Reflection

      As I was writing out all the subjects we covered in our "Power Tools in the Classroom" course this summer, I realized there were a lot of technological “firsts” for me: my first blog, RSS feed (feedly and Zite), infographic, ePortfolio, SMARTboard lesson, YouTube video (including editing with iMovie ’11), and (still a work in progress) a proposal for a Flat Classroom project.  In addition to those assignments, we learned about and reviewed a variety of websites, portals, open source software, MOOCs, and Apps for use in the classroom and for our professional development.  I imagine I will draw on these resources increasingly as I spend more time in the classroom; the reviews we did of these “finds” will be very helpful.  (The challenge for me will be to gather all these resources into one, easily accessible place.  Diigo or Delicious for all those links?  Evernote to replace the post-its and my spiral notebook?) This class offered an interesting balance of problem-solving (technical) tasks and thought-provoking discussions on educational technology.  Getting things to work was often stressful, although Google usually led me to someone who had had the same question and had figured out a solution. With each new approach or trend (for example, blended learning and flipped classrooms), I was challenged to reflect on the positives and negatives. In general, I feel I have a more critical view of technology than some of the authors we read (stemming from my own experiences and biases), but listening to classmates who have a more “accepting” stance—particularly those who are teaching full-time—helped me keep an open mind.

      I have experienced first-hand how many students (English Language Learners, in my case) are drawn to technology, whether it is a first-grader using an iPad App for phonics practice, or a high-school student wanting to look up words or send emails.  If the technology helps them gain independence and take responsibility for their learning--and gives them useful feedback--I am in favor of it. I am still amazed at the information that is available to anyone with a computer and internet access.  As I mentioned above, several of my projects would have been even more difficult if I had not had ready access to others struggling with the same technological questions.  Nonetheless, I feel technology should be used judiciously in the classroom, and for learning in general.  I accomplished the most in this class when I had a specific goal, and had to use technology selectively to achieve it.  Creating this blog was a combination of learning discrete skills (deciding between several blogging websites, selecting the general features for the blog, learning to imbed visuals and multimedia, subscribing to feeds from other sites), and then using this forum to discuss an observation or insight effectively.  There is no point in doing the former without putting some thought into the latter.

      My other reservations about educational technology stem partly from my preference for full-length books and long articles, and partly from my need for TIME for reflection.  Sometimes all the incoming information from this course left me feeling as if I were drowning in options.  I continue to have questions about privacy, although that, too, may be a remnant from a bygone era.  Of greater concern is how to help students filter all this information.  They should understand its source and context, and be able to evaluate it critically as they develop their own understanding and insights.  The amount of choice is enthralling; the key is to choose wisely.  
      For some final food for thought, check out the artwork of Tang Yau Hoong which I discovered on Zite. (Below is a sample.)

The Learning Curve

      After a weekend spent filming and then editing the video of my phonics lesson, I decided I needed to recover from my ascent up the VERY steep SMARTboard and iMovie learning curves.  Recovery = take a step back from technical issues and check my news aggregator (Feedly) for articles with a broader perspective.  Just in time for our flat classroom proposal, Edudemic has been posting a series of informational graphics entitled “18 Things to Know about Education in….”  Today’s post was about the educational system in France.  Some of the statistics seemed pretty positive (its score on the Human Development Index, the overall productivity of its labor force), but the graphic did not provide a point of reference for the data. How did France compare with the U.S.? With Finland and South Korea?  I decided to look at the The Learning Curve, a compilation of data sets assembled by the Economist (Intelligence Unit) and published by Pearson.   Under “country profiles” you can find data on education input and output—as well as socioeconomic—indicators for individual countries; “data visualization tools” allow you to compare countries over the course of two decades (1990-2011).  As educators around the world seek to determine which systems are most effective (and why), access to information of this sort can be helpful.  One should keep in mind, however, which specific outcomes are being evaluated.

