During the fall semester of EME5050, I have had a chance to look at my own learning, my ideas about learning, and how technology affects both of these things. As with each of the formal classes I’ve taken in my graduate work, this class has taught me some unique things. Some of those items are as follows:
• I’ve significantly added to my portfolio of educational ideas and resources to reflect on and access in the future when I have a classroom of my own. I have organized both a written folder that I maintain in my home office and also keep a database of useful tips and resources in an electronic form on my office computer for easy access.
• I’ve been able to update my database of useful webpages and resources for both future class work and for when I have a classroom of my own. These resources have come from not only the assignments and readings, but also the postings from classmates to the discussions and the blogs reflection pieces.
• I’ve become more comfortable with utilizing social networking sites such as Facebook and blogging in both my personal and professional lives. Putting information “out there” on the web has been a learning experience and continues to be a great tool not only for staying in touch with family, friends, and colleagues, but has also resulted in some unexpected events like Wendy Drexler commenting on my Module 3 discussion posting. It has been important to me to integrate the new skills I’ve learned into my own personal and professional life, which tends to be a bit different than others!
• I’ve utilized a wiki for the first time, which hasn’t left a good impression on me, but it has helped me to understand what I don’t want to work with, which is also very helpful.
• I’ve become more familiar with the use of rubrics and have gained a new appreciation for those who draft them regularly.
Friday, December 4, 2009
Final Project for EME5050 Fall 2009 Semester
This is my final project for EME5050, which includes:
- My lesson plan, posted on my blog.
- My Curriculum Page displayed on my wiki;
- My digital storytelling rubric utilizing irubric; and
- My exemplar completed project for your viewing pleasure.
Lesson Plan-Digital Storytelling Project
Lesson Plan—Digital Storytelling Project—Abigail M. Johnston, Esquire
I. Grade Level
First Year Law Students, which includes adults of all ages and backgrounds and experience levels.
II. Curriculum Area
Legal Research & Writing, required by the American Bar Association for all first year law students, and satisfying the major writing project of the first year.
III. Related NETS-S Standards
A. Basic operations and concepts as applied to communication of basic information.
• Students demonstrate a sound understanding of the nature and operation of technology systems and how to utilize same to communication information.
• Students are proficient in the use of technology and its quirks.
B. Social, ethical, and human issues as applied to technology.
• Students understand the ethical, cultural, and societal issues related to technology along with the effect of same.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
C. Technology productivity tools
• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
D. Technology communications tools
• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
E. Technology research tools
• Students use technology to locate, evaluate, and collect information from a variety of sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
F. Technology problem-solving and decision-making tools
• Students use technology resources for solving problems and making informed decisions.
• Students employ technology in the development of strategies for solving problems in the real world.
IV. Appropriate American Bar Association Standard Codes
Standard 301. OBJECTIVES
(a) A law school shall maintain an educational program that prepares its students for admission to the bar, and effective and responsible participation in the legal profession.
Interpretation 301-2 A law school may offer an educational program designed to emphasize certain aspects of the law or the legal profession.
Interpretation 301-3 Among the factors to be considered in assessing the extent to which a law school complies with this Standard are the rigor of its academic program, including its assessment of student performance, and the bar passage rates of its graduates.
Interpretation 301-4 Among the factors to consider in assessing compliance with Standard 301(b) are whether students have reasonably comparable opportunities to benefit from regular interaction with fulltime faculty and other students, from such co-curricular programs as journals and competition teams, and from special events such as lecture series and short-time visitors.
Interpretation 301-5 For schools providing more than one enrollment or scheduling option, the opportunities to take advantage of the school’s educational program, co-curricular activities, and other educational benefits for students enrolled under one option shall be deemed reasonably comparable to the opportunities of students enrolled under other options if the opportunities are roughly proportional based upon the relative number of students enrolled in various options.
Standard 302. CURRICULUM
(a) A law school shall require that each student receive substantial instruction in:
(1) the substantive law generally regarded as necessary to effective and responsible participation in the legal profession;
(2) legal analysis and reasoning, legal research, problem solving, and oral communication;
(3) writing in a legal context, including at least one rigorous writing experience in the first year and at least one additional rigorous writing experience after the first year;
(4) other professional skills generally regarded as necessary for effective and responsible participation in the legal profession; and
(5) the history, goals, structure, values, rules and responsibilities of the legal profession and its members.
