My digital project is not impressive in terms of what is available on the internet, but I am proud of it. I believe it is evidence of tremendous personal growth and it will be a useful tool for teaching SS 9. Its creation was arduous and I struggled a great deal to learn some of the basics of designing a page such as this.
The first thing I did was, obviously, sign up for a wikispace account. This may sound elementary to some, but for a man who only recently jumped on the Facebook train and, quite honestly, has no real idea how to use even the simplest of social utilities, even registration presented its challenges. For example, all of the names I wanted for my page were taken, so, in a state of rage and exasperation, I settled on socialstudies90, which, I realize, is lame.
The next step was to decide what a wiki was and what I was going to include in terms of material. It was not like I had a burning desire to try an build a wiki, I didn't even know what constituted a wiki. Ironically, I got the information from wikipedia.
The next step was to decide on which part of the Social Studies 9 course on which to focus. I decided to concentrate on the Middle Ages, believing that I would be able to fine-tune the site prior to actually using it in an interactive manner.
Then, I typed up my introduction, which is simply a recap of what created the medieval world and when it existed. It took me a great deal of effort to learn how to change fonts and sizes to create something somewhat visually appealing, but I think I did a good job.
I then had to decide what to include in terms of areas or links. I decided on assessments, assignments, participant directory, student resources, student work, and teacher resources. After that, it was a process of adding in links. Sounds simple, and it is, but it took me hours to figure out how to add links.
I put in student resources which align with the assignments which align with the assessments. I linked many youtube and united streaming videos (you need a password for the united streaming videos) that are matched with assignments. This took hours of research and watching videos (which I love) and hours of inserting links and making sure things looked organized. One challenge is allowing students to use some of the streaming sites such as youtube. Our tech guys have assured me that I will be able to allow them access under my supervision in one of our labs soon. This is necessary as all 17 video vignettes on the 100 Years' War are from youtube.
I still have to decide the level of interactivity with which I am comfortable and I need to organize the process of introducing students to the site and teaching them to use it as I see fit. I have explored a great deal and I realize I can allow them to edit and to really create and re(create), which is exactly why I embarked on the project in the first place. It is impossible and unnecessary to describe every edit, but know that there were hundreds, and not all of them were for the better!
I know my final product is not amazing, but it does represent a departure from my traditional methods of planning. I am proud of what I have created and you can view it at http://socialstudies90.wikispaces.com/ . Check it out, you might learn a little history!
@Dr. Couros - I will email you with a synopsis of my journey through technology when I am ready for the wiki to be graded.
Tuesday, April 7, 2009
Sunday, April 5, 2009
Peters video
I just watched a video entitled "Educating for Creativity"http://www.youtube.com/watch?v=h_w4AfflmeM, which is simply a recording of Tom Peters ranting about the failing education system. While he makes some excellent points and his philosophical outlook is well thought - out, his obnoxious nature makes his message difficult to digest.
He describes our collective history in four tidy stages: the age of agriculture, the age of industrialization, the age of information intensification (present), and, finally, the age of creation intensification. His rant against the machine is buttressed by such evidence as "I want a 2.0, because you are either lazy or stupid or both" when referring to why he doesn't recommend hiring those with a GPA of 4.0. Profound.
I understand what he is trying to say, I just think he needs to work on his skills as a presenter, and perhaps reinvent his personality. Our education system does insist on conformity and resists, at all turns, student attempts at creativity. This is partially because of teachers' collective need to control, and partially because of the mandated curricula teachers are made to teach. In many courses, there is not sufficient time for investigation and what Peters might term 'creativity'.
He describes our collective history in four tidy stages: the age of agriculture, the age of industrialization, the age of information intensification (present), and, finally, the age of creation intensification. His rant against the machine is buttressed by such evidence as "I want a 2.0, because you are either lazy or stupid or both" when referring to why he doesn't recommend hiring those with a GPA of 4.0. Profound.
I understand what he is trying to say, I just think he needs to work on his skills as a presenter, and perhaps reinvent his personality. Our education system does insist on conformity and resists, at all turns, student attempts at creativity. This is partially because of teachers' collective need to control, and partially because of the mandated curricula teachers are made to teach. In many courses, there is not sufficient time for investigation and what Peters might term 'creativity'.
Saturday, April 4, 2009
"Playing School"
I just watched a video called "Pay Attention" http://www.youtube.com/watch?v=aEFKfXiCbLw . The video was a conglomeration of facts and statements presented in a "Did you know" fashion. I love these types of videos because they force me to reconsider what I am doing and what I believe about education.
In one section of the video, a statement made by a student appears that is extremely impactful and should force all educators to rethink their respective pedagogical practices. The student claimed that he had learned to "play school", to study facts the night before an exam and regurgitate them the next day thus becoming a successful student. To me, this hits home in a profound way.
Our schools and classrooms are designed in a way that does not mirror or represent the lived experiences of our students. Every day we ask young boys and girls to sit still, be quiet, and listen. Why? Classrooms today look very much like they did a century ago, but the world does not. The educational establishment, of which I am a part, is obsolete and irrelevant to many students. To realize this is almost depressing and certainly frightening.
