin in Oklahoma had cheerios for breakfast. They care that their basketball camp roommate whom they haven't spoken to in the last three years locked herself out of her house this morning" (43). This type of language continues on for a little while. Personally, I feel that a lot of our readings start in similar ways, or make similar comments. Edmonson's article goes on to provide some amazing information and useful ideas. However, this first part just seems so negative, and bitter in a way. I understand that the generation writing this articles did not grow up with the social media and technology which we did and the current generation does. I still do not feel this is a reason to make it appear as a bad thing.
On of the reason this type of mentality always sticks out to me is that my grandpa and dad always seem to have this same debate. My dad knows that this topic gets to me, so he tends to poke at me and say things like, "Oh you guys are always texting and on facebook!" And then my grandpa will reply with something along the lines of, "Well you were always worried about albums and your political protests!" This taste of the conversation shows that Edmonson's parents probably had something to say about her generation as well. My point is that I feel a lot of educators see the switch to technology as a negative (not necessarily Edmonson because later she mentions the boost in writing and literacy because of social media) when it should really be embraced and looked at as a new way to advance our knowledge and use the human brain. I just do not want to see one generation looking down on the other because aspects have changed. We evolve, the world evolves, technology and intelligence evolves. We must accept, adapt, and advance because of these changes. A great quote about this thought comes from Hesse's Witness, "To those who swear our young are on the road to perdition take comfort in this-every generation has felt somewhat the same for two or three thousand years and still the world goes on." So, next time you lose faith in the future, remember that the last generation probably lost faith in us at some point too.
On of the reason this type of mentality always sticks out to me is that my grandpa and dad always seem to have this same debate. My dad knows that this topic gets to me, so he tends to poke at me and say things like, "Oh you guys are always texting and on facebook!" And then my grandpa will reply with something along the lines of, "Well you were always worried about albums and your political protests!" This taste of the conversation shows that Edmonson's parents probably had something to say about her generation as well. My point is that I feel a lot of educators see the switch to technology as a negative (not necessarily Edmonson because later she mentions the boost in writing and literacy because of social media) when it should really be embraced and looked at as a new way to advance our knowledge and use the human brain. I just do not want to see one generation looking down on the other because aspects have changed. We evolve, the world evolves, technology and intelligence evolves. We must accept, adapt, and advance because of these changes. A great quote about this thought comes from Hesse's Witness, "To those who swear our young are on the road to perdition take comfort in this-every generation has felt somewhat the same for two or three thousand years and still the world goes on." So, next time you lose faith in the future, remember that the last generation probably lost faith in us at some point too.
Wednesday, April 3, 2013
Tactful and Constructive Criticism
Here is my educational, yet not directly NPM related post. Recently I have been thinking a lot about what makes a teacher a memorable and effective teacher when it comes to criticizing a student. There is a lot that can be said that would put a student down and make him or her feel incapable of success. I never want to make one of my students feel this way. So, I want to make sure that any comments I might have are delivered in a positive way. Today, I had a great example of this.
I went to see a professor to look over a paper for his class. He took a few minutes to look over the paper, thought for a moment about what he wanted to say, and then guided me to an even better paper. He began to ask questions and develop a better understanding of my thought process. From there, he gave me the opportunity to explain my writing and basically present my paper. He truly wanted to see my point of view before making any changes or suggestions. With a better understanding, he was able to show me what the reader sees, and what aspects were confusing. He basically presented the paper back to me from an outsider perspective. By doing this, I was able to take a step back and hear my own work from a new voice.
I left that meeting feeling even more confident about my paper and writing ability. He guided me and made criticisms; however, they were constructive and truly helpful. My professor did not just tell me what was wrong or unclear with my paper. He showed me, explained to me, and taught me what, why, and how things were weak. It was a learning experience and an opportunity for my professor and I to be on the same level. He took himself down from the pedestal and worked WITH me in a tactful and constructive way to strengthen my writing.
