In Chapter 5 of Multiliteracies for a Digital Age (2004) Selber explores how instruction in english, composition and ICT tools should be integrated in higher education. This chapter examines the requirements for change in order for this shift to occur. Although much of his exploration and reasoning are related to higher education, I believe many of the arguments could be applied to how the literacy classroom in K-12 education will also need to shift as a result of the growing importance of ICT in daily life.
In his examination there are five nested and spiraling contexts that must be examined and utilized in order to make change; these are technical, pedagogical, curricular, departmental and institutional (Selber, p. 185). Certainly these 'nested contexts' (yes there is that context word again) ring of the elements involved in TPCK - where change of instruction to a more powerful model with the integration of many quality aspects of teaching and learning results from the interaction of many forces, not a simple switch to a technical solution.
In his analysis I really appreciated two elements that I have not yet found in the TPCK model literature. First he acknowledges the struggle and needs of change in an educational setting. Although the TPCK model can be implemented by a single teacher, this chapter helps to explore how to make the change process more systemic in nature. The second elements, which is certainly present in the TPCK literature (but I haven't read anything on it explicitly yet) is the fact that the 'nested contexts' mean that teachers and those in education need to shift away from 'either/or' to a more systemic approach. "Systemic approaches offer teachers a conceptual frame of reference that shifts attention away from oversimplified cause-effect relationships, often between just two variables, and toward networked conceptions in which causation is considered to be a mutual, multiple, and contingent phenomenon, one that can be difficult to trace and pin down" (p. 190). I love this move away from simplification of solutions and towards a realization that in order to make change in educational settings we will need to approach and development many layers at once.
Another point that is emerging in much of this literature on changing the nature of literacy instruction with the inclusion of multiliteracies is the fact that these shifts will cause fundamental shifts in the authority of the teaching position and teachers will need to be able to embrace their role as co-learner in the educational process (p. 201). It seems to me that this shift in role is a salient point to discuss with preservice teachers as it may be in conflict with the model they experienced as a student. Another avenue of exploration for me might be to consider having students redesign an existing unit from practicum in 302 - as way to help them take a static form of teaching and shift it (this idea came from a project that Selber has his students do - a webdesign project for a 'client' in the local area - I love the idea and think it could foster great development and conversation on many levels p. 220).
His ideas were exciting on many levels to me. He agrees that there is a shifting landscape in what it means to be literate and that shift means a shift in the teaching and learning contexts must occur. I believe his ideas could be taken out of higher education and considered for education in general, but certainly appreciate his passion and interest in shifting how english departments and technology infrastrutres, personnel and curriculum interact.
Wednesday, December 24, 2008
Instant Messaging
Similar to my last post A. O'Connor in her article Instant Messaging Friend or Foe of Student Writing? (2005) suggests that the either/or approach to formal writing or informal communication does little to help students navigate the worlds they live and learn in. Instead perhaps there is opportunity to teach the role of audience in writing and engage students in more learning through this conversation.
She has a great analogy in her piece - about how we dress - we dress differently to do yardwork than we do to go out on a Saturday night. Somehow we learned this difference, and teachers today may need to engage with helping students learn this difference as we all confront the world of multiliteracies.
She has a great analogy in her piece - about how we dress - we dress differently to do yardwork than we do to go out on a Saturday night. Somehow we learned this difference, and teachers today may need to engage with helping students learn this difference as we all confront the world of multiliteracies.
Repetoire of Writing Practices
In a recent article We Learn What We Do: Developing a Repertoire of Writing Practices in an Instant Messaging World (November 2008) G. Jacobs researched the social practice of IM and engaged in a case study of one young student to learn how the formal writing process of writing and online chatting interacted and impacted each other. She argues that CMC (Computer mediated communication) " is not poor writing but is a response to social needs as mediated by technological constraints" (p.204). At one point in the case study she presents she is talking with the subject of the case who maintains that IM is not writing, "it's talking". I found this distinction fascinating since it makes sense given the slang, interruptions and nature of the communication, but because it was put down with a keyboard - I considered it writing.
Similar to my post on identity I think the key here to better understanding these tools socially and educationally is to begin by talking with those students and people who use them, to better understand the perceptions at play. Jacobs argues" Good writing then, is writing that meets the purpose of the author and fulfills the requirements of the audience as defined by the social and cultural expectations of the community in which the writing is used" (p. 205). In these conversations about perceptions it would also be appropriate to discuss the role of audience with students such that they can be explicitly taught when and why certain forms of communication are appropriate in certain contexts. Instead of just simply correcting or dismissing these conventions Jacobs suggests engaging students in conversation and allow the student to develop a meta-awareness of the context and audience issues.
In addition to engaging in conversation Jacobs also suggests, and I agree that teachers must try new forms of media to better understand the medium before dismissing it as having no place in school. Perhaps students today have the potential to develop more forms of writing than in the past, and we as teachers can help this process.
Similar to my post on identity I think the key here to better understanding these tools socially and educationally is to begin by talking with those students and people who use them, to better understand the perceptions at play. Jacobs argues" Good writing then, is writing that meets the purpose of the author and fulfills the requirements of the audience as defined by the social and cultural expectations of the community in which the writing is used" (p. 205). In these conversations about perceptions it would also be appropriate to discuss the role of audience with students such that they can be explicitly taught when and why certain forms of communication are appropriate in certain contexts. Instead of just simply correcting or dismissing these conventions Jacobs suggests engaging students in conversation and allow the student to develop a meta-awareness of the context and audience issues.
In addition to engaging in conversation Jacobs also suggests, and I agree that teachers must try new forms of media to better understand the medium before dismissing it as having no place in school. Perhaps students today have the potential to develop more forms of writing than in the past, and we as teachers can help this process.
Bloom's Taxonomy Revised
In reading an article from EducationSector - Measuring Skills for the 21st Century I discovered that former colleagues of B. Bloom's had proposed a revised taxonomy for learning. Their work was published in the book a Taxonomy for Learning, Teaching and Assessing.
Although the idea of levels remains the same, how they are presented and worded has changed. A quick visual here might help.
What was also interesting to note is that the article, and I think good practice suggests that students do not need to learn in 'order' of the levels, but rather the levels should be integrated to provide richer learning experiences for students and to engage them as thinkers.
Although the idea of levels remains the same, how they are presented and worded has changed. A quick visual here might help.
What was also interesting to note is that the article, and I think good practice suggests that students do not need to learn in 'order' of the levels, but rather the levels should be integrated to provide richer learning experiences for students and to engage them as thinkers.