(b) A law school shall offer substantial opportunities for:
(1) live-client or other real-life practice experiences, appropriately supervised and designed to encourage dedication by students on their experiences and on the values and responsibilities of the legal profession, and the development of one’s ability to assess his or her performance and level of competence;
(2) student participation in pro bono activities; and
(3) small group work through seminars, directed research, small classes, or collaborative work.
Interpretation 302-1 Factors to be considered in evaluating the rigor of writing instruction include: the number and nature of writing projects assigned to students; the opportunities a student has to meet with a writing instructor for purposes of individualized assessment of the student’s written products; the number of drafts that a student must produce of any writing project; and the form of assessment used by the writing instructor.
Interpretation 302-2 Each law school is encouraged to be creative in developing programs of instruction in professional skills related to the various responsibilities which lawyers are called upon to meet, using the strengths and resources available to the school. Trial and appellate advocacy, alternative methods of dispute resolution, counseling, interviewing, negotiating, problem solving, factual investigation, organization and management of legal work, and drafting are among the areas of instruction in professional skills that ful_ ll Standard 302 (a)(4).
Interpretation 302-3 A school may satisfy the requirement for substantial instruction in professional skills in various ways, including, for example, requiring students to take one or more courses having substantial professional skills components. To be “substantial,” instruction in professional skills must engage each student in skills performances that are assessed by the instructor.
V. Lesson Description
During the course of the first semester of Legal Research and Writing, the first year law students will prepare and present a digital representation of a hypothetical case along with the required formal written memorandum of law. In doing so, the students will utilize IRAC, beginning with the Issue(s)/Facts, then laying out the applicable Rule or Rules of law (both the statutory authority and the applicable caselaw), continuing with the Analysis of the application of the law/rules to the facts at hand, and then finally drawing a Conclusion supported by the application of the law/rules to the facts. During the course of the semester, students will create each step of the IRAC process in both formal written and informal digital storytelling along with journaling about their reactions to the hypothetical case. To prepare for the project, students will review the assigned readings, participate in discussions in class, meet individually with the staff for approval of the proposed project and provide draft versions of the projects to their peers and the staff for review prior to the final submission. Presentations will be evaluated during a criterion-based rubric.
VI. Technology Integration
Students will be provided a great deal of leeway on the types of technology utilized in preparing and presenting their final project. The use of wikis or Prezis are encouraged, but not required. The specific technology utilized for the project will be discussed with each student and staff will provide support based on each student’s desire. Special emphasis will be placed on the technology available in the typical courtroom, including projectors, PowerPoint, and video.
VII. Research Component
ABA Rules and Regulations: http://www.abanet.org/legaled/standards/2009-2010%20StandardsWebContent/Chapter3.pdf
Discussion of Legal Writing issues and recommendations from practitioners and academicians: http://www.abajournal.com/blawgs/topic/legal+research+and+writing/
Lesson Plans, in general: http://www.lessonplanspage.com/edulinks.html
Friday, November 20, 2009
Reflection #6 -- Creation of Rubric
When I enrolled in my first graduate class in the College of Education at UCF, I encountered rubrics for the first time as a student. I remember being astonished and excited about the fact that I knew what the teacher wanted from me! It was often a struggle in undergrad, but especially in law school, to discover what was expected and what was necessary to do in order to achieve success in the class. While I realize that the Socratic method utilized in law school was partially to blame and not necessarily my professors, I have long since realized that letting a student know what is required is not only helpful but almost necessary. I am hopeful, as a teacher, that I can lead my students in the ways that I wished I had been led as a student.
As I sat down to complete Module 12 and draft my own rubric, I was again astonished at how difficult it was. I realize that this is likely because it truly is my first time formulating and articulating what it is that I would want to see in the completed assignments.