I went to see a professor to look over a paper for his class. He took a few minutes to look over the paper, thought for a moment about what he wanted to say, and then guided me to an even better paper. He began to ask questions and develop a better understanding of my thought process. From there, he gave me the opportunity to explain my writing and basically present my paper. He truly wanted to see my point of view before making any changes or suggestions. With a better understanding, he was able to show me what the reader sees, and what aspects were confusing. He basically presented the paper back to me from an outsider perspective. By doing this, I was able to take a step back and hear my own work from a new voice.
I left that meeting feeling even more confident about my paper and writing ability. He guided me and made criticisms; however, they were constructive and truly helpful. My professor did not just tell me what was wrong or unclear with my paper. He showed me, explained to me, and taught me what, why, and how things were weak. It was a learning experience and an opportunity for my professor and I to be on the same level. He took himself down from the pedestal and worked WITH me in a tactful and constructive way to strengthen my writing.
20 Shots of Fame
I know we are all amazed by the acting ability in our 20 Shot Movies. Personally, I surprised myself in the worst way possible. But, acting ability is not the point! The point was to tell a story in a very limited space. This was a challenge. Our story was complicated and had a lot of flashbacks to past events; however, that forced us to pick specific aspects that we felt were important to the story. I mean, the movie would probably not make sense to someone who has not read the story, but I would absolutely use this project in my future classroom after students have read every short story we planned to shoot.
From beginning to end, having to create this in a group helped me comprehend more of the story. We had to all agree on which aspects to present and how to portray our interpretation of each scene. Then, we had to agree on which angles to use for each shot. A lot of this is kind of personal. It involved opening ourselves up to classmates we do not know that well, and explaining how and why we viewed something a certain way in our minds. I felt like it was a pretty vulnerable and personal experience, but I liked getting to know Nate and Emily and how they viewed our short story. In addition, we all had to share camera time (both on camera and behind the camera). It really forced us to work together and listen to one another.
All of these realizations make me excited to use this project in my classroom. I want my students to get to know one and other and be open to other people's interpretations. I want them to explore deeper meanings of stories and find creative ways to portray those meanings. Doing this in a group will help encourage students to speak more in class, and possibly eliminate some fear or anxiety about sharing their thoughts. Overall, I had a great time with this project and definitely see it benefiting my future students.
From beginning to end, having to create this in a group helped me comprehend more of the story. We had to all agree on which aspects to present and how to portray our interpretation of each scene. Then, we had to agree on which angles to use for each shot. A lot of this is kind of personal. It involved opening ourselves up to classmates we do not know that well, and explaining how and why we viewed something a certain way in our minds. I felt like it was a pretty vulnerable and personal experience, but I liked getting to know Nate and Emily and how they viewed our short story. In addition, we all had to share camera time (both on camera and behind the camera). It really forced us to work together and listen to one another.
All of these realizations make me excited to use this project in my classroom. I want my students to get to know one and other and be open to other people's interpretations. I want them to explore deeper meanings of stories and find creative ways to portray those meanings. Doing this in a group will help encourage students to speak more in class, and possibly eliminate some fear or anxiety about sharing their thoughts. Overall, I had a great time with this project and definitely see it benefiting my future students.
Tuesday, March 12, 2013
Technology and Disablities
My group did our podcast about the young adult novel, "Freak the Mighty." In the story, two boys become friends and help each other through their struggles with disabilities. One has a physical disability but is very intelligent, and the other has a learning disability but is large in stature and strong. Together they go on adventures and face crazy real life situations.
After thinking more about our podcast, I realized how fun it would be for a student with a disability to do something like that. I know that my cousin who has Autism loves whenever his teachers do something different to appeal to those who lean differently. I think technology plays a huge role in this. As we know, every student learns differently and has methods which appeal to them more and help them better understand the material. For many, the hands-on and visual aspects of multimodal activities offer such students the opportunity to gain a better understanding. For example, students with visual disabilities no longer have to struggle through class. They are given books and readings with much larger font, or as a girl in my first high school had, some students have headphones in and listen to books on tape. Something which seems so easy to us may be a huge challenge for certain students; therefore, as educators we can aid in learning by just altering our plans and classroom activities slightly.
I know this seems random and simple, but it was just a topic I was thinking about today. We have come a long way in helping students with disabilities succeed in the classroom, and with careful planning, individualized instruction, and attention to each student's needs we could allow all of our students to grow even more.