Literacy and Identity
According to Williams (2008) "today's online technologies have young people reading and writing far more than they were 20 years ago" (p. 682). As she goes on to explore in her article "Tomorrow will not be like today" Literacy and identity in a world of multiliteracies this change means that students have more opportunity to create and shape their identity than before. And while the opportunity might exist for more play with identity; Palfrey and Gasser (2008) in Born Digital found that " young people tend to express their personal and social identities online much as people always have in real space, and in ways that are consistent with their identities in real space" (p. 21). Regardless of how much students choose to play with identity Williams suggests, as do Palfrey and Gasser that students need to engage with caring adults in dialogue on what it means to have the options and opportunities, such that we can learn from them, and they can learn more about future implications from adults.
I have to be honest that this dialogue does not seem to occur as much as perhaps it should, and perhaps it is because there is such a divide between the languages and experiences of the generations involved. I therefore think that this must all begin with listening to experiences and sharing understandings about digital identity. Once we have listened then perhaps we can begin to have the conversation about how to better use these tools to engage and transform learning.
I have to be honest that this dialogue does not seem to occur as much as perhaps it should, and perhaps it is because there is such a divide between the languages and experiences of the generations involved. I therefore think that this must all begin with listening to experiences and sharing understandings about digital identity. Once we have listened then perhaps we can begin to have the conversation about how to better use these tools to engage and transform learning.
Mutliliteracies Framework
The multiliteracies framework proposed by the
The new literacies of the Internet and other ICTs include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICTs to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others.
The design framework proposed is a pedagogical approach to planning instruction that is in line with new media developments. The framework of planning for engagement with multiple modes of language suggest that students should learn through engaging projects with more than just written language as both the form to learn from, and the way to document learning. The approach has three stages and seems similar to the work by Wiggins and McTighe on Understanding by Design with attention to multiple intelligences. Additionally this work certainly seems in line with the TPCK model. Certainly the multiliteracies framework suggests using pedagogical approaches to reaching students that will be in line with their experiences, and using many forms of technology to accomplish this goal. Also the model gives consideration towards planning with a strong content knowledge background to ensure that students achieve the desired goals. Leu et al. also argue that simply using any technology to teach does not represent teaching within this new framework - a perspective consistent with the TPCK model that it is not to use technology for the sake of the tool, but rather the goal of the learning. In this example it appears that the students through flexible grouping might experience extremely varied instructional experiences, and little thought is given to designing these experiences to match the goals for each students. There seems to be a more haphazard approach to planning, and then hoping that the students each get the desired learning from the experience.
More investigation into this model will be helpful to see what is said on designing with students in mind. This model does suggest five domains of meaning: visual design, spatial design, audio design, gestural design and linguistic design that comprise the multiliteracies. These five domains stretch my understanding of literacy and really do suggest that the new forms of literacy are about interpreting and using much more than just written language.
Additionally in reading the work of Leu, Kinzer, Coiro and Cammack (2004) it is clear that the role of the teacher will change with these new literacies, because the teacher will no longer be the most ICT literate person in the classroom, and therefore the relationship between teacher, students, content and learning shifts.
Leu et al. http://www.readingonline.org/newliteracies/leu/
Ryan, M. (2008). Engaging Middle Years Students: Literacy Projects That Matter. Journal of Adolescent
& Adult Literacy, 52(3), 190-201
Monday, December 22, 2008
Participation Gap
Another way of looking at the digital divide (or divides) is through what Palfrey and Gasser call the Participation Gap. As they suggest in Born Digital "the harder issue arises when you realize that access to technology is not enough. Young people need to learn digital literacy- the skills to navigate this complex and hybrid world" (p.15). On a wiki of the Digital Natives Project they pose these questions:
Questions for Discussion
- How do we explore the nuances of the participation gap, taking into account the impact of social inequality and parental fluency?
- Who is our digital native? Do we accept the premise that digital natives process information in a different way than immigrants? How do we empirically explore the digital generation gap?
- Does the technology develop first, or the social norms about how the tools are used? Are the technological limitations of these tools transforming the way natives socialize and understand themselves?
- How do youth in different countries use online socialization tools differently, and what is the significance of these differences? How do on-line social activities affect off-line identity development?
New Literacies Are Deictic
In Chapter 4 of the TPCK Handbook for Educators Hughes and Scharber present two cases studies of English teachers and examine these against the TPCK model. They also suggest that the TPCK model can be further understood through the multiliteracies framework proposed by the New London Group. In this work they support the claim from Leu et al that new literacies are deictic, meaning they have context that is important in understanding.
Additionally in this chapter Hughes and Scarber argue that preservice teachers need to exposed to teaching within the TPCK model in school so that they will be able to apply this mode to their future classroom. An example given reminds me of the project that we did this fall with EDU 302 and EDU 388 students in developing the HeartBeat units. However I can now see that the way we approached this project was in using technology as a vehicle to present learning and not as a way to approach learning. In the future better application of the TPCK model could help to strengthen these preservice teachers conceptions of teaching with technology. I am excited to share these ideas with my colleagues.
Context, through all this reading seems to be rising to the surface as an important consideration for learning and using technology - social contexts and the context of the schools where learning is happening. I plan on continuing to follow this idea to see how others interpret the importance of context.
Wikipedia http://en.wikipedia.org/wiki/Deixis
Linguistic definition http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsDeixis.htm
Additionally in this chapter Hughes and Scarber argue that preservice teachers need to exposed to teaching within the TPCK model in school so that they will be able to apply this mode to their future classroom. An example given reminds me of the project that we did this fall with EDU 302 and EDU 388 students in developing the HeartBeat units. However I can now see that the way we approached this project was in using technology as a vehicle to present learning and not as a way to approach learning. In the future better application of the TPCK model could help to strengthen these preservice teachers conceptions of teaching with technology. I am excited to share these ideas with my colleagues.
Context, through all this reading seems to be rising to the surface as an important consideration for learning and using technology - social contexts and the context of the schools where learning is happening. I plan on continuing to follow this idea to see how others interpret the importance of context.
Wikipedia http://en.wikipedia.org/wiki/Deixis
Linguistic definition http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsDeixis.htm
Teachers and Machines...20 years later
Just finished reading Chapter 4 from Larry Cuban's book Teachers and Machines. This chapter, published in 1986, looks forward to predict how computers will impact or change the educational landscape. He suggests that "In all of the enthusiasm for classroom computers, an assumption that has gone largely unchallenged is that these machines with appropriate programs, could teach student knowledge and skills efficiently and effectively" (p.84). In this instance and others throughout the chapter is seems he was suggesting that by investing in computers in the classroom we would be replacing teachers. He speaks of how these computers cannot possibly form the relationships that are at the heart of teaching. In addition he predicts that by using computers in this manner educational reformers will seek to make the art of teaching into a science. He suggests that the computer as an aid to teacher productivity and a tool to reduce the amount of skill and drill a teacher must be involved in, are good ideas.