So, I first began in Excel, trying to set up the fields and categories. Even though Excel is a program I’m rather comfortable with, I quickly discovered that I was making it more difficult than it needed to be! So, I went back to the textbook (particularly the discussions in Chapter 7 about assessments and the elements of effective assessments) and then Module 12 instructions and began pulling up the suggested websites. After looking through and evaluating the varying tools, I selected iRubric for my rubric. After several false starts and odd looking scores, I was able to modify my rubric to my satisfaction. The final product can be found here: Identification of ISSUES Rubric
It is certainly not as polished as many of the rubrics I’ve been given and it is my hope that practice makes perfect!!
As I sat down to complete Module 12 and draft my own rubric, I was again astonished at how difficult it was. I realize that this is likely because it truly is my first time formulating and articulating what it is that I would want to see in the completed assignments.
So, I first began in Excel, trying to set up the fields and categories. Even though Excel is a program I’m rather comfortable with, I quickly discovered that I was making it more difficult than it needed to be! So, I went back to the textbook (particularly the discussions in Chapter 7 about assessments and the elements of effective assessments) and then Module 12 instructions and began pulling up the suggested websites. After looking through and evaluating the varying tools, I selected iRubric for my rubric. After several false starts and odd looking scores, I was able to modify my rubric to my satisfaction. The final product can be found here: Identification of ISSUES Rubric
It is certainly not as polished as many of the rubrics I’ve been given and it is my hope that practice makes perfect!!
Monday, November 9, 2009
Reflection #5 -- Evaluation of Educational Technology
This week, we have been asked to reflect upon the evaluation of educational technology as a current or future classroom teacher. As many of you are very aware, I fall in the latter category and that has hampered my ability to relate, to a certain extent in this class, to the projects and my classmates. However, drawing on my own personal experiences both in the classroom as a learner and in the business world as a professional, I've been able to glean a few nuggets.
First of all, it is clear to me that technology can be a tremendous tool to any facilitator of learning at any level. Technology, when utilized properly allows teachers and learners to fully experience and engage in whatever subject is on the table. It also seems to me that technology can be a tool that allows less experienced teachers to become more successful and our textbook provides some practical ways to obtain and become familiar with available technology on page 394.
Secondly, it is important, when evaluating technology, to ensure that one has vetted it as much as possible. This "vetting" process could begin with getting input from other teachers and/or learners, but should also contain an examination of the directions, documentation/support, ability levels, assessment tools, and technical quality (adapted from the rubric on page 398 of the textbook). If one is utilize technology, then one must be as certain as possible that the technology itself does not interfere with learning and also properly facilitates learning.
Third, technology should be integrated into the curriculum as a whole and should not be the topic of the lessons (unless, of course, one is actually teaching the use of the technology, of course!). Part and parcel of the integration of technology into the curriculum is being able to properly assess both the learning and the effectiveness of the use of the selected technology within the curriculum. Depending on the age/grade level, it appears that technology can also be used as part of the assessment tools, giving the facilitator of learning a much better/clearer understanding of the successfulness of the tools themselves.
Finally, locating and utilizing the resources available to any teacher also seems to be a challenge for some and it has been helpful in this class to develop a list of helpful websites and programs that can be used for various functions within the classroom for my own future use.
First of all, it is clear to me that technology can be a tremendous tool to any facilitator of learning at any level. Technology, when utilized properly allows teachers and learners to fully experience and engage in whatever subject is on the table. It also seems to me that technology can be a tool that allows less experienced teachers to become more successful and our textbook provides some practical ways to obtain and become familiar with available technology on page 394.
Secondly, it is important, when evaluating technology, to ensure that one has vetted it as much as possible. This "vetting" process could begin with getting input from other teachers and/or learners, but should also contain an examination of the directions, documentation/support, ability levels, assessment tools, and technical quality (adapted from the rubric on page 398 of the textbook). If one is utilize technology, then one must be as certain as possible that the technology itself does not interfere with learning and also properly facilitates learning.
Third, technology should be integrated into the curriculum as a whole and should not be the topic of the lessons (unless, of course, one is actually teaching the use of the technology, of course!). Part and parcel of the integration of technology into the curriculum is being able to properly assess both the learning and the effectiveness of the use of the selected technology within the curriculum. Depending on the age/grade level, it appears that technology can also be used as part of the assessment tools, giving the facilitator of learning a much better/clearer understanding of the successfulness of the tools themselves.