The term 'paradigm shift' is ridiculously overused and incorrectly used. People today seem to think that any minor change in their lives represents a shift in paradigm, but that is really not the case. The fact that the term is over used represents our common fear of change. We, in education, are more afraid than anyone. We must engage in a genuine paradigm shift in order to best serve our students and avoid fossilization!
The video made me recall a conversation I had with a colleague last Tuesday over the issue of cel phones in school. My colleague was almost violently opposed to their presence in the school and I could not help but engage in a debate. I asked her why and she claimed they were nothing but a distraction and that they allowed for too much communication. I gasped, half because of the nonsensical nature of the comment and half because I realized that my gut response may not have been much different. As such, I am rethinking my stance on cel phones and other technology access points and their availability.
If I students can't have a cel phone because they can easily cheat on my exam, the problem is actually the exam!
In one section of the video, a statement made by a student appears that is extremely impactful and should force all educators to rethink their respective pedagogical practices. The student claimed that he had learned to "play school", to study facts the night before an exam and regurgitate them the next day thus becoming a successful student. To me, this hits home in a profound way.
Our schools and classrooms are designed in a way that does not mirror or represent the lived experiences of our students. Every day we ask young boys and girls to sit still, be quiet, and listen. Why? Classrooms today look very much like they did a century ago, but the world does not. The educational establishment, of which I am a part, is obsolete and irrelevant to many students. To realize this is almost depressing and certainly frightening.
The term 'paradigm shift' is ridiculously overused and incorrectly used. People today seem to think that any minor change in their lives represents a shift in paradigm, but that is really not the case. The fact that the term is over used represents our common fear of change. We, in education, are more afraid than anyone. We must engage in a genuine paradigm shift in order to best serve our students and avoid fossilization!
The video made me recall a conversation I had with a colleague last Tuesday over the issue of cel phones in school. My colleague was almost violently opposed to their presence in the school and I could not help but engage in a debate. I asked her why and she claimed they were nothing but a distraction and that they allowed for too much communication. I gasped, half because of the nonsensical nature of the comment and half because I realized that my gut response may not have been much different. As such, I am rethinking my stance on cel phones and other technology access points and their availability.
If I students can't have a cel phone because they can easily cheat on my exam, the problem is actually the exam!
Thursday, April 2, 2009
Technology is the new divide
I was fortunate enough to sit in on a two-hour presentation by Avis Glaze, a renowned educator from the York region. The conversation turned to trends affecting education and, of course, technology came up. I spoke of the wonders of web 2.0 and how it has the potential to connect the world and allow students to fundamentally change the way they think and learn. I trumpeted the language of collaborative learning and (re)creation, claiming that educators must go in this new direction or risk fossilization.
She calmly asked the simple question, "What has technology done for the least among your children?"
I instantly got a knot in my throat as I considered the fact that many of the children, especially those at-risk, I teach do not have access to technology and will probably never have access.
She continued by claiming that while technology is wonderful and it must be embraced by the educational establishment, it is also "the new divide" ensuring that "the 'haves' remain the knows and the 'have nots' remain the 'know nots' ".
This is a frightening message and one that we need to consider. This is not to say that we need to limit the use of technology in education, but that we, as a society and a social institution must proliferate technology to the "have nots" so they have a chance to become the "knows".
She calmly asked the simple question, "What has technology done for the least among your children?"
I instantly got a knot in my throat as I considered the fact that many of the children, especially those at-risk, I teach do not have access to technology and will probably never have access.
She continued by claiming that while technology is wonderful and it must be embraced by the educational establishment, it is also "the new divide" ensuring that "the 'haves' remain the knows and the 'have nots' remain the 'know nots' ".
This is a frightening message and one that we need to consider. This is not to say that we need to limit the use of technology in education, but that we, as a society and a social institution must proliferate technology to the "have nots" so they have a chance to become the "knows".
Tuesday, March 31, 2009
Larry Lessig
I just watched the TED talks video Dr. Couros linked to our course wiki. Incredible. He tells three short stories, one involving the notion of ownership of airspace, one involving "talking machines" and their perils with respect to the evolution of the human voice box, and one pertaining to broadcast rights of music and the development of BMI. While these stories are seemingly not connected, there is, in fact, a common link.
The argument Lessig is attempting, successfully, to make is that the internet has the potential to revive what he calls the "read - write". That is, we, as potential creators, have the opportunity to connect and not only create, but recreate and build upon what already exists. In this way, we can make incredible progress in all areas including academics, art, literature, and so on.
Lessig phrases this in a very poignant way. He believes that, in the process of sharing and using the internet to its ability, we can produce and create for the love of the material and not for the money. He cites examples of various remixes, and some of them are hilarious, to illustrate the potential for growth upon what already exists using technology and the human imagination. Lessig is adamant that it should be viewed as permissible for people to take pieces of content already 'invented' and (re)create material and producing something new.