It is fascinating now to read his ideas and see that the future in 1986 may have appeared to some as replacing teachers with computers. I guess the framework I have of understanding technology as a tool for teaching and learning is drastically opposed to this early concept of how computers might influence the classroom. Although I do believe that computers can serve productivity functions, I think the more powerful learning comes as students are able to construct meaning, manipulate knowledge, interact with others and showcase learning.
Cuban talks about the unexamined danger of collateral learning with computers, and the fact that students might learn dangerous other unintended curriculum. He goes on to explore the fact that students learning with the aid of the computer might not learn important other skills. I certainly agree that the use of technology needs to be balanced with multiple forms of learning and engagement, but hardly see the dangers he does - in fact the collateral learning of skills to me seems one of the real benefits of using technology in teaching and learning.
He predicts that computers will not fundamentally shift instructional practices and will be used in limited capacity. He predicts that teachers, administrators and school personnel will yet be accused of limiting the growth of another innovation. Now with hindsight, he is in part right - the impact of technology on the classroom is widely varied and represents a spectrum of implementation.
However this chapter was fascinating to read at the same time as I am reading Born Digital because this book, published in 2008 describes the reality of life for those people who are the digital natives. Defined as those people born after 1980, Palfrey and Gasser make a point to show that they are a population not a generation (p.14). They are a generation because not all people worldwide born in 1980 or later have the same access to the digital landscape.
In examining this population Palfrey and Gasser present the reality of these people's lives as being immersed in this digital landscape - so much so that they do not consider what it means to not live this way. Their portrait and lens to view these digital natives was informed by research and communication with these digital natives. It is strange to consider that Cuban's book was predicting the reality of these exact people, and then this book looks at the life they know.
I guess what amazes me in reading about the digital natives (oh I guess I am digital settler by definition) is the fact that the huge amount of time and skills they have with technology are not really being taught or used in schools. In this sense Cuban's prediction feels right. But as a person involved in educational technology it is such a shame that the inherent skills and knowledge and curiosity of these students is not being harnessed effectively by schools.
It is fascinating now to read his ideas and see that the future in 1986 may have appeared to some as replacing teachers with computers. I guess the framework I have of understanding technology as a tool for teaching and learning is drastically opposed to this early concept of how computers might influence the classroom. Although I do believe that computers can serve productivity functions, I think the more powerful learning comes as students are able to construct meaning, manipulate knowledge, interact with others and showcase learning.
Cuban talks about the unexamined danger of collateral learning with computers, and the fact that students might learn dangerous other unintended curriculum. He goes on to explore the fact that students learning with the aid of the computer might not learn important other skills. I certainly agree that the use of technology needs to be balanced with multiple forms of learning and engagement, but hardly see the dangers he does - in fact the collateral learning of skills to me seems one of the real benefits of using technology in teaching and learning.
He predicts that computers will not fundamentally shift instructional practices and will be used in limited capacity. He predicts that teachers, administrators and school personnel will yet be accused of limiting the growth of another innovation. Now with hindsight, he is in part right - the impact of technology on the classroom is widely varied and represents a spectrum of implementation.
However this chapter was fascinating to read at the same time as I am reading Born Digital because this book, published in 2008 describes the reality of life for those people who are the digital natives. Defined as those people born after 1980, Palfrey and Gasser make a point to show that they are a population not a generation (p.14). They are a generation because not all people worldwide born in 1980 or later have the same access to the digital landscape.
In examining this population Palfrey and Gasser present the reality of these people's lives as being immersed in this digital landscape - so much so that they do not consider what it means to not live this way. Their portrait and lens to view these digital natives was informed by research and communication with these digital natives. It is strange to consider that Cuban's book was predicting the reality of these exact people, and then this book looks at the life they know.
I guess what amazes me in reading about the digital natives (oh I guess I am digital settler by definition) is the fact that the huge amount of time and skills they have with technology are not really being taught or used in schools. In this sense Cuban's prediction feels right. But as a person involved in educational technology it is such a shame that the inherent skills and knowledge and curiosity of these students is not being harnessed effectively by schools.
More on the Digital Divide
In thinking about the Digital Divide (or the multiple divides suggested by Kelly) I consulted this reference source DigitalDivide.org and began by reading about what this organization sees as the fallacies to closing the divide. It is a really interesting list and according to the list fallacy number 5: "The key to closing the Digital Divide is investment in literacy and education." Arguing that attacking literacy may not be necessary to closing the divide. While it may not be necessary, does that mean that strategies to deal with the divide should bypass the importance of literacy (and especially now that technology skills could be considered a larger subset of what it means to be literate today?)
In terms of the 'truths' about closing the digital divide this organization seems to believe that closing the digital divide is about building a world economy and stopping terrorism. They claim it is the solution to growth in world markets.
I guess I have not thought at the digital divide on such a global level - I had been thinking about it in the State of Maine and how access and experiences might benefit all students - I guess it is time for me to think about situating these goals within the larger context to examine why I believe this is necessary and good. Reading this organizations materials is challenging the way I think about this issue.
In terms of the 'truths' about closing the digital divide this organization seems to believe that closing the digital divide is about building a world economy and stopping terrorism. They claim it is the solution to growth in world markets.
I guess I have not thought at the digital divide on such a global level - I had been thinking about it in the State of Maine and how access and experiences might benefit all students - I guess it is time for me to think about situating these goals within the larger context to examine why I believe this is necessary and good. Reading this organizations materials is challenging the way I think about this issue.
Sunday, December 21, 2008
Digital Equity
In reading Chapter 2 by M. A. Kelly of the Handbook for Technological Pedagogical Content Knowledge (TPCK) for Educators I was struck at the expanded way of considering digital divides in education. He suggests that there are at least three divides that teachers need to be aware of. These divides are not necessarily an either/or situation, but rather exist as a divide continuum.
1st: Access to technology hardware, software and the Internet (p.33)
2nd: Access to achievement-enhancing TMI (technology mediated instruction) (p. 39)
3rd: Access to culture-sensitive technological pedagogy (p.43)
His exploration of these divides includes suggestions for teachers to reduce or mediate the potential divides and the effects of these divides. As I think about preservice teacher education I had been thinking a lot about ways for prospective teachers to learn about the community and context of a school and its students. I had not considered folding a technology access survey into this context discovery previously, but now think it is important to have future educators learn about these issues so that they can more effectively plan for instruction with technology integration in a manner that is senstive to the social justice implications of technology use.