Finally, locating and utilizing the resources available to any teacher also seems to be a challenge for some and it has been helpful in this class to develop a list of helpful websites and programs that can be used for various functions within the classroom for my own future use.
Friday, November 6, 2009
Fact Pattern
The Husband (54) and Wife (39) have been married for fourteen (14) years and have three (3) children, a girl age 16, two boys ages 12 and 9. Two weeks ago, after the daughter disclosed the Husband’s ongoing sexual abuse, the Wife discovered that the Husband has had several mistresses over the years and has recently set up the current mistress in an apartment of her own along with his new baby boy. During the marriage, the Husband has been the primary wage-earner throughout the marriage, building and managing a very successful closely held pharmaceutical company that was started by the Husband’s grandfather. The Wife hasn’t worked for the past ten (10) years, but it was her income as a successful real estate agent that put the Husband through undergraduate and graduate school both before the marriage and in the first few years. While the couple has been married, they have acquired numerous properties and various cars, boats, etc. The Husband has added to his extensive gun collection that began when he received several Civil War era muskets from his grandfather’s estate.
The Wife has come to you for representation and has provided you with her expired immigration paperwork along with as much financial information she can find, all twelve (12) boxes pilfered from the Husband’s office over the last several weeks.
The Wife has come to you for representation and has provided you with her expired immigration paperwork along with as much financial information she can find, all twelve (12) boxes pilfered from the Husband’s office over the last several weeks.
Your task: Analyze the legal aspects of the case and provide recommendations to the senior partner as to the contents of the Petition and potential pitfalls.
Wednesday, October 28, 2009
Module 9 -- Educational uses of a wiki
Until this class, I'd not heard of a wiki. I'm still not entirely sure that I understand the wiki page I've created or all of the uses, but there is a plethora of information available about wikis that I'm only just beginning to discover.
Take this NY Times article, for instance: http://bits.blogs.nytimes.com/2007/08/03/in-taipei-wikipedians-talk-of-fundraising-and-wikiwars/. Talks about gatherings of individuals who utilize wikis, most notably wikipedia, across the globe. Here's the information on the Wikimania gathering for 2009: http://wikimania2009.wikimedia.org/wiki/Main_Page.
I even found the originial wiki: http://c2.com/cgi/wiki and learned that wiki comes from the Hawaiian verbiage for "quick!"
Along the lines of digital storytelling and our discussions from this and past weeks, I found this youtube video instructing how to utilize a wiki to schedule a camping trip: http://www.youtube.com/watch?v=-dnL00TdmLY.
I can see the possibilities of utilizing a wiki for various applications, but am still unsure how to integrate this technology into the other platforms I already use and am familiar with!
Take this NY Times article, for instance: http://bits.blogs.nytimes.com/2007/08/03/in-taipei-wikipedians-talk-of-fundraising-and-wikiwars/. Talks about gatherings of individuals who utilize wikis, most notably wikipedia, across the globe. Here's the information on the Wikimania gathering for 2009: http://wikimania2009.wikimedia.org/wiki/Main_Page.
I even found the originial wiki: http://c2.com/cgi/wiki and learned that wiki comes from the Hawaiian verbiage for "quick!"
Along the lines of digital storytelling and our discussions from this and past weeks, I found this youtube video instructing how to utilize a wiki to schedule a camping trip: http://www.youtube.com/watch?v=-dnL00TdmLY.
I can see the possibilities of utilizing a wiki for various applications, but am still unsure how to integrate this technology into the other platforms I already use and am familiar with!
Thursday, October 22, 2009
Friday, October 9, 2009
Personal Learning Plan
• Add to my portfolio of educational ideas and resources to reflect on and access in the future when I have a classroom of my own. I have organized both a written folder that I maintain in my home office and also keep a database of useful tips and resources in an electronic form on my office computer for easy access. While my organizational style and methodology might not be most efficient or “cutting edge,” I find that it works for me when I need it!
• Update and maintain my database of useful webpages and resources for both future class work and for when I have a classroom of my own. Resources come from not only the assignments and personal research, but also the postings from classmates to the discussions and the blogs reflection pieces. I’ve set up my blog to follow the blogs of several classmates and have been enriched as a result by my classmates’ efforts.