       What really caught my eye, however, was a section of the report entitled “Getting Teachers Who Make a Difference”.  I agreed with a number of the factors they cited: attract the best people; provide proper training; treat teachers like professionals; and combine accountability with independence.  However, they claim a lack of correlation between higher teacher salaries and student outcomes. (The picture is complicated by changes in teacher salaries relative to GDP as countries develop.)  They do cite a correlation between performance-based pay and better student outcomes. Whatever correlations they might glean (or not) from their statistics, I am inclined to think that the inordinately low teacher salaries in some schools and regions of the U.S. is a deterrent to achieving the factors cited above.  (Similarly, I raised an eyebrow when I read in the Forward by Pearson’s chief education advisor that “reducing class size is expensive and has little or no impact on system performance”.  In our data-driven evaluation of schools, isn’t a school’s student-teacher ratio still one of the key criteria for “finding the best”? )   I agree, though, that pay is only part of the equation for achieving excellence, which brings me back to the videotaping I mentioned at the beginning of this post.  Feedback is a key part of professional development—in science, in medicine, in music, and—yes—in education.  I think learning to give effective feedback is almost an art form; the video camera (or iPad these days) may be an unforgiving critic—but it’s a start.

First Infographic

My first attempt at an infographic:

easel.ly

      Although I am familiar with graphs and figures from my day job, I have to admit I was not aware of the infographic explosion until this course (technology in the classroom).  I certainly can recall graphs, maps, charts, and visual representations of data in the news.  (Here are some sobering statistics.) However, I had no idea where to begin when we were asked to design an infographic about home-school communication.  The first and only image that came to mind was a locked door--and the keys to open it.  Not very original, but this simple visual meant that I could find the public domain images I needed on Creative Commons, and then draw together information from a number of sources to support my "point".  Therein lies the problem.  My infographic is offering some kind of advice, but not much insight.  And the data that an infographic is supposed to help decipher was lacking.  So: I thought I would go in search of an infographic that had the requisite visuals, content, and knowledge. Instead, it found me when I started using the news aggregator Zite and was fed the following:

 

     This infographic caught my eye because--well--I am trying to get a picture of students' social networking habits.  I feel that this is something teachers should be concerned about.  In its three sections this graphic makes clear why, outlining the current situation on a number of social forums, showing the patterns in the information people divulge, and then effectively delineating the potential consequences of "over-divulging". 

Successes...And A Lingering Question

     This has been an interesting week in our educational technology class.  I have enjoyed observing how quickly my classmates' weblogs have evolved, and appreciate people sharing what they have learned about adding multimedia content to their blogs. (See Anna's great post on 5/21/2013 about embedding a VoiceThread in a blog post.) On the same day Evelyn posted a really thought-provoking piece on a rural North Carolina school that she encountered on a recent trip.  It is part of a national network of schools whose parent organization advocates on-line and project-based learning.  Although at this stage of my training I feel that web-based learning should be used judiciously (I sincerely hope the students do not spend the majority of their day in front of a computer screen), I was intrigued that the project Evelyn discovered helped the students explore and honor their region's past.  As for my own project--this blog--I added links to three blogs by adding the blog list gadget to my site's layout, and I started tagging my posts.  
      Two thoughts came to mind during this week's presentations about twenty-first century technology "openers" for transforming education:
 
 1) Monitoring outcomes is essential in evaluating the efficacy of any educational program or tool.
My impression is that there is a lot of talk about availability of online information, but little mention of learning outcomes resulting from the application of this information.  Since accountability is becoming a substantial component of "traditional" educational programs, I am wondering what standards are in place for assessing both individual students and entire programs involved in on-line learning.  After a bit of searching, I came up with two reports (both out of Colorado) that may offer somewhat different perspectives on recent developments in K-12 online learning:

• Keeping Pace 2012 (from Evergreen Educational Group)
• Online K-12 Schooling in the U.S. (National Education Policy Center)

2) Context is important.
I am a big believer in context.  (The irony is not lost on me that I am writing this blog under the name of my home town, not my own name.  It is because this is an apprenticeship, and I do not claim any expertise on these matters.) Whenever I read a non-fiction book, or an article or report online, I do my best to determine "where the author is coming from".  Imagine my surprise when Ivan Illich was cited as having influenced the author of the aforementioned "openers".  This would be the same Dr. Illich who wrote a book on the limits of modern medicine, a book I ordered and read while in Vienna long ago. (I was thinking of going into biomedical research.)  In a nutshell: Dr. Illich was an intriguing person, a polyglot, an itinerant, an advocate for the disadvantaged, and most definitely someone who thought outside the box.  In a great online tribute he is described as "a genie who could not be kept in any bottle. Like Goethe’s Mephistopheles, he was a 'spirit who ever negates'".  This negation included not just the medical establishment, but also schools.  Certainly a title like Deschooling Society sends a pretty clear message (although I checked the book out of the library to get the full story).  My question, though, is what am I to make of this text (and its "offshoots") as a pre-service teacher, and as a product of--and a believer in--public schools?
   