I had thought about this issue before with the article Paul Gravelle had written for USM's Center for Education Policy, Applied Research, and Evaluation: Impact on the Digital Divide. However this article was written in 2003 and I would very much like to know what has changed since then. Regardless of the changes though it is important inMaine for teachers to be aware of how issues of access can greatly impact the learning taking place and the hidden messages that students learn with the use and requirement of technology. Considering these issues is a vital component of trainging new teachers, and I look forward to blending this into my instruction.
Just found this article as well from PBS: The Digital Divide
What is Maine doing about this issue LD 2080
1st: Access to technology hardware, software and the Internet (p.33)
2nd: Access to achievement-enhancing TMI (technology mediated instruction) (p. 39)
3rd: Access to culture-sensitive technological pedagogy (p.43)
His exploration of these divides includes suggestions for teachers to reduce or mediate the potential divides and the effects of these divides. As I think about preservice teacher education I had been thinking a lot about ways for prospective teachers to learn about the community and context of a school and its students. I had not considered folding a technology access survey into this context discovery previously, but now think it is important to have future educators learn about these issues so that they can more effectively plan for instruction with technology integration in a manner that is senstive to the social justice implications of technology use.
I had thought about this issue before with the article Paul Gravelle had written for USM's Center for Education Policy, Applied Research, and Evaluation: Impact on the Digital Divide. However this article was written in 2003 and I would very much like to know what has changed since then. Regardless of the changes though it is important inMaine for teachers to be aware of how issues of access can greatly impact the learning taking place and the hidden messages that students learn with the use and requirement of technology. Considering these issues is a vital component of trainging new teachers, and I look forward to blending this into my instruction.
Just found this article as well from PBS: The Digital Divide
What is Maine doing about this issue LD 2080
International Reading Association Standards for ELA
In thinking about the teaching and learning involved in writing I am wondering at times how to separate the skill/knowledge of writing from the larger collection of skills that fall under the umbrella of English Language Arts. Looking at the IRA website they have established these 12 standards for ELA this may be a helpful place for me to think about how the smaller skills interact with the larger set of skills.
There is also a special interest group within IRA Technology in Literacy Education with some great ideas and resources. The Resources look like a good start, but I wonder about how teachers use and implement these - a list of hotlinks is such a common place to start, and maybe works, but it seems like we need to work towards continuing to think about why we use these tools (the TPCK model).
The Research Section also looks like a good place to find more information about how the literary world approaches the ever shifting definition of literacy in the 21st century.
There is also a special interest group within IRA Technology in Literacy Education with some great ideas and resources. The Resources look like a good start, but I wonder about how teachers use and implement these - a list of hotlinks is such a common place to start, and maybe works, but it seems like we need to work towards continuing to think about why we use these tools (the TPCK model).
The Research Section also looks like a good place to find more information about how the literary world approaches the ever shifting definition of literacy in the 21st century.
ReadWriteThink
ReadWriteThink
What a great resource for teachers and students interested in literacy instruction ReadWriteThink offers helpful information and lesson plans. I like this overview of the different ways students engage with literacy: Learning Language, Learning About Language, Learning through Language
What a great resource for teachers and students interested in literacy instruction ReadWriteThink offers helpful information and lesson plans. I like this overview of the different ways students engage with literacy: Learning Language, Learning About Language, Learning through Language
Learning New Languages
Right now I am engaged in thinking about technology and literacy instruction, while at the same time continuing to perform my regular work. My regular work has recently necessisted that I learn how to use a database more effectively, and use a web creation software more effectively. I love the challenge of new problems and have been happily engaged in problem solving.
As for learning a relational database I had some basic knowledge of using filemaker, and tried to work on my own to learn Access, the software that I have as part of my work. It's been interesting and finally after a few hours of going nowhere, enlisted the help of a willing colleauge. In an hour she was able to walk though and problem solve with me in such a great manner - I could feel the new ways of thinking sinking in, and was ready to continue to play. This manner of learning (try, get help from an expert, play more, and then perform - it's cyclic) is my preference for learning and has reminded me of how I like to learn.
Learning to use Dreamweaver on the other hand I have gone to reading a manual and using online tutorials (with book support) to begin to learn these new skills. However I also have some experts waiting in the wings to help with the learning process here.
Regardless of the application I have been struck in both cases that both feel like I must learn new languages to make things work, and not only do I need to be able to program or output these languages, but I have to train my brain to think about issues in a different manner than I had previously. Although these might not be revolutionary insights, they do make me realize that learning for me needs to have social and practice applications, and needs to allow me to think internally in new ways and express this in new formats.
I wonder then about students in school transacting with new softwares and how much is shapes both their output of content and knowledge, and the internal wiring of thinking. "Hypertext and Hypermedia have signifigantly changed how we can read in digital environments and how we create paths to search for that information" (schmidt & Gurbo, 2008, p. 68). I couldn't agree more and think about this video The Machine is Us/Using Us. It is such a great video that really makes me think about how new mediums create new patterns of thinking in students (in anyone really). However understand the relationship between new media and brain/thinking patterns seems like a challenging problem to say the least. How do we begin to understand this dynamic realtionship between the form and the user and how each impacts the other (okay it feels weird to talk about impact between a human form and a non-human thing, but I do believe it is not just a one way relationship.
Measuring, describing and understand the ways we interact with computers and the shifts we make in thinking and practice is such an exciting topic.
As for learning a relational database I had some basic knowledge of using filemaker, and tried to work on my own to learn Access, the software that I have as part of my work. It's been interesting and finally after a few hours of going nowhere, enlisted the help of a willing colleauge. In an hour she was able to walk though and problem solve with me in such a great manner - I could feel the new ways of thinking sinking in, and was ready to continue to play. This manner of learning (try, get help from an expert, play more, and then perform - it's cyclic) is my preference for learning and has reminded me of how I like to learn.
Learning to use Dreamweaver on the other hand I have gone to reading a manual and using online tutorials (with book support) to begin to learn these new skills. However I also have some experts waiting in the wings to help with the learning process here.
Regardless of the application I have been struck in both cases that both feel like I must learn new languages to make things work, and not only do I need to be able to program or output these languages, but I have to train my brain to think about issues in a different manner than I had previously. Although these might not be revolutionary insights, they do make me realize that learning for me needs to have social and practice applications, and needs to allow me to think internally in new ways and express this in new formats.