• Become more comfortable with utilizing social networking sites such as Facebook and blogging in both my personal and professional lives. Putting information “out there” on the web has been a learning experience and continues to be a great tool not only for staying in touch with family, friends, and colleagues, but has also resulted in some unexpected events like Wendy Drexler commenting on my Module 3 discussion posting. Learning to not only post relevant ideas and issues, but to keep up with the dialogue seems to be an art that I’m still acquiring—it seems to me that the more comments posted by others is a good way of gauging the relevance and interest of the topic;
• Begin utilizing a wiki both for this class and perhaps in the future in a professional setting—there are so many ways in which it could be used, the challenge becomes how best to utilize it and when. Since returning to school, I’ve often used projects in the office for class assignments and vice versa. It has helped me to get in the mindset of passing on knowledge acquired and watching for knowledge to acquire!;
• Become more skilled in the use of rubrics. Throughout my experiences in undergrad and then in law school, I often found myself wondering what the professor was seeking in an assignment or project. After taking education classes, I have come to very much appreciate the use of rubrics and have incorporated rudimentary rubrics in my professional life with my staff. It has become very clear to me that a rubric is an excellent tool and I seek to learn more about how to incorporate it further.
• Update and maintain my database of useful webpages and resources for both future class work and for when I have a classroom of my own. Resources come from not only the assignments and personal research, but also the postings from classmates to the discussions and the blogs reflection pieces. I’ve set up my blog to follow the blogs of several classmates and have been enriched as a result by my classmates’ efforts.
• Become more comfortable with utilizing social networking sites such as Facebook and blogging in both my personal and professional lives. Putting information “out there” on the web has been a learning experience and continues to be a great tool not only for staying in touch with family, friends, and colleagues, but has also resulted in some unexpected events like Wendy Drexler commenting on my Module 3 discussion posting. Learning to not only post relevant ideas and issues, but to keep up with the dialogue seems to be an art that I’m still acquiring—it seems to me that the more comments posted by others is a good way of gauging the relevance and interest of the topic;
• Begin utilizing a wiki both for this class and perhaps in the future in a professional setting—there are so many ways in which it could be used, the challenge becomes how best to utilize it and when. Since returning to school, I’ve often used projects in the office for class assignments and vice versa. It has helped me to get in the mindset of passing on knowledge acquired and watching for knowledge to acquire!;
• Become more skilled in the use of rubrics. Throughout my experiences in undergrad and then in law school, I often found myself wondering what the professor was seeking in an assignment or project. After taking education classes, I have come to very much appreciate the use of rubrics and have incorporated rudimentary rubrics in my professional life with my staff. It has become very clear to me that a rubric is an excellent tool and I seek to learn more about how to incorporate it further.
Updated Profile!
I've updated my profile on this blog and added to my Google Profile, whch you can access here!
Sunday, October 4, 2009
Module 6 Reflections on Online Identities
Establishing an online identity was not something that professors talked about in undergrad or in law school, but one of the first questions I received upon my entering my first job as an attorney was what I wanted in my website profile along with when my picture was to be taken. I was entirely unprepared for establishing or maintaining an online presence as a professional and the last seven years have been quite a learning experience as a result. In that time, I have quickly realized that being consistent and having something of substance to say are good, but having a great picture and knowing what sites to include in one's repertoire is also significant. I've recently incorporated Facebook (both personally and through our firm’s page) and other social networking platforms to stay in touch with colleagues and family alike. In short, the journey has been a learning experience overall and one that is continuing and ever evolving.
In 2006, I decided to go back to school and experienced online learning again. It hasn't been that long since I was in school, but all of my classes in undergrad and all but one in law school were in person. It is interesting to note that I took the first online class that my law school attempted. I am also pleased to report that my law school now has entire courses of study online, but that is a story for another day. At present, I am taking a class on integrating technology into the classroom (EME5050), which is the one of the required classes for my Master's degree in Curriculum & Instruction. Since I'm not teaching in a classroom at the moment, I've had to utilize my imagination during the majority of the class, which has been an adventure. I have been particularly intrigued with how much technology has changed since I was in high school, not so long ago. A notable example appears on page 189 of our textbook, referenced below, which talks about the use of blogs within the classroom.