After thinking more about our podcast, I realized how fun it would be for a student with a disability to do something like that. I know that my cousin who has Autism loves whenever his teachers do something different to appeal to those who lean differently. I think technology plays a huge role in this. As we know, every student learns differently and has methods which appeal to them more and help them better understand the material. For many, the hands-on and visual aspects of multimodal activities offer such students the opportunity to gain a better understanding. For example, students with visual disabilities no longer have to struggle through class. They are given books and readings with much larger font, or as a girl in my first high school had, some students have headphones in and listen to books on tape. Something which seems so easy to us may be a huge challenge for certain students; therefore, as educators we can aid in learning by just altering our plans and classroom activities slightly.
I know this seems random and simple, but it was just a topic I was thinking about today. We have come a long way in helping students with disabilities succeed in the classroom, and with careful planning, individualized instruction, and attention to each student's needs we could allow all of our students to grow even more.
Influencing Others to Become a Team
Alright, so Bill's blog inspired a rant. This week, we are allowed to blog about anything educational; therefore, I want to address teaching together with fellow educators. I know that we have touched on this in class, and TO has mentioned how some feel that certain subject teachers are responsible for certain learning aspects. However, the fact of the matter is that we are all teaching, so doesn't that mean that we should infuse these kids with knowledge in any way, shape, or form that we can? I would think so. What I'm saying is that maybe teachers need to work together more so that they can really get through to students and create a cohesive team.
The example I left on Bill's blog was that maybe each class could use the same type of technology, just in different ways so the students see how versatile the tool can be and how many projects they can use it for. If classes are managed this way then the students will go deeper into the topic or technology they learn. It would focus school more, and show kids how much each subject is useful and how often they overlap. It is important for students to understand that EVERY subject in school is important; however, this is difficult when nothing ties together and the students' minds are forced to go in 7 different directions. I just think it would be a neat idea to all work together and deepen the learning and understanding. It gives us more opportunity to teach, and it couldn't hurt for students to see some teamwork amongst their teachers.
The example I left on Bill's blog was that maybe each class could use the same type of technology, just in different ways so the students see how versatile the tool can be and how many projects they can use it for. If classes are managed this way then the students will go deeper into the topic or technology they learn. It would focus school more, and show kids how much each subject is useful and how often they overlap. It is important for students to understand that EVERY subject in school is important; however, this is difficult when nothing ties together and the students' minds are forced to go in 7 different directions. I just think it would be a neat idea to all work together and deepen the learning and understanding. It gives us more opportunity to teach, and it couldn't hurt for students to see some teamwork amongst their teachers.
Thursday, March 7, 2013
Helping Expose Reality
So, after my exploration I found one blog that Wilber mentions that I really like. A Plethora of Technology is a pretty cool site; unfortunately, there hasn't been a new post since October 2012. However, it has some really versatile topics. One that I liked in particular was titled "What to Try Regarding Young IT Haters." It brought the realistic view of IT workers and what us tech-challenged should expect, or stop expecting. For example, I know that I want a fast answer because in my mind these people should know exactly what the problem is immediately after they see my computer. However, this is not realistic. These workers are dealing with computers. They are a science, and as far as I know, not many scienctist figure out the answers to a hypothesis or problem within ten minutes. It takes a little time to do it right, and we should realize that IT workers have to go through the scientific process in their jobs as well.
While I do not know if I would be capable of producing a blog like this one; I do see the value in doing something similar. Maybe I could create a blog that helps non-teachers better understand a teacher's daily life and what we (will) go through regarding parents, students, and classroom struggles. I think looking around the web at different blogs helps to spark idea like this one, and can be an enlightening experience. Hey, without exploration (which seems to be my theme this week) I would not have been politely put in place regarding IT support.
While I do not know if I would be capable of producing a blog like this one; I do see the value in doing something similar. Maybe I could create a blog that helps non-teachers better understand a teacher's daily life and what we (will) go through regarding parents, students, and classroom struggles. I think looking around the web at different blogs helps to spark idea like this one, and can be an enlightening experience. Hey, without exploration (which seems to be my theme this week) I would not have been politely put in place regarding IT support.