I wonder then about students in school transacting with new softwares and how much is shapes both their output of content and knowledge, and the internal wiring of thinking. "Hypertext and Hypermedia have signifigantly changed how we can read in digital environments and how we create paths to search for that information" (schmidt & Gurbo, 2008, p. 68). I couldn't agree more and think about this video The Machine is Us/Using Us. It is such a great video that really makes me think about how new mediums create new patterns of thinking in students (in anyone really). However understand the relationship between new media and brain/thinking patterns seems like a challenging problem to say the least. How do we begin to understand this dynamic realtionship between the form and the user and how each impacts the other (okay it feels weird to talk about impact between a human form and a non-human thing, but I do believe it is not just a one way relationship.
Measuring, describing and understand the ways we interact with computers and the shifts we make in thinking and practice is such an exciting topic.
New Technologies and Writing Instruction
As part of my doctoral work and my interest in educational technology I have decided to spend time thinking and reading about how new technologies (and even older technologies) are impacting writing instruction and writing achievement in schools. There is a lot of learn and think about in this field and topic, and so I am beginning with reading as much as i can on the subject.
I have just begun to read Handbook of Technological Pedgogical Content Knowledge (TPCK) for Educators. In reading this book I am incredibly excited to see so many great ideas connecting in a framework for understanding these issue.The TPCK Model suggests that teachers use different, overlapping sets of background knowledge to effectively plan for instruction. These areas interact in a complex and shifting manner that is context dependent. The framework is therefor NOT a blueprint for implementation, but rather a way to think about and examine practices.
"One of the most important things to understand about technologies is that particular technologies have specific affordances and constraints. Technologies are neither neutral nor unboased" (AACTE, p.5). Certainly I agree with this statement and just like any pedagogical choice the use of a particular technology needs to be considered in light of the context, student, resource, goal and more.
As a teacher and teacher educator what I am left wondering is how to help teachers build these knowledge bases in a manner which encourages the application of the knowledge, rather than a blueprint fashion. Teaching teachers to be creative seems to be the first step in instilling imagintation, inquiry and innovation in students.
I have just begun to read Handbook of Technological Pedgogical Content Knowledge (TPCK) for Educators. In reading this book I am incredibly excited to see so many great ideas connecting in a framework for understanding these issue.The TPCK Model suggests that teachers use different, overlapping sets of background knowledge to effectively plan for instruction. These areas interact in a complex and shifting manner that is context dependent. The framework is therefor NOT a blueprint for implementation, but rather a way to think about and examine practices.
"One of the most important things to understand about technologies is that particular technologies have specific affordances and constraints. Technologies are neither neutral nor unboased" (AACTE, p.5). Certainly I agree with this statement and just like any pedagogical choice the use of a particular technology needs to be considered in light of the context, student, resource, goal and more.
As a teacher and teacher educator what I am left wondering is how to help teachers build these knowledge bases in a manner which encourages the application of the knowledge, rather than a blueprint fashion. Teaching teachers to be creative seems to be the first step in instilling imagintation, inquiry and innovation in students.
Wednesday, November 12, 2008
Saturday, October 18, 2008
ACTEM Top 10 List
My 10 Ten List From ACTEM: What a great day!
1. The Concept of Learning Ecology: I really found this concept fascinating as a way to think about how we want schools to be. The idea appeals to my desire for learning to transform with the idea of ecology as a web network. I found this article super interesting http://www.elearnspace.org/Articles/learning_communities.htm
2. Comics in Education – I was aware of the growing field of graphic novels, but not as aware of the growing content literature done with graphic interface. I liked the idea of students using comic life to prepare students for writing a science lab- take photos and then have them narrate as a pre-writing stage. URL for her presentation: http://tiny.cc/OIB0e
3. Creative Commons – I was reminded today that we need to spend some time talking about creative commons licenses and making sure our students know how to publish with this attribute and use it in their work as teachers. I want to look at this resource more: http://creativecommons.org/
4. Scratch – I have used Logo in a few different settings, and had learned about SCRATCH, but not seen a demonstration. I was excited to see how it was being used, and how it is more user friendly than Logo. I would like to play with it more to consider applications in the classroom. http://scratch.mit.edu/
5. Curriki – Wow, this is a new resource that offers so many resources for teachers with actual usable materials – so many sites like this require the teacher to modify and recreate. I was thrilled to find this and will need to play more with it. http://www.curriki.org
6. Google Doc – Enjoyed seeing this overview of the different features, but wished it had gone into more depth with some of the tools and collaboration features, rather than just the file sharing, portability aspects. I was so excited to learn about the ‘form’ function and how you can easily build a survey and install into your blog, and the results come out in a spreadsheet- I can think of so many applications for using this.
7. Concept of GeoGebra- During the math presentation I attended I was introduced to the term GeoGebra and the software that goes along with supporting this concept. I love the interactive tools that were focused on specific skills – so much potential to differentiate. However would need to think about assessment as I am not sure viewing many, many Jing videos done by each child is a realistic assessment tool. http://www.geogebra.org/cms/
8. Google Talk – I downloaded this software and am thinking about how to use this. I am trying to find an alternative to Skype, but have not found video functionality in GoogleTalk. I will keep exploring. http://www.google.com/talk/
9. Jing – I had seen this tool before, but then had forgotten to download it. I did not realize there was also the screen/image capture which is great – because I love this functionality on a MAC and will often use a MAC just for this feature that I do not have on my PC. I have downloaded JING now and can begin to take screen captures instead of screenshots. http://www.jingproject.com/
10. Overall Reaction to the Day – I love conferences! It is always reenergizing to be around other people who have great ideas and want to do work in the same way I do. It is wonderful to see so many people thinking deeply about how to improve the quality of teaching and learning in Maine schools. It was a pleasure to see the UMF students at their first conference and see how professionally they conducted themselves and the observations they made throughout the day. I am very optimistic about the future of education with committed and thoughtful students choosing to pursue this career.