The most interesting part of the video is his assertion that we have a new literacy based on the digital world. At the outset of this class, I would have bristled and taken offence to this notion, but I am starting to understand and even to agree. Kids do not think, learn, or express themselves in the same way that I did just fifteen years ago. We, as an adult establishment, need to reconsider the way we view these new literacies and legitimize them so that we are not a barrier to the progress of young creative minds, but a facilitator.
This is a great idea and a truly altruistic concept, but I wonder if human nature will ever allow it to happen. One of the primary motivations for human behaviour is money and greed. While he laments the lack of common sense inherent in legal assumptions regarding copyright law, they are buttressed by a fundamental human quality, greed. I hope that the open content movement continues to build momentum, and I intend to be a part of that, but it often takes time to defeat the powerful force of human greed.
http://www.ted.com/index.php/talks/larry_lessig_says_the_law_is_strangling_creativity.html
The argument Lessig is attempting, successfully, to make is that the internet has the potential to revive what he calls the "read - write". That is, we, as potential creators, have the opportunity to connect and not only create, but recreate and build upon what already exists. In this way, we can make incredible progress in all areas including academics, art, literature, and so on.
Lessig phrases this in a very poignant way. He believes that, in the process of sharing and using the internet to its ability, we can produce and create for the love of the material and not for the money. He cites examples of various remixes, and some of them are hilarious, to illustrate the potential for growth upon what already exists using technology and the human imagination. Lessig is adamant that it should be viewed as permissible for people to take pieces of content already 'invented' and (re)create material and producing something new.
The most interesting part of the video is his assertion that we have a new literacy based on the digital world. At the outset of this class, I would have bristled and taken offence to this notion, but I am starting to understand and even to agree. Kids do not think, learn, or express themselves in the same way that I did just fifteen years ago. We, as an adult establishment, need to reconsider the way we view these new literacies and legitimize them so that we are not a barrier to the progress of young creative minds, but a facilitator.
This is a great idea and a truly altruistic concept, but I wonder if human nature will ever allow it to happen. One of the primary motivations for human behaviour is money and greed. While he laments the lack of common sense inherent in legal assumptions regarding copyright law, they are buttressed by a fundamental human quality, greed. I hope that the open content movement continues to build momentum, and I intend to be a part of that, but it often takes time to defeat the powerful force of human greed.
http://www.ted.com/index.php/talks/larry_lessig_says_the_law_is_strangling_creativity.html
Friday, March 27, 2009
Twitter Video
I just watched the most hilarious video on Twitter on youtube. http://www.youtube.com/watch?v=PN2HAroA12w
Though there is a great deal of humour involved, there are some serious questions about how the webtool should be used. Should people Twitter about nothing? Or, should people Twitter only when they have something interesting to say or share? For me, Twitter is not for self-affirmation, it is a tool I will use to connect with ideas and people. I vow never to become a Twitter addict like Craig, but I do see the tool as amazing and I will continue to use it, but not to broadcast every mundane thing I see or do. I think my frustration with facebook is the way people, at least on my friend list, use it. I hope Twitter is different and does not spiral into mere exhibitionism. I suppose it all depends on who you have on your contact list.
Though there is a great deal of humour involved, there are some serious questions about how the webtool should be used. Should people Twitter about nothing? Or, should people Twitter only when they have something interesting to say or share? For me, Twitter is not for self-affirmation, it is a tool I will use to connect with ideas and people. I vow never to become a Twitter addict like Craig, but I do see the tool as amazing and I will continue to use it, but not to broadcast every mundane thing I see or do. I think my frustration with facebook is the way people, at least on my friend list, use it. I hope Twitter is different and does not spiral into mere exhibitionism. I suppose it all depends on who you have on your contact list.
Death of the book?
As an avid reader and a lover of literature, I must express some concern over the effect of technology on reading. If educators establish their own creative commons in the digital world and spend large amounts of time online, it has the potential to take away from time available for reading. Similarly, society at large is spending more and more time online.
I actually consulted our school librarian to see if she had any data on numbers of books signed out to see if an overall decline in reading was occurring. I was surprised to see that the number of books signed out has been steadily increasing over the last few years. During the last calendar year, our school of 430 kids has signed out almost 15000 books! That is fantastic!
It is interesting to note, however, that kids do virtually no research through library books anymore. Instead they rely on the internet as a resource. I have to admit, it is far easier to find information online, but there is a nostalgic part of me that longs to be on the 4th or 6th floor of the UofS library all by myself gently opening an old hard-cover book that has not been touched in 20 years. Perhaps that is my inner historian speaking.
I value reading and, though I want my students and my own children to be immersed in the digital world, I also want them to read. While reading seems to be alive and well at present, I hope we guard against its extinction. I guess it is all about balance.
I actually consulted our school librarian to see if she had any data on numbers of books signed out to see if an overall decline in reading was occurring. I was surprised to see that the number of books signed out has been steadily increasing over the last few years. During the last calendar year, our school of 430 kids has signed out almost 15000 books! That is fantastic!
It is interesting to note, however, that kids do virtually no research through library books anymore. Instead they rely on the internet as a resource. I have to admit, it is far easier to find information online, but there is a nostalgic part of me that longs to be on the 4th or 6th floor of the UofS library all by myself gently opening an old hard-cover book that has not been touched in 20 years. Perhaps that is my inner historian speaking.