Performing Our Language
In Shafer's article, I really liked the comparison of learning language and learning a digital tool. Shafer quotes Foster as saying, "Language is a performing art. We learn our first language skills by performing them" (93). I think this is a great way to look at learning in general. We did not learn to speak strictly from sitting in our high chairs listening to others speak. Yes, that was part of the learning process; however, it took practice and our own exploration of the language to get it right. Our parents, babysitters, teachers, and others around us corrected mistakes and helped us perfect our language so that we can speak as functioning people in society. The same process should apply to our teaching.
In a classroom, there is time when lecture is necessary and needed to help learning. However, there is time when students need to be hands-on and explore the area they are learning. They need to make mistakes and find a way to fix them, or correct them through the guidance of someone else. With using digital tools, it is helpful to have the freedom to mess around with whatever is being used. For example, when we first started blogging, I needed help to start off and understand the basics. However, once I was given a little guidance I enjoyed looking around the other blogs, viewing all the settings, and figuring out how to personalize my blog for others to see. This was an important part of my learning. Because I was given the chance to find my own answers I now have the confidence to find more answers and information. The same goes for students. If we provide the base coat and a little push towards the paint, they will find a way to make their own masterpiece.
In a classroom, there is time when lecture is necessary and needed to help learning. However, there is time when students need to be hands-on and explore the area they are learning. They need to make mistakes and find a way to fix them, or correct them through the guidance of someone else. With using digital tools, it is helpful to have the freedom to mess around with whatever is being used. For example, when we first started blogging, I needed help to start off and understand the basics. However, once I was given a little guidance I enjoyed looking around the other blogs, viewing all the settings, and figuring out how to personalize my blog for others to see. This was an important part of my learning. Because I was given the chance to find my own answers I now have the confidence to find more answers and information. The same goes for students. If we provide the base coat and a little push towards the paint, they will find a way to make their own masterpiece.
Thursday, February 28, 2013
Google Answers Everything
As usual, my last blog led to a person mental rant and encouraged me to find some more resources. I was thinking about how we don't always use technology properly or effectively in the classroom, and figured we might all like some suggestions. So, I Googled it. Shocking. Anyways, I found this blog http://www.freetech4teachers.com/ . It is written by Richard Byrne and filled with videos, lessons, and even "How To" explanations. I think using this type of resource is important for us to take advantage of. There is so much out there to guide and help us through teaching; we just need to actually use those resources.
Something like Byrne's blog could be of great use in future classrooms. He even has tips on how to "clean up" a YouTube search. That is huge! Even in our class last week we were slightly taken aback by some images that happen to show up on Pinterest. It does not always matter what you search or click, things pop up and they are not always appropriate for a school setting. Looking to other educators for help could change how you use technology and the internet, and even help to make it less stressful of an experience. I know it is not much, but I thought this website might be of interest to some in case you are ever in need. Enjoy!
Something like Byrne's blog could be of great use in future classrooms. He even has tips on how to "clean up" a YouTube search. That is huge! Even in our class last week we were slightly taken aback by some images that happen to show up on Pinterest. It does not always matter what you search or click, things pop up and they are not always appropriate for a school setting. Looking to other educators for help could change how you use technology and the internet, and even help to make it less stressful of an experience. I know it is not much, but I thought this website might be of interest to some in case you are ever in need. Enjoy!
Incorporate with a Purpose
Wilber's third chapter was interesting. Right from the start I liked what was being said; "...any teacher must have a reason for using technology in his or her teaching" (Wilber 43). I know we have talked about this a little bit, but I'd like to revisit the topic if you don't mind. There are a lot of teachers who do a wonderful job of finding the right sources, educating themselves, and properly incorporating technology in their classrooms. However, there are some who do it just to do it. I mean let's be honest for a second here. Hasn't this class made us all think, "Oh crap, I really need to use some of these things if I plan on actually reaching my students"? Well, if it hasn't done that to you, it has made the thought occur to me. I think that sometimes teachers have this same thought and then proceed to throw technology into lessons in attempt to keep students' attention. But, don't you think such a style could just be worse for the learners? I know that when a professor makes a rather sad attempt at appealing to my age group, it is ineffective. Yes, we should use different teaching tools and keep variety in our classrooms. However, this is only needed when those tools will actually aid in further learning.