Embedding A Slide Show: Trial 1

       After viewing a fellow student's entry for another assignment (Thanks, Diane!), I thought I would try embedding a short slide show in this post.  I am a more verbal than visual learner, so incorporating pictures and visuals that supplement or enhance a text is not second nature to me.  Not wanting to battle software in this exercise, I searched the Internet and quickly found Cincopa for designing and embedding simple slide shows.  Basic access allows you to select the presentation format, and then upload your pictures from a variety of sources. The site then produces a gallery which you can then embed in posts on Blogger, WordPress, and other Content Management System (CMS) sites.  In this case, I just had to copy and paste the HTML code for my completed gallery onto this post and then preview the results.  Amazingly, it worked the first time.  That's one way to keep the novices coming back....

       As you can see, the format is very basic. I chose not to include a menu that would describe the photos, and I could not control how quickly the pictures change.  Sometimes the images are a bit slow to load.  (Sorry about the quality of the two images that were taken before digital cameras were widely available.) In addition, I have little experience storing content in "the cloud", which is where my pictures are now residing.  Invariably that raises security and privacy issues if a teacher is considering using this type of application with students.  At the moment I am so focused on mastering basic technical issues that I do not immediately consider applicability/suitability for the classroom.   As I become more familiar with multimedia, I will be better able to evaluate all the options....

Twenty-first Century Skills

     One of the advantages of exploring a website like www.p21.org is that the browser (human) can find innumerable resources for helping students and teachers adapt to twenty-first century learning.  Among the first links I discovered while looking through the interdisciplinary theme of “global awareness” was a partnership at a nearby university that is promoting K-12 international education in North Carolina. A heat map on the site provides demographic information on the international presence (residents and companies) in each of the state’s counties.  Thus, in a matter of minutes I learned about global initiatives in the state, as well as facts that might be useful in a civics class.  I continued to find much that I agreed with as I explored the other themes, learning and innovation skills (creativity/innovation, critical thinking, communication, and collaboration), information technology and media skills, and life and career skills enumerated on the site.  The section on creativity had some of the most wide-ranging resources, while the critical thinking section included links to some impressive science lessons at Learn NC.  As a group, these 21^st-century student outcomes are standards that I (a pre-service teacher) will have to digest gradually and then adapt to my specific teaching situation and student population.  “The proof of the pudding is in the eating,” goes the saying. 

     It was precisely while I was thinking about how I could incorporate these guidelines into the classroom that some questions arose.  The interdisciplinary themes are important—the aforementioned global awareness, as well as financial/economic, civic, health, and environmental literacies—and yet there seemed to be an emphasis on teaching personal responsibility, with little attention to critically analyzing systems (healthcare, educational, environmental).  How would a teacher prioritize these important themes, or resolve potential “conflicts of interest” among these desired outcomes? (For example, a global initiative that is perceived as competition for a local economy, or a solution to an environmental problem that is considered burdensome to business.) By encouraging students to think creatively, teachers can support using a variety of learning styles (a positive); yet I wonder if the sheer volume (“glut”) of possibilities actually may stifle creativity.  In addition, must creativity necessarily be “maximized” and “implemented”?

     While I am a firm believer in critical thinking, I wonder to what extent I can encourage students to entertain alternative points of view—particularly on “sensitive” topics like politics and socioeconomic class—without myself becoming a lightning rod for criticism.  Communication and collaboration are more important than ever; here is just one example of what a goal-oriented online community recently accomplished.  However, I wonder if the links offered in the IT skills section of the site would truly encourage critical evaluation of the media that pervade our lives.  Shouldn't this article be part of the discussion as well?  Although I did not grow up in the digital era, I have benefitted incalculably from now having much greater access to information.  Nonetheless, I find it a challenge to filter and evaluate some of what I read; I wonder how challenging it will be to help students do the same.

     Although I agree with the necessity of the various life and career skills mentioned, I found that section depressingly utilitarian.  "Respect" and "responsibility" are important, but so are "empathy", "generosity", and "curiosity"--as ends in themselves.

Richard Feynman - Ode To A Flower from Fraser Davidson on Vimeo.