I value reading and, though I want my students and my own children to be immersed in the digital world, I also want them to read. While reading seems to be alive and well at present, I hope we guard against its extinction. I guess it is all about balance.
Intellectual Property
I just watched a great video that was recommended on Twitter by Alec Couros. The URL is http://www3.nfb.ca/webextension/rip-a-remix-manifesto/?film=11 and the video is called RIP: A Remix Manifesto. It discusses the notion of copyrighting ideas and explains the devious and greedy history behind copyrighting. I had no idea that a living organism could be copyrighted!
It was fascinating to listen to a former Clinton staffer explain the planned shift in the American economy from things to ideas. I had no idea that allowing low-wage manufacturing jobs to go to Asia was a conscious decision. The Americans miscalculated badly - they believed that they could convince the WTO to enforce American copyrights of American ideas. Their intention was, essentially, to create a closed intellectual world in which they would have to be paid for any use, extension, or manipulation of any idea they claimed to be their property.
American copyright laws extend even to medications for diseases such as AIDS. Thankfully, some countries, such as Brazil, are defying these laws to produce copies of these drugs at a fraction of the cost. This is an illustration of how amoral copyrighting can be. If we are to move forward and prosper not as a nation, but as a planet, we need to combine our thinking, not keep it private.
The video then discusses the creation of creative commons - a digital space where music is shared, altered, and recreated. This is a truly profound concept and I think it is particularly relevant to education. The PLC movement is a start, but on a really small scale. Technology provides the keys for educators to create our common spaces and develop our craft as a collective. The days of hoarding unit plans in dusty filing cabinets must end - by working together and thinking together, we all gain.
It was fascinating to listen to a former Clinton staffer explain the planned shift in the American economy from things to ideas. I had no idea that allowing low-wage manufacturing jobs to go to Asia was a conscious decision. The Americans miscalculated badly - they believed that they could convince the WTO to enforce American copyrights of American ideas. Their intention was, essentially, to create a closed intellectual world in which they would have to be paid for any use, extension, or manipulation of any idea they claimed to be their property.
American copyright laws extend even to medications for diseases such as AIDS. Thankfully, some countries, such as Brazil, are defying these laws to produce copies of these drugs at a fraction of the cost. This is an illustration of how amoral copyrighting can be. If we are to move forward and prosper not as a nation, but as a planet, we need to combine our thinking, not keep it private.
The video then discusses the creation of creative commons - a digital space where music is shared, altered, and recreated. This is a truly profound concept and I think it is particularly relevant to education. The PLC movement is a start, but on a really small scale. Technology provides the keys for educators to create our common spaces and develop our craft as a collective. The days of hoarding unit plans in dusty filing cabinets must end - by working together and thinking together, we all gain.
Thursday, March 26, 2009
Cool - I just had my first meaningful interaction with a human-being on the internet. Actually, it was Steven King from this class who gave me some tips with respect to Tweetdeck - a really cool tool. I can definitely see the potential in this tool, especially for educators. I vow to experiment with Twitter every day and expand my list of contacts so that it becomes more than a novelty.
Exciting Times
I am being converted. Last night I was at school until 10pm doing spring planning, which involves setting up a power point for the Board of Education (whose power to tax has been stripped - bit of a sore spot there) to justify our programs and their expenditures. I basically took over the technology section of the power point and I plan on explaining to the Board the benefits of collective thinking among teachers, students, and human-beings in general!
We need to fundamentally change the way we think of the internet - it is not a huge encyclopedia filled with static information, but a living, learning digital organism that provides a medium that can connect us like never before.
Interviewing young teachers this spring has also been enlightening and encouraging. Almost all of the teacher candidates under 25 mention wikis, blogs, and many other webtools that will enable them to connect to the entire educational establishment as well as to their students in ways they never could before. Exciting times.
We need to fundamentally change the way we think of the internet - it is not a huge encyclopedia filled with static information, but a living, learning digital organism that provides a medium that can connect us like never before.
Interviewing young teachers this spring has also been enlightening and encouraging. Almost all of the teacher candidates under 25 mention wikis, blogs, and many other webtools that will enable them to connect to the entire educational establishment as well as to their students in ways they never could before. Exciting times.
Last night I sat in on "Women of Web 2.0". It was very interesting and casual in nature and I found that it afforded plenty of time to surf the various sites they suggested. It was particularly interesting because it basically consisted of regular educators who have been actually using these various technologies. I think that the boundary between theory and practice is being bridged in a very meaningful way in this sense.
I did, however, find some of the speakers to be self-important. They frequently expressed their utter disdain for those not using these technologies and showed no hesitation in patting themselves on the back for being such wonderful educators. I think it is precisely these types of attitudes that are preventing the more rapid normalization of the web 2.0 concept. It is also these types of attitudes that make me feel self-conscious and keep me in 'lurker' mode. I congratulate most of the people I have met online, especially the ones in this class, for being so open, accepting, and understanding. There are some, however, who could stand to stop looking down on educators not in the technological loop and start helping out to bridge those gaps.