1. The Concept of Learning Ecology: I really found this concept fascinating as a way to think about how we want schools to be. The idea appeals to my desire for learning to transform with the idea of ecology as a web network. I found this article super interesting http://www.elearnspace.org/Articles/learning_communities.htm
2. Comics in Education – I was aware of the growing field of graphic novels, but not as aware of the growing content literature done with graphic interface. I liked the idea of students using comic life to prepare students for writing a science lab- take photos and then have them narrate as a pre-writing stage. URL for her presentation: http://tiny.cc/OIB0e
3. Creative Commons – I was reminded today that we need to spend some time talking about creative commons licenses and making sure our students know how to publish with this attribute and use it in their work as teachers. I want to look at this resource more: http://creativecommons.org/
4. Scratch – I have used Logo in a few different settings, and had learned about SCRATCH, but not seen a demonstration. I was excited to see how it was being used, and how it is more user friendly than Logo. I would like to play with it more to consider applications in the classroom. http://scratch.mit.edu/
5. Curriki – Wow, this is a new resource that offers so many resources for teachers with actual usable materials – so many sites like this require the teacher to modify and recreate. I was thrilled to find this and will need to play more with it. http://www.curriki.org
6. Google Doc – Enjoyed seeing this overview of the different features, but wished it had gone into more depth with some of the tools and collaboration features, rather than just the file sharing, portability aspects. I was so excited to learn about the ‘form’ function and how you can easily build a survey and install into your blog, and the results come out in a spreadsheet- I can think of so many applications for using this.
7. Concept of GeoGebra- During the math presentation I attended I was introduced to the term GeoGebra and the software that goes along with supporting this concept. I love the interactive tools that were focused on specific skills – so much potential to differentiate. However would need to think about assessment as I am not sure viewing many, many Jing videos done by each child is a realistic assessment tool. http://www.geogebra.org/cms/
8. Google Talk – I downloaded this software and am thinking about how to use this. I am trying to find an alternative to Skype, but have not found video functionality in GoogleTalk. I will keep exploring. http://www.google.com/talk/
9. Jing – I had seen this tool before, but then had forgotten to download it. I did not realize there was also the screen/image capture which is great – because I love this functionality on a MAC and will often use a MAC just for this feature that I do not have on my PC. I have downloaded JING now and can begin to take screen captures instead of screenshots. http://www.jingproject.com/
10. Overall Reaction to the Day – I love conferences! It is always reenergizing to be around other people who have great ideas and want to do work in the same way I do. It is wonderful to see so many people thinking deeply about how to improve the quality of teaching and learning in Maine schools. It was a pleasure to see the UMF students at their first conference and see how professionally they conducted themselves and the observations they made throughout the day. I am very optimistic about the future of education with committed and thoughtful students choosing to pursue this career.
Wednesday, October 1, 2008
Webquest Ideas
My overall interest in this webquest is to have students study the natural resources of Maine.
1. Why is this town here?
- map maverick - you need to make sure your location is accessible to new
comers and protected from others
- peacemaker - you need to keep an eye on who else is nearby and choose a good
location
2. Move to Our Town!
your town
- Industry - you are trying to demonstrate what industries thrive in this place
- Historian - you are interested in promoting the history of your town
3. What resource is most important in Maine? (this is the one I would like to do)
- the money maker - you are focused on the money that your resource produces and
how the grant money should be spent
- the nature lover- you are focused on the natural beauty and value of these resources
4.
1. Why is this town here?
- Topic: Have students explore the settlement of different areas in Maine based on the natural resources that place has to offer
- Grade Level: 4th
- Task: You are applying to the King for a permit to begin a colony in Maine, you need to write up your choice for location of the colony and what resources you can use to live and make money.
- Roles (at least 3):
- map maverick - you need to make sure your location is accessible to new
comers and protected from others
- peacemaker - you need to keep an eye on who else is nearby and choose a good
location
2. Move to Our Town!
- Topic: Students will explore 5 existing towns in Maine and produce short commercials about the town
- Grade Level: 8th grade
- Task: After researching a town students will work in groups to produce a short movie about the town they researched to convince a new family to move to the area based on available resources
- Roles (at least 3):
your town
- Industry - you are trying to demonstrate what industries thrive in this place
- Historian - you are interested in promoting the history of your town
3. What resource is most important in Maine? (this is the one I would like to do)
- Topic: The year is 1940 and the governor has just announced a giant grant to support one of Maine's natural resources. You are working hard to convince him that your group deserve the grant money because your industry is most significant.
- Grade Level: 7th
- Task: Produce a grant proposal that states why your resource is most and important and how you will use the money to support the resource in Maine.
- Roles (at least 3):
- the money maker - you are focused on the money that your resource produces and
how the grant money should be spent
- the nature lover- you are focused on the natural beauty and value of these resources
4.
- Topic:
- Grade Level:
- Task:
- Roles (at least 3):
Tuesday, July 15, 2008
New Project Idea
Always looking for new projects that build on community history and knowledge. This one looks like it has great potential for being a model of how to pull in many different aspects at once. http://swedishcolony.mainememory.net/page/67/display.html Additionally the fact that it builds on oral histories and families makes this even richer. Great idea
Tuesday, May 20, 2008
Informal Curriculum
Learning to love books was modeled by many and nurtured by more. The love of books and reading has not always been part of my life. In fact, I hated reading for some time. But as the youngest member of my family, I knew at some point I had to love reading. I remember summer vacations with my family, and each was engrossed in his or her book. I would bounce from one to the other, looking for an easy moment of distraction. My books did not seem to be filled with the same excitement that theirs did. And then the switch was flipped in 3rd grade. A patient teacher found the passion for reading that I still have today. The first time I really got lost in a book, so lost I wanted to enter the book was with Harriet the Spy, I made my family call me Harriet for days. Books now are a huge pleasure in my life, one that I cannot image living without. The smell of old books, the feel of a new book and the secrets that lie within. I’ve travelled many miles with my books, and plan to travel many more. Books keep alive the many other lessons of my life.
Growing up in suburban Boston I don’t even remember the first time I rode the subway, or walked within the tall buildings. The environment was peppered with green spaces and beautiful outdoor spots, but my love of these spaces was not awakened until much later. My family offered me many great opportunities, but sleeping in a tent was not a part of growing up. The first time I had to pitch a tent it was a long and laughter filled process. I had never known how great sleeping outdoors is, or how comfortable camping can be. The wonder of a restful night after a day of activity. The great taste of food after many miles of hiking. All these things have been learned and relearned with many friends as each patiently taught me one more trick to enjoy the outdoors. None of them had to teach me, or show me, how beautiful the world is when taking time to move into more hidden places. I still remember a friend teaching me to tie a bowline, and the first time I tied one in the presence of my father who couldn’t believe this was now a skill I had. Learning the knot when I did came from the need to know and a good teacher.