Furthermore, if we use these modern methods of teaching then we can help our students use them more effectively on their own time as well. This is also something Wilber discusses, "In deciding what sources, modes, and links to incorporate, our students can learn to discern what should or should not be incorporated into the texts they create..." (46). This is a great way to look at the use of technology in schools. If we take the time to use the internet or online databases with our students, then they might not struggle as much when it is time for them to do so on their own. I know I would have greatly appreciated one of my high school teachers teaching me to research on a database, instead of having a crash course during my first college paper. Just something I thought was a great point, and one that I had never really considered. Hope you all agree!
Furthermore, if we use these modern methods of teaching then we can help our students use them more effectively on their own time as well. This is also something Wilber discusses, "In deciding what sources, modes, and links to incorporate, our students can learn to discern what should or should not be incorporated into the texts they create..." (46). This is a great way to look at the use of technology in schools. If we take the time to use the internet or online databases with our students, then they might not struggle as much when it is time for them to do so on their own. I know I would have greatly appreciated one of my high school teachers teaching me to research on a database, instead of having a crash course during my first college paper. Just something I thought was a great point, and one that I had never really considered. Hope you all agree!
Thursday, February 21, 2013
Evaluating Your Success
In one of my classes, I recently had a teacher replace a quiz question with an evaluation of himself. I thought this was something to be admired in a way. I mean, it is only the 4th week of classes, and he is already trying to make sure we understand his teaching and are following what is going on in the class. I think it is import to do this as educators. We should ask for feed back from students, so that they know their opinion matters and that they do have a say in the classroom. I just really appreciated that he took a quiz and turned it into a way to learn about his teaching techniques.
I hope that I am able to do this when I am a teacher. I know that some of the comments will not be exactly what I want to hear; in fact, some might be flat out mean. But, it is worth facing a sometimes hard truth to help improve myself, and the increase the learning of my students.
So, my question to you fellow bloggers is...how do you feel about evaluations? Do you think they are important/effective? I'm curious to hear your opinions!
I hope that I am able to do this when I am a teacher. I know that some of the comments will not be exactly what I want to hear; in fact, some might be flat out mean. But, it is worth facing a sometimes hard truth to help improve myself, and the increase the learning of my students.
So, my question to you fellow bloggers is...how do you feel about evaluations? Do you think they are important/effective? I'm curious to hear your opinions!
Teaching Together
I know I've been on this trend of talking about students and teachers really working together to get the best out of the lessons and what not. But, I just think it is crucial to remember in order to have a really wholesome classroom. This idea was brought up again in Kajder when Kristen says, "They had so much energy around this, and they were totally in alignment with the outcomes I wanted them to meet" (79). Kristen's students were so excited to participate and even help make the requirements; that is what I want my class to be like. I think they were so enthusiastic because they actually had a say in their assignment. It gave them the chance to teach themselves.
This is where the "Teaching Together" aspect comes into play. We all know that when you teach something, it helps you to learn the material even more. So, why not have these students teach it too? Through these podcasts the students were able to learn more about the subject, and by having others listen they were forced look into their information more as not to make mistakes while educating their peers. This is a great way to get students more involved; and once again, even the playing field so they feel the teacher respects their opinions. In return, the students respect the teacher and the classroom becomes comfortable and open.
Basically, I just think Kristen had a great idea. It sounds like her students were engaged and very willing to participate. It was the kind of project that you remember even once you graduate, and then tell other people about when you're studying to be a teacher...or maybe you just blog about it.
This is where the "Teaching Together" aspect comes into play. We all know that when you teach something, it helps you to learn the material even more. So, why not have these students teach it too? Through these podcasts the students were able to learn more about the subject, and by having others listen they were forced look into their information more as not to make mistakes while educating their peers. This is a great way to get students more involved; and once again, even the playing field so they feel the teacher respects their opinions. In return, the students respect the teacher and the classroom becomes comfortable and open.