I did, however, find some of the speakers to be self-important. They frequently expressed their utter disdain for those not using these technologies and showed no hesitation in patting themselves on the back for being such wonderful educators. I think it is precisely these types of attitudes that are preventing the more rapid normalization of the web 2.0 concept. It is also these types of attitudes that make me feel self-conscious and keep me in 'lurker' mode. I congratulate most of the people I have met online, especially the ones in this class, for being so open, accepting, and understanding. There are some, however, who could stand to stop looking down on educators not in the technological loop and start helping out to bridge those gaps.
Monday, March 16, 2009
Over My Head
I am trying to understand, I really am. However, I consistently feel like an imbecile during our weekly online sessions. Many of the terms our speakers, my classmates, and our guests are throwing around with obvious comprehension are totally foreign to me.
Honestly, I have never used google and wikipedia so much! Even the simplest terms such as "Web 2.0" were foreign to me at the outset of this course. I usually write down a list of terms as the speakers are presenting and spend the week trying to figure out exactly what was being said.
The good news is that I am making progress. I understand the notion of "Web 2.0" and many of the related terms and concepts. Using them is, however, proving to be somewhat more difficult. While I have a plan for my digital project, it is still a work in progress.
The most important thing about my meager progress is that I am starting to enjoy 'playing' online and interacting and creating new material. I understand why many are claiming that we are on the verge of an educational revolution in terms of how we use technology. At first, I scoffed at the term "revolution", but I have come to agree.
Honestly, I have never used google and wikipedia so much! Even the simplest terms such as "Web 2.0" were foreign to me at the outset of this course. I usually write down a list of terms as the speakers are presenting and spend the week trying to figure out exactly what was being said.
The good news is that I am making progress. I understand the notion of "Web 2.0" and many of the related terms and concepts. Using them is, however, proving to be somewhat more difficult. While I have a plan for my digital project, it is still a work in progress.
The most important thing about my meager progress is that I am starting to enjoy 'playing' online and interacting and creating new material. I understand why many are claiming that we are on the verge of an educational revolution in terms of how we use technology. At first, I scoffed at the term "revolution", but I have come to agree.
Private Education
I found it interesting and unfortunate that Will Richardson, last week's speaker, is putting his children into a private school. I have a fundamental problem with the notion of the privatization of education. I view it as elitist and an instrument of social and economic segregation.
In Canada, we like to claim to live in a tolerant, multicultural society. In a diverse nation that is composed of hundreds of linguistic, ethnic, and religious groups, we do not share many common experiences. As such, the commonality provided by our public education system affords one of very few common experiences and is, therefore, an important instrument of national cohesion.
We must examine what exactly it is that makes us Canadian. I believe one of our fundamental national tenets is tolerance. To endorse any educational system other than public is to turn our backs on tolerance and encourage economic and social elitism. It is important that all of our young people, rich and poor alike, are exposed to our tremendous national diversity in order to foster understanding and tolerance. A private system works directly against that goal by creating tangible and intangible barriers between the 'haves' and the 'have-nots'.
I truly believe in what I am doing in the public education system and I will prove my belief by enrolling my own children. I always find it interesting that teachers and proponents of emancipatory pedagogy and social improvement occasionally endorse educational segregation.
In Canada, we like to claim to live in a tolerant, multicultural society. In a diverse nation that is composed of hundreds of linguistic, ethnic, and religious groups, we do not share many common experiences. As such, the commonality provided by our public education system affords one of very few common experiences and is, therefore, an important instrument of national cohesion.
We must examine what exactly it is that makes us Canadian. I believe one of our fundamental national tenets is tolerance. To endorse any educational system other than public is to turn our backs on tolerance and encourage economic and social elitism. It is important that all of our young people, rich and poor alike, are exposed to our tremendous national diversity in order to foster understanding and tolerance. A private system works directly against that goal by creating tangible and intangible barriers between the 'haves' and the 'have-nots'.
I truly believe in what I am doing in the public education system and I will prove my belief by enrolling my own children. I always find it interesting that teachers and proponents of emancipatory pedagogy and social improvement occasionally endorse educational segregation.
Wednesday, March 11, 2009
Teacher/Student contact on Facebook
I found it interesting to hear, during last evening's class, that many teachers are in contact with current students on Facebook. I have discussed this topic in a previous post, but I feel I must state my opinion, as a teacher and an administrator, more clearly.
I realize that Facebook can erase barriers as a social networking tool, but I think it is important that there are some barriers between teacher and student. In a world of sensational media, we, as educators, must safeguard our professional reputation against misconception and misunderstanding. Specifically, while there are teachers who are well-meaning with respect to using a tool such as Facebook, there are also those who are unscrupulous. Children are vulnerable, and their safety, as well as the safety of the professional reputation of teachers, must be protected.
We must be cognisant of public perception. Having students as 'friends' on Facebook will certainly have perceptual ramifications. I refuse to put my career, as well as the perception of my profession, at risk in this way. I am not comfortable with having any contact with any students that could be construed or misconstrued as personal. I don't find it necessary to have contact with my students in this way and I advise teachers in my charge to avoid such relationships.