Although some lessons have a teacher, there have been many in my life that have come to me through experience. Gardening is another love in my life, and my education as a gardener is distinctly informal and experiential. Each year provides a new canvas for learning, and new frustrations as weather patterns are not static. The joy of seedlings coming up on my dining room table when the snow is still deep outside. Each afternoon checking to see what has grown. The amazement of sunlight and nutrients and photosynthesis, it works, plants grow. And then the tender transplant to the outdoor world of the garden, hopeful for warm days and nights. Each year my joy is the same as plants grow and produce vegetables and flowers. Each night taking a look to see what has grown. The plants telling me which plot of land meets their needs, and how much water they need. Listening with my eyes to the growth patterns brings me great joy. It is not a lesson than anyone can teach, but one which I will spend a lifetime learning.
Growing up in suburban Boston I don’t even remember the first time I rode the subway, or walked within the tall buildings. The environment was peppered with green spaces and beautiful outdoor spots, but my love of these spaces was not awakened until much later. My family offered me many great opportunities, but sleeping in a tent was not a part of growing up. The first time I had to pitch a tent it was a long and laughter filled process. I had never known how great sleeping outdoors is, or how comfortable camping can be. The wonder of a restful night after a day of activity. The great taste of food after many miles of hiking. All these things have been learned and relearned with many friends as each patiently taught me one more trick to enjoy the outdoors. None of them had to teach me, or show me, how beautiful the world is when taking time to move into more hidden places. I still remember a friend teaching me to tie a bowline, and the first time I tied one in the presence of my father who couldn’t believe this was now a skill I had. Learning the knot when I did came from the need to know and a good teacher.
Although some lessons have a teacher, there have been many in my life that have come to me through experience. Gardening is another love in my life, and my education as a gardener is distinctly informal and experiential. Each year provides a new canvas for learning, and new frustrations as weather patterns are not static. The joy of seedlings coming up on my dining room table when the snow is still deep outside. Each afternoon checking to see what has grown. The amazement of sunlight and nutrients and photosynthesis, it works, plants grow. And then the tender transplant to the outdoor world of the garden, hopeful for warm days and nights. Each year my joy is the same as plants grow and produce vegetables and flowers. Each night taking a look to see what has grown. The plants telling me which plot of land meets their needs, and how much water they need. Listening with my eyes to the growth patterns brings me great joy. It is not a lesson than anyone can teach, but one which I will spend a lifetime learning.
Morrill Land Grant
Blog b: Morrill Land Grant Act
The Morrill Act was passed in 1862, after the south has seceded from the Union. Abraham Lincoln passed the act, along with another to expand railroads. Both acts had been opposed by southern states, but could be passed during the Civil War. Both were also aimed at boosting the economy across the nation. The Morrill Act originally gave all western states 30,000 acres of land to sell, per senator and representative. The land could be sold to generate money for state run colleges. These original colleges were for agriculture, engineering and military service. This offer was then extended to all states in the Union, and after the Civil War, to southern states as well. Although the federal government had been involved in issues relating to higher education, this act represented a major step forward. Land was an available commodity in these days. Land had already been tied to schooling with earlier legislation regarding the development of schools as new towns emerged This was one of the first major instances of the United States federal government trying to promote education. This same goal can still be seen today in many different federal programs that support higher education. Although this support has many positive outcomes, there has been a trend in education the federal government now wants to make education accountable to all people. This increase in accountability has had many effects of education, many of which we see today in our schools.
As a result of this act many states were able to begin or expand on state school system There are over 50 institutions across the nation that currently have roots in the passage of this act. This act had direct impact on Maine, as it allowed Maine to raise money for the University of Maine System to begin in Bangor. This generated import revenue for that area of the state, as it still does today. Although University of Maine at Farmington is now part of the University of Maine System, it was not always so. It was originally the Farmington Normal School. It was created from the Normal School Act. These acts are related in that not only did the government want to promote post secondary education for many, it also wanted to ensure that teachers of the future students received a meaningful training. This same desire to prepare quality teachers is still part of University of Maine at Farmington’s mission. The college helps students meet state standards for teaching.
Sources:
http://usinfo.state.gov/usa/infousa/facts/democrac/27.htm
http://www.higher-ed.org/resources/land_grant_colleges.htm
http://www.bangorregion.com/about_the_region/history.html
http://www.ourdocuments.gov/doc.php?flash=true&doc=33
http://www.maine.gov/education/150yrs/150part1.htm
http://www.farmington.edu/about/history.php
The Morrill Act was passed in 1862, after the south has seceded from the Union. Abraham Lincoln passed the act, along with another to expand railroads. Both acts had been opposed by southern states, but could be passed during the Civil War. Both were also aimed at boosting the economy across the nation. The Morrill Act originally gave all western states 30,000 acres of land to sell, per senator and representative. The land could be sold to generate money for state run colleges. These original colleges were for agriculture, engineering and military service. This offer was then extended to all states in the Union, and after the Civil War, to southern states as well. Although the federal government had been involved in issues relating to higher education, this act represented a major step forward. Land was an available commodity in these days. Land had already been tied to schooling with earlier legislation regarding the development of schools as new towns emerged This was one of the first major instances of the United States federal government trying to promote education. This same goal can still be seen today in many different federal programs that support higher education. Although this support has many positive outcomes, there has been a trend in education the federal government now wants to make education accountable to all people. This increase in accountability has had many effects of education, many of which we see today in our schools.
As a result of this act many states were able to begin or expand on state school system There are over 50 institutions across the nation that currently have roots in the passage of this act. This act had direct impact on Maine, as it allowed Maine to raise money for the University of Maine System to begin in Bangor. This generated import revenue for that area of the state, as it still does today. Although University of Maine at Farmington is now part of the University of Maine System, it was not always so. It was originally the Farmington Normal School. It was created from the Normal School Act. These acts are related in that not only did the government want to promote post secondary education for many, it also wanted to ensure that teachers of the future students received a meaningful training. This same desire to prepare quality teachers is still part of University of Maine at Farmington’s mission. The college helps students meet state standards for teaching.
Sources:
http://usinfo.state.gov/usa/infousa/facts/democrac/27.htm
http://www.higher-ed.org/resources/land_grant_colleges.htm
http://www.bangorregion.com/about_the_region/history.html
http://www.ourdocuments.gov/doc.php?flash=true&doc=33
http://www.maine.gov/education/150yrs/150part1.htm
http://www.farmington.edu/about/history.php
Influential Educator
Jonathan Kozol
Jonathan Kozol is a passionate advocate for quality education for all children. He was born outside Boston, Massachusetts in 1936. He attended public schools early on and then attended Nobel and Greenough School, a private school in Dedham, MA (Wikipedia, 2007, para. 1). He excelled as a student at Harvard University and graduated in 1958.