Basically, I just think Kristen had a great idea. It sounds like her students were engaged and very willing to participate. It was the kind of project that you remember even once you graduate, and then tell other people about when you're studying to be a teacher...or maybe you just blog about it.
Tuesday, February 12, 2013
Keeping Privileges at Home
During class, we discussed tablets being used in the classroom. This idea stayed with me for a while after our conversation and I kept fighting myself on whether or not I agree with them being a classroom tool. One thing that makes me think they should not be a part of our teaching is the thought of keeping them a privilege at home. I know that some parents feel they do not want their children to bring their iPads or tablets to school either because of possible damage or they feel it is distracting. One thing that I think is that it takes the electronic device and makes it a right, or automatic tool that the student deserves. It is no longer a privilege, now it is a must for the student. I think if these are going to be used so frequently then we would have to have some seriously close monitoring and strict rules to make sure the item is being used properly.
Like I said in class, I think it is a great idea to bring into the classroom every once in awhile as a fun activity or reward for a class. But, I do not think that tablets should take over the classic paper, pencil, and notebook we have used for so long. Again, it's all about finding the balance (a common theme we keep running into in class discussion). I just wanted to hear everyone's thoughts on the topic. Do you think they should be used in classrooms? If so, how often? Basically, what suggestions do you guys have that you were thinking might work in your future classes?
Like I said in class, I think it is a great idea to bring into the classroom every once in awhile as a fun activity or reward for a class. But, I do not think that tablets should take over the classic paper, pencil, and notebook we have used for so long. Again, it's all about finding the balance (a common theme we keep running into in class discussion). I just wanted to hear everyone's thoughts on the topic. Do you think they should be used in classrooms? If so, how often? Basically, what suggestions do you guys have that you were thinking might work in your future classes?
Professor on a Pedestal
In the Kajder reading from this week, one thing that stood out to me was Ed's comment, "'When kids talk about the spaces in which they read and write, I can't lock it out because it threatens my own confidence. Instead, it is an opportunity'" (46). I know we have addressed this a little in both NPM and YAL. Someone in YAL brought up the idea that teachers and professors cannot be afraid to admit that they do not know something. She said we have to take ourselves down from the "pedestal" and realize that this is a learning environment, not a show and tell of intelligence for the teacher. I think that is very important for educators in a digital literacy classroom to keep this in mind. It is a scary thought to imagine admitting to students that we do not know how to do something or the answers to all their questions. However, I think it is important to keep in mind what Ed was saying in the Kajder reading. We cannot let our fears hinder learning and classroom engagement of students. Actually, I think that students will appreciate the honesty from a teacher and the feeling of working together in the classroom.
So, what I'm really trying to say is that even though it will be scary to admit to our future students that they probably know more than us about technology; we might be helping to create a better classroom. I just feel that maybe it won't create the chaos and disrespect we all fear (especially right after school as young teachers). Instead, students will appreciate and respect their teachers for valuing their intelligences and allowing them to have a say in the classroom. Education is about communication and sharing diverse intelligences, why not apply this to digital literacy use in the classroom as well?
So, what I'm really trying to say is that even though it will be scary to admit to our future students that they probably know more than us about technology; we might be helping to create a better classroom. I just feel that maybe it won't create the chaos and disrespect we all fear (especially right after school as young teachers). Instead, students will appreciate and respect their teachers for valuing their intelligences and allowing them to have a say in the classroom. Education is about communication and sharing diverse intelligences, why not apply this to digital literacy use in the classroom as well?
Thursday, February 7, 2013
Things I've Noticed
So after my little rant about technology in the classroom, I started thinking about my personal experiences with it in past classes. I specifically remember when my grade school got a Smartboard and how cool it was and never being allowed to touch it unless the teacher was standing next to us. Now, almost every single classroom on campus has a Smartboard. If they don't then there is some type of projector connected to the computer so that we can access the internet as a class. Basically, without realizing it my educational life is extremely centered around technology. One interesting part of this though is the variation of use from professor to professor.