I realize that Facebook can erase barriers as a social networking tool, but I think it is important that there are some barriers between teacher and student. In a world of sensational media, we, as educators, must safeguard our professional reputation against misconception and misunderstanding. Specifically, while there are teachers who are well-meaning with respect to using a tool such as Facebook, there are also those who are unscrupulous. Children are vulnerable, and their safety, as well as the safety of the professional reputation of teachers, must be protected.
We must be cognisant of public perception. Having students as 'friends' on Facebook will certainly have perceptual ramifications. I refuse to put my career, as well as the perception of my profession, at risk in this way. I am not comfortable with having any contact with any students that could be construed or misconstrued as personal. I don't find it necessary to have contact with my students in this way and I advise teachers in my charge to avoid such relationships.
Thursday, March 5, 2009
Intimidated
I am intimidated by technology and the internet. When Alec and others are discussing Twitter, Scype, Delicious, and other sites, I have to admit, I am clueless and lost. I do have a Twitter account, but I have to confess, I really don't understand what it is or why I have it. I am trying to overcome my fears and explore, but there are really two barriers for me.
The first barrier is self-consciousness. I am a confident person and I do not have trouble socializing or exploring my world. When put on-line, however, I am nervous and embarrassed at my ignorance. I feel like others will ridicule me and that I really have nothing to add to any technology-related conversation. There are times during class when I am tempted to take the mic and voice my opinion, but am paralyzed by self-consciousness. I know I have to get over these barriers, but I am finding it difficult. I believe there are others like me in the class who are feeling the same way, but I hope we can all get over it together.
The second barrier is time. Learning all of this new information and overcoming my feelings of inferiority require that I spend hours experimenting online. Being a relative rookie administrator and a father of a toddler and a newborn are demanding roles and are dominating my life at present. I have not, to this point, devoted the time necessary to really acclimate myself to these technologies. I need to find time to really attack this and stop procrastinating.
The first barrier is self-consciousness. I am a confident person and I do not have trouble socializing or exploring my world. When put on-line, however, I am nervous and embarrassed at my ignorance. I feel like others will ridicule me and that I really have nothing to add to any technology-related conversation. There are times during class when I am tempted to take the mic and voice my opinion, but am paralyzed by self-consciousness. I know I have to get over these barriers, but I am finding it difficult. I believe there are others like me in the class who are feeling the same way, but I hope we can all get over it together.
The second barrier is time. Learning all of this new information and overcoming my feelings of inferiority require that I spend hours experimenting online. Being a relative rookie administrator and a father of a toddler and a newborn are demanding roles and are dominating my life at present. I have not, to this point, devoted the time necessary to really acclimate myself to these technologies. I need to find time to really attack this and stop procrastinating.
Sunday, March 1, 2009
Unreliable
If I have a 'problem' with technology in the education arena, it is its unreliability. I have been to many presentations that have been ruined by a technological blunder or equipment failure. In fact, throughout this masters program many of my classmates have been foiled by technological unreliability. These malfunctions tend to happen at the most inopportune times. I have seen wedding reception power-points go badly awry, embedded video fail to play for students attempting to present their materials, and whole labs lose internet access just when my history students have computer time booked.
Despite the fact that technology has changed education and will certainly continue to do so, there are many problems with reliability and application that must be improved upon. It seems to me that many networks and computer systems are unnecessarily complicated. For example, our school division technology department was beaming over its installation of kilometers of state of the art wire in our building this summer. This seems like a step backwards. Why are we installing a spaghetti-like mess of extremely expensive wire when we are supposedly in the 'wireless' age? This is just a small example, but my point is that technology is, at present, both complicating and unreliable. I believe we are still in the embryonic stage of technological development and application and that must has to be done to make things simpler and more practical for the masses.
Despite the fact that technology has changed education and will certainly continue to do so, there are many problems with reliability and application that must be improved upon. It seems to me that many networks and computer systems are unnecessarily complicated. For example, our school division technology department was beaming over its installation of kilometers of state of the art wire in our building this summer. This seems like a step backwards. Why are we installing a spaghetti-like mess of extremely expensive wire when we are supposedly in the 'wireless' age? This is just a small example, but my point is that technology is, at present, both complicating and unreliable. I believe we are still in the embryonic stage of technological development and application and that must has to be done to make things simpler and more practical for the masses.
Monday, February 23, 2009
Offensive Content
One problem with the internet is the availability of offensive content such as pornography and violent videos, images, and text. Because of the lack of regulation, it is easy for people of all ages, including students, to access illicit material. This raises many questions pertaining to supervision, access, and censorship.
As educators responsible for children we must consider what our students are exposed to and why they seek out this material. As an administrator, I am often placed in the position of having to suspend students for inappropriate use of the computer, most often pertaining to quasi-pornographic material. This experience has taught me that students need only seconds to access this type of material and can easily circumnavigate our filters.
Answers seem elusive. We have tried to implement more restrictive filters, but this seems to punish everyone who uses the internet for legitimate purposes. We have involved parents, counsellors, and senior administration, but all to no avail. It seems the urge to view pornographic images trumps the risk of getting caught.