However, Module 6, which deals with establishing a professional online identity, is something I've actually had some experience with! The Florida Bar both requires and allows attorneys to provide information to the general public via their website—by that I mean there are elements of one’s profile that are required and those that are voluntary.
You can see my profile here: http://www.floridabar.org/names.nsf/0/277C344355A3B3F185256CBF005B8A45?OpenDocument.
Ironically enough, since so much information is already readily available to the public as a whole because of my profession, this has helped me be more comfortable with allowing personal information to be available online in general. My more recent experiences with Facebook and blogging have led me to be more cautious and I make a habit of Googling myself regularly to see what is available in the "cloud" under my name. As Daniel Solove, in his book The Future of Reputation, Gossip, Rumor, and Privacy on the Internet, clearly illustrates, the Internet is a quickly changing environment. This double edged sword can result in reputations made and also destroyed with rapid and devastating consequences. With this in mind, my firm, The Marks Law Firm, P.A., (http://www.markslawfla.com/) has made a point of publishing the goods news about what we’re all up to through electronic newsletters, regular Facebook postings, and our website.
It seems to me, at this point in my journey, the best defense is a good offense. I plan to keep up with the blogging, newsletters, updates to the website, and whatever else we dream up next.
Citations:
Shelly, Cashman, Gunter, and Gunter. Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom, 5th Ed., Course Technology - Thompson Publishing (2008). ISBN: 1423911806.
Solove, D. (2007). The Future of Reputation, Gossip, Rumor, and Privacy on the Internet. New Haven and London: Yale University Press.
In 2006, I decided to go back to school and experienced online learning again. It hasn't been that long since I was in school, but all of my classes in undergrad and all but one in law school were in person. It is interesting to note that I took the first online class that my law school attempted. I am also pleased to report that my law school now has entire courses of study online, but that is a story for another day. At present, I am taking a class on integrating technology into the classroom (EME5050), which is the one of the required classes for my Master's degree in Curriculum & Instruction. Since I'm not teaching in a classroom at the moment, I've had to utilize my imagination during the majority of the class, which has been an adventure. I have been particularly intrigued with how much technology has changed since I was in high school, not so long ago. A notable example appears on page 189 of our textbook, referenced below, which talks about the use of blogs within the classroom.
However, Module 6, which deals with establishing a professional online identity, is something I've actually had some experience with! The Florida Bar both requires and allows attorneys to provide information to the general public via their website—by that I mean there are elements of one’s profile that are required and those that are voluntary.
You can see my profile here: http://www.floridabar.org/names.nsf/0/277C344355A3B3F185256CBF005B8A45?OpenDocument.
Ironically enough, since so much information is already readily available to the public as a whole because of my profession, this has helped me be more comfortable with allowing personal information to be available online in general. My more recent experiences with Facebook and blogging have led me to be more cautious and I make a habit of Googling myself regularly to see what is available in the "cloud" under my name. As Daniel Solove, in his book The Future of Reputation, Gossip, Rumor, and Privacy on the Internet, clearly illustrates, the Internet is a quickly changing environment. This double edged sword can result in reputations made and also destroyed with rapid and devastating consequences. With this in mind, my firm, The Marks Law Firm, P.A., (http://www.markslawfla.com/) has made a point of publishing the goods news about what we’re all up to through electronic newsletters, regular Facebook postings, and our website.
It seems to me, at this point in my journey, the best defense is a good offense. I plan to keep up with the blogging, newsletters, updates to the website, and whatever else we dream up next.
Citations:
Shelly, Cashman, Gunter, and Gunter. Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom, 5th Ed., Course Technology - Thompson Publishing (2008). ISBN: 1423911806.
Solove, D. (2007). The Future of Reputation, Gossip, Rumor, and Privacy on the Internet. New Haven and London: Yale University Press.
Monday, September 28, 2009
Module 5 Discussion Posting
1. Share your thoughts on the role of productivity tools in the classroom, and include your thoughts on the pros/cons of proprietary v. open source v. web-based options for use with and by students.