I've noticed that age has absolutely nothing to do with the use of technology in the classroom. I have older professors who use very little technology, and other older professors who use it in almost every aspect of the class. In fact, I had a class last semester in which D2L and VoiceThreads were used weekly. It was a different way to get the information to the students, and I did end up really enjoying it.
On the other hand, I have had professors who refuse to incorporate any technology at all. My first adviser actually would not even set up his email. His inbox was continually full and he insisted on using a land line to communicate or a face-to-face meeting (which was set up by going to his office and writing your name and time on a list). This radical difference is interesting to think about as both a student and aspiring teacher. What made my one professor use so much technology and gain so much education about what she used? What made my one adviser refuse to use it at all? The fact of the matter is, technology is a big part of our education now. It does aid in understanding and becoming interested in the topic being discussed; however, I am not sure if I have noticed a difference in my success in the class based on what materials were used.
That is an interesting concept to ponder. Does this new tool in education have a great impact on the student's success? What do you guys think? Just curious!
I've noticed that age has absolutely nothing to do with the use of technology in the classroom. I have older professors who use very little technology, and other older professors who use it in almost every aspect of the class. In fact, I had a class last semester in which D2L and VoiceThreads were used weekly. It was a different way to get the information to the students, and I did end up really enjoying it.
On the other hand, I have had professors who refuse to incorporate any technology at all. My first adviser actually would not even set up his email. His inbox was continually full and he insisted on using a land line to communicate or a face-to-face meeting (which was set up by going to his office and writing your name and time on a list). This radical difference is interesting to think about as both a student and aspiring teacher. What made my one professor use so much technology and gain so much education about what she used? What made my one adviser refuse to use it at all? The fact of the matter is, technology is a big part of our education now. It does aid in understanding and becoming interested in the topic being discussed; however, I am not sure if I have noticed a difference in my success in the class based on what materials were used.
That is an interesting concept to ponder. Does this new tool in education have a great impact on the student's success? What do you guys think? Just curious!
Media Diet vs. Media Anorexia
After I read Rosen's article I had a lot running through my mind. Am I on this "media diet?" Should I be on a "media diet?" I don't know how to blog or do much technological stuff, does that mean I'm media anorexic? Will such anorexia make me a weaker teacher? Yes, you could say I was slightly spastic and a little confused. My point is that I don't think everyone in our generation is as dependent on media as this article makes us out to be. I am not saying that some people do not rely on their phones and computers for everything, I am friends with some of those people. But, there is still a vast number of us who do not like how computers, online assignments, and multimodal activities have taken over our learning experience. I'm not anti-technology or against its use in the classroom; however, my biggest concern is whether or not it is used properly or too frequently.
Rosen talks about getting through to our students and that not incorporating their media diets is what makes them uninterested and hate schooling in general. I think he is correct. I just do not think it needs to be used as often as many teachers do use it. I guess what I am worried about with an article like this is our students not interacting with one another or not being active in group discussions or classic pen and paper writing. I just want to find a balance that works. A balance between a heavy media diet and scary media anorexia.
Rosen talks about getting through to our students and that not incorporating their media diets is what makes them uninterested and hate schooling in general. I think he is correct. I just do not think it needs to be used as often as many teachers do use it. I guess what I am worried about with an article like this is our students not interacting with one another or not being active in group discussions or classic pen and paper writing. I just want to find a balance that works. A balance between a heavy media diet and scary media anorexia.
Monday, February 4, 2013
Hello NPM World!
Hi everyone! So, as you know, my name is Samantha. I go by Samantha, Sammi, or Sam. I am a Secondary English Education major who has never blogged in her life and finds it strangely personal. I'm outgoing, but you probably can tell that already from discussions in class. I do talk a lot, but that is just because I get really excited about what we read and I love hearing how different the interpretations are from people who are all in similar majors. I'm scared to death and ridiculously eager to teach for the rest of my life. I hope this class provides me with new tools for teaching in the modern classroom, and equips me with the skills to create a fun but educational English classroom. Sorry if I am bad at blogging right now. Hopefully I get less awkward with time. Looking forward to getting to know you all and your thoughts on education!
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