This makes me wonder what types of material students are viewing at home, in the absence of filters and strict supervision. This all points to the fact that the material should be regulated more closely. I realize and appreciate that we live in a relatively free society, but, at times, it seems as though the personal freedoms of the individual trump the well-being of all. I realize that censorship and regulation can be a slippery slope. I do not, however, envision Canada ever slipping into some Orwellian state of being. I believe our government has sufficient checks and balances to prevent abuse of such powers. As such, it is my assertion that we should have a government organization with a mandate to locate and block all pornographic material as it is too easily accessed by children. This type of censorship would surely raise the ire of fanatical advocates of the Charter of Rights and Freedoms, but perhaps the well-being of our children should take precedence over the ready availability of internet porn.
As educators responsible for children we must consider what our students are exposed to and why they seek out this material. As an administrator, I am often placed in the position of having to suspend students for inappropriate use of the computer, most often pertaining to quasi-pornographic material. This experience has taught me that students need only seconds to access this type of material and can easily circumnavigate our filters.
Answers seem elusive. We have tried to implement more restrictive filters, but this seems to punish everyone who uses the internet for legitimate purposes. We have involved parents, counsellors, and senior administration, but all to no avail. It seems the urge to view pornographic images trumps the risk of getting caught.
This makes me wonder what types of material students are viewing at home, in the absence of filters and strict supervision. This all points to the fact that the material should be regulated more closely. I realize and appreciate that we live in a relatively free society, but, at times, it seems as though the personal freedoms of the individual trump the well-being of all. I realize that censorship and regulation can be a slippery slope. I do not, however, envision Canada ever slipping into some Orwellian state of being. I believe our government has sufficient checks and balances to prevent abuse of such powers. As such, it is my assertion that we should have a government organization with a mandate to locate and block all pornographic material as it is too easily accessed by children. This type of censorship would surely raise the ire of fanatical advocates of the Charter of Rights and Freedoms, but perhaps the well-being of our children should take precedence over the ready availability of internet porn.
Wednesday, February 18, 2009
Social Networking Boundaries
Facebook has brought with it many ethical grey areas. Teachers need to be cognisant of the fact that social networking sites are available to a very wide audience. This has ramifications on more than one level.
First, teachers must consider what information they post on their profiles. There is a stark difference between Facebook and Hotmail, and it seems to me that not everyone really understands how public Facebook can be. Because of the public nature of social networking, teachers must consider their professional reputations when either communicating or adding information to their profiles. What might be fine to say to one or two friends via email is not okay when it comes to writing on the walls of friends or contacts.
Secondly, teachers must be careful as to who they include as their 'friends'. Teachers should not be 'friends' with students and must be careful to maintain that professional distance. Having social contact with students could easily be construed as a breach of professional ethics. I have also heard some argue that it should be accepted and that as long as the communication between teacher and student is of a professional nature, it should not be viewed as unprofessional. I tend to disagree. In my opinion, teachers and students must not have contact that could be viewed as social in nature. This is not to say that teachers with students on their 'friend' lists are necessarily unprofessional, but they need to consider how their actions are viewed by the general public.
First, teachers must consider what information they post on their profiles. There is a stark difference between Facebook and Hotmail, and it seems to me that not everyone really understands how public Facebook can be. Because of the public nature of social networking, teachers must consider their professional reputations when either communicating or adding information to their profiles. What might be fine to say to one or two friends via email is not okay when it comes to writing on the walls of friends or contacts.
Secondly, teachers must be careful as to who they include as their 'friends'. Teachers should not be 'friends' with students and must be careful to maintain that professional distance. Having social contact with students could easily be construed as a breach of professional ethics. I have also heard some argue that it should be accepted and that as long as the communication between teacher and student is of a professional nature, it should not be viewed as unprofessional. I tend to disagree. In my opinion, teachers and students must not have contact that could be viewed as social in nature. This is not to say that teachers with students on their 'friend' lists are necessarily unprofessional, but they need to consider how their actions are viewed by the general public.
Monday, February 16, 2009
Dangers of Technology
I have, in my professional life, had to deal with the dangers of having children connected to the world at large. The danger really spawns from the anonymous nature of internet use. Because of this, people seem to view things they do online as somehow detached from who they really are. This allows the worst part of people, who may not otherwise have been bullies or predators, to surface. I suppose this speaks to human nature and what exactly prevents people from committing crimes. For many, it is simply the fear of getting caught. When these people are on-line, that fear is removed, putting the public, and especially students, at-risk.
The problem is how to best protect our students. To not allow students access to the internet or to severely limit their ability to on-line information and communication seems anti-intellectual, perhaps akin to a medieval book-burning. The best solutions we have been able to generate contain little that could be categorized as innovative. Specifically, we sent letters home encouraging parents to monitor their children's computer use, we encouraged our own staff to be more vigilant with respect to our supervision, and we had an updated security system put in our computer systems division-wide.
Will any of these precautions affect a change? I doubt it. The fact is that students have almost unlimited access to the largely unregulated world of cyber-space. This provides bullies and predators with ample opportunity to find victims. I realize that negative incidents have been sensationalized by the media, but I have seen the dangers first-hand during this school year and it frightens me.