After studying internationally he returned to the Boston area and became a tutor, and then a public school teacher. As he recounts in his book Letters to a Young Teacher, Kozol took over as a substitute teacher in a classroom where he was the 14th teacher the students had had that year (Kozol, 2007). After teaching a Langston Hughes Poem he was fired from his job. The administration stated that the poetry was not part of the curriculum.
Today Kozol is an author who uses his voice to give voice to many who do not have a voice in the debates over education reform. His works are passionate pleas to value each child equally and to examine the broader context of educational inequality.
Howard Gardner
Howard Gardner was born in Scranton Pennsylvania in 1943. His parents had recently lost another child, and only three years previously has fled to the United States to escape the Holocaust (Gardner, n.d., p.1). Growing up he states that he was studious and his parents encouraged his intellect. He attended Harvard University where his mind was awoken by his experience in class and with professors. Gardner (n.d) remembers that he was drawn the social sciences, and is now able to trace a path through his journey that seems clear in its direction.
Gardner has explored many different topics in his work, and the one that has been explored most in the context of education is his theory of multiple intelligences. In this theory he argues that there exist many ways of knowing (Gardner, 1983). He names nine such manners of knowing, and believes that all people experience strengths and weaknesses with these intelligences (“Howard Gardner’s Theory of Multiple Intelligences” n.d). His challenge to educators is therefore not to force all students to “know” in the same manner, but instead for educators to learn about each child as an individual and allow them to work with his or her strengths for maximum learning.
Sources
Kozol
http://edaction.org/kozol.php?section=career
Kozol, Jonathan (2005, September) Still Separate, Still Unequal: America’s educational apartheid. Harper’s Magazine, 41-54.
Kozol, Jonathan (2007). Letters to a Young Teacher. New York: Crown Publishers
http://ed-action.org/content/NCLBPoints.pdf
Newman, Joseph W. (2006) America’s Teachers: An Introduction to Education (5th Ed). Boston: Pearson Education, Inc.
http://en.wikipedia.org/wiki/Jonathan_Kozol
Gardner
Gardner, Howard (1983) Frames of Mind: The Theories of Multiple Intelligences. New York: Basic Books.
http://www.howardgardner.com/bio/bio.html
http://www.howardgardner.com/docs/One%20Way%20of%20Making%20a%20Social%20Scientist.pdf
http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
http://www.infed.org/thinkers/gardner.htm.
Jonathan Kozol is a passionate advocate for quality education for all children. He was born outside Boston, Massachusetts in 1936. He attended public schools early on and then attended Nobel and Greenough School, a private school in Dedham, MA (Wikipedia, 2007, para. 1). He excelled as a student at Harvard University and graduated in 1958.
After studying internationally he returned to the Boston area and became a tutor, and then a public school teacher. As he recounts in his book Letters to a Young Teacher, Kozol took over as a substitute teacher in a classroom where he was the 14th teacher the students had had that year (Kozol, 2007). After teaching a Langston Hughes Poem he was fired from his job. The administration stated that the poetry was not part of the curriculum.
Today Kozol is an author who uses his voice to give voice to many who do not have a voice in the debates over education reform. His works are passionate pleas to value each child equally and to examine the broader context of educational inequality.
Howard Gardner
Howard Gardner was born in Scranton Pennsylvania in 1943. His parents had recently lost another child, and only three years previously has fled to the United States to escape the Holocaust (Gardner, n.d., p.1). Growing up he states that he was studious and his parents encouraged his intellect. He attended Harvard University where his mind was awoken by his experience in class and with professors. Gardner (n.d) remembers that he was drawn the social sciences, and is now able to trace a path through his journey that seems clear in its direction.
Gardner has explored many different topics in his work, and the one that has been explored most in the context of education is his theory of multiple intelligences. In this theory he argues that there exist many ways of knowing (Gardner, 1983). He names nine such manners of knowing, and believes that all people experience strengths and weaknesses with these intelligences (“Howard Gardner’s Theory of Multiple Intelligences” n.d). His challenge to educators is therefore not to force all students to “know” in the same manner, but instead for educators to learn about each child as an individual and allow them to work with his or her strengths for maximum learning.
Sources
Kozol
http://edaction.org/kozol.php?section=career
Kozol, Jonathan (2005, September) Still Separate, Still Unequal: America’s educational apartheid. Harper’s Magazine, 41-54.
Kozol, Jonathan (2007). Letters to a Young Teacher. New York: Crown Publishers
http://ed-action.org/content/NCLBPoints.pdf
Newman, Joseph W. (2006) America’s Teachers: An Introduction to Education (5th Ed). Boston: Pearson Education, Inc.
http://en.wikipedia.org/wiki/Jonathan_Kozol
Gardner
Gardner, Howard (1983) Frames of Mind: The Theories of Multiple Intelligences. New York: Basic Books.
http://www.howardgardner.com/bio/bio.html
http://www.howardgardner.com/docs/One%20Way%20of%20Making%20a%20Social%20Scientist.pdf
http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
http://www.infed.org/thinkers/gardner.htm.
Language Arts Ideas for Units
Option 1: I am thinking about designing a second grade unit for my literacy unit. The students are learning about different kinds of animals. I am thinking about designing a research unit on animals, with the finished product having the students write a non-fiction description of the animal, and an original poem. Once the students have composed these we would publish a wiki book that could be read by the kindergarten class down the hall. I think that having an audience for the writing would greatly improve the quality of the writing.
Option 2: Another option I am considering is using podcasts with a 3rd grade class. Since I have not used podcasts, I think this would be a fun challenge for me and potential students. Since the students are learning about writing instructions, that I could have students work in groups to write instructions for future students of the school. Since the students are new to the school building in 3rd grade, I am thinking it would be helpful to have a website of podcasts about expectations at the school. Embedded in this project I would want to students to interview classmates about different key terms such as respect, hard work and team work. They could also share these definitions with future students. I would have students publish both the podcast and the written information.
Option 3:
Option 4:
Option 5:
Option 2: Another option I am considering is using podcasts with a 3rd grade class. Since I have not used podcasts, I think this would be a fun challenge for me and potential students. Since the students are learning about writing instructions, that I could have students work in groups to write instructions for future students of the school. Since the students are new to the school building in 3rd grade, I am thinking it would be helpful to have a website of podcasts about expectations at the school. Embedded in this project I would want to students to interview classmates about different key terms such as respect, hard work and team work. They could also share these definitions with future students. I would have students publish both the podcast and the written information.
Option 3:
Option 4:
Option 5:
Growing Your Garden
Thinking today about how education has many challenges, and how hard it is to envision new solutions to our problems since so little has changed in education. Trying to look for schools that have begun to use new structures to teacher
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