The problem is how to best protect our students. To not allow students access to the internet or to severely limit their ability to on-line information and communication seems anti-intellectual, perhaps akin to a medieval book-burning. The best solutions we have been able to generate contain little that could be categorized as innovative. Specifically, we sent letters home encouraging parents to monitor their children's computer use, we encouraged our own staff to be more vigilant with respect to our supervision, and we had an updated security system put in our computer systems division-wide.
Will any of these precautions affect a change? I doubt it. The fact is that students have almost unlimited access to the largely unregulated world of cyber-space. This provides bullies and predators with ample opportunity to find victims. I realize that negative incidents have been sensationalized by the media, but I have seen the dangers first-hand during this school year and it frightens me.
Monday, January 19, 2009
Stretching - part one
I have, in my other graduate-level classes, avoided wikis, creating movies, and learning how to use the Internet on a deeper level. I chose to remain in my comfort zone and, as a result, my technological ability did not improve.
This course has already forced me to stretch. I am fortunate to have my wife, who showed my how to use the course wiki and seems to be able to understand and explain things to me. I look forward to learning more and continuing to grow.
This course has already forced me to stretch. I am fortunate to have my wife, who showed my how to use the course wiki and seems to be able to understand and explain things to me. I look forward to learning more and continuing to grow.
When will I be archaic?
After last Tuesday's class, I couldn't help but think that the technologies displayed were archaic. Never in my career have I seen or though of any of the methods demonstrated. For a few days, I felt somehow superior in my technological existence. I can't imagine how much work it would have been to produce materials for teaching prior to the age of the Internet.
Then I started to wonder if someday I would be demonstrating how I used the Internet and developed lessons via cutting, pasting, and borrowing materials from others. Maybe the things I do will seem archaic.
The more I thought about it, the more I sincerely hope my methods will seem primitive. I suppose it will simply be an indication of progress. What is slightly intimidating is the pace at which technology is changing education. It really places responsibility on the teacher to stay current and not allow the technology train to get away.
An interesting analogy would be pop - culture. It seems like those who are relatively young are much more likely to be versed in the lives of the stars, the newest music, and the newest movies. at a point, however, people seem to disengage finding keeping up to be both disinteresting and exhausting. As teachers, we must avoid disengaging from the rapid pace of technological change in order to remain effective and continue to improve.
Then I started to wonder if someday I would be demonstrating how I used the Internet and developed lessons via cutting, pasting, and borrowing materials from others. Maybe the things I do will seem archaic.
The more I thought about it, the more I sincerely hope my methods will seem primitive. I suppose it will simply be an indication of progress. What is slightly intimidating is the pace at which technology is changing education. It really places responsibility on the teacher to stay current and not allow the technology train to get away.
An interesting analogy would be pop - culture. It seems like those who are relatively young are much more likely to be versed in the lives of the stars, the newest music, and the newest movies. at a point, however, people seem to disengage finding keeping up to be both disinteresting and exhausting. As teachers, we must avoid disengaging from the rapid pace of technological change in order to remain effective and continue to improve.
Monday, January 12, 2009
Technology: Where am I? Where am I going?
In terms of my ability to use technology, both in the classroom and privately, I would rate my ability as low-average. I am certainly not a 'digital native'. I remember well the internet coming to Turtleford when I was in grade 11. It was not until I got to university that I was actually immersed in internet research and even using computers to create assignments. As such, I missed out both on learning how to use technology in everyday life as well as instruction in technology use - I had to learn on my own.
It seems to me that technology in educational contexts has morphed from being a topic of study to something that is ancillary to learning. As an educator and an administrator, that has implications both for where I want myself to be and how I want my school to be constructed. Watching Youtube videos like "Did you know" and others can be a frightening thing for a thirty year-old dinosaur, but it is also exciting.
I am well - versed in internet research, so I think I am ready to go beyond that. I want to begin to create new, meaningful material, both in video and text, and to inspire my students and staff to do likewise. My position as a leader in my context requires that I become a catalyst for change in this area. Scrawling things on a black board seems primitive to me. In fact, it is only a small step above carving images or symbols into stone. I do not believe children learn best in black and white and I want to be a progressive educator able to cope and thrive with change. The term, 'lifelong learner' certainly applies here.
It seems to me that technology in educational contexts has morphed from being a topic of study to something that is ancillary to learning. As an educator and an administrator, that has implications both for where I want myself to be and how I want my school to be constructed. Watching Youtube videos like "Did you know" and others can be a frightening thing for a thirty year-old dinosaur, but it is also exciting.
I am well - versed in internet research, so I think I am ready to go beyond that. I want to begin to create new, meaningful material, both in video and text, and to inspire my students and staff to do likewise. My position as a leader in my context requires that I become a catalyst for change in this area. Scrawling things on a black board seems primitive to me. In fact, it is only a small step above carving images or symbols into stone. I do not believe children learn best in black and white and I want to be a progressive educator able to cope and thrive with change. The term, 'lifelong learner' certainly applies here.
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