Since I’m not actually in the classroom as of yet, I don’t have personal knowledge as to the role of productivity tools in the classroom, but I utilize each of the programs in the Microsoft Office Suite in my professional life and can readily see the applicability to the classroom. Since proprietary web-based options are more costly, I can see that the use would be need to be judicious; however, there are benefits to proprietary options such as troubleshooting, training, and support that would not be present in open source options.
In reading through the textbook, I was amazed to see how many programs are available—I’m also very interested in hearing about what others in the class are using right now!! It appears to me that the most important thing in choosing a program is ease of use, which would likely be different for different people and disciplines. I found that CNet.com (referenced on page 157 of our textbook) was a comprehensive place to locate information on available tools.
2. Provide your reaction to performing the assigned spreadsheet tasks (e.g., How difficult was this? Do you think you'll ever use these spreadsheet skills again?).
Since I’m used to utilizing Excel almost daily, I didn’t find it difficult, but since I’m not in a classroom, I utilized a project I’m working on right now to create the data for the assignment. I anticipate that I will continue utilizing spreadsheets regularly!
3. Share the resource(s) that you found most helpful in learning how to perform any unfamiliar tasks.
When performing unfamiliar tasks in any program, I tend to look to the help feature first, if there is one. Next, I turn to knowledgeable “tech” people around me and/or postings online about the program. I’ve found quite a few answers on bulletin boards online I located through Google and my IT guy has admitted to me that he often finds answers that way as well.
Since I’m not actually in the classroom as of yet, I don’t have personal knowledge as to the role of productivity tools in the classroom, but I utilize each of the programs in the Microsoft Office Suite in my professional life and can readily see the applicability to the classroom. Since proprietary web-based options are more costly, I can see that the use would be need to be judicious; however, there are benefits to proprietary options such as troubleshooting, training, and support that would not be present in open source options.
In reading through the textbook, I was amazed to see how many programs are available—I’m also very interested in hearing about what others in the class are using right now!! It appears to me that the most important thing in choosing a program is ease of use, which would likely be different for different people and disciplines. I found that CNet.com (referenced on page 157 of our textbook) was a comprehensive place to locate information on available tools.
2. Provide your reaction to performing the assigned spreadsheet tasks (e.g., How difficult was this? Do you think you'll ever use these spreadsheet skills again?).
Since I’m used to utilizing Excel almost daily, I didn’t find it difficult, but since I’m not in a classroom, I utilized a project I’m working on right now to create the data for the assignment. I anticipate that I will continue utilizing spreadsheets regularly!
3. Share the resource(s) that you found most helpful in learning how to perform any unfamiliar tasks.
When performing unfamiliar tasks in any program, I tend to look to the help feature first, if there is one. Next, I turn to knowledgeable “tech” people around me and/or postings online about the program. I’ve found quite a few answers on bulletin boards online I located through Google and my IT guy has admitted to me that he often finds answers that way as well.
Sunday, September 20, 2009
Module 4 Discussion Posting
“Is it more unethical to allow threats to students/schools (i.e., protecting students from objectionable content; protecting schools/personnel from security threats; protecting network bandwidth from "hogs"; etc.) or to deny students/teachers access to instructionally-relevant Web-based tools and content?
Issue: To block or not to block educational/instructionally relevant Web-based tools and content. A secondary question that becomes quite relevant is the identity of the individual making the decision about blocking portion of the Internet—it would be my assumption that more than one person would have input, but that an administrator, perhaps with the assistance of a risk manager and/or legal counsel would likely be making the final decision rather than an educator in the classroom.
Applicable Rules: Common law doctrine known as in loco parentis (“in place of a parent”), which defines the rights of students while at school in the United States. This commonly adhered to belief system establishes the school’s authority over students literally standing in for their parents while the student is at school. This boundary or parameter, upheld time and time again by the Appellate Courts, puts schools as entities and their employees as individuals in the position of needing to ensure the safety and well-being of minors and proscribes penalties for the failure to do so.
“Computer Ethics for Educators,” as described in Figure 8-20 on page 484 of the textbook outlines the general guidelines that teachers must follow; however, teachers are also held to the standards of abuse and neglect as described in Florida Statutes Chapter 39, which involve the exposure of minors to detrimental material online, along with the Children’s Internet Protection Act, as described in the textbook on page 492.
Analysis: Courts have struggled since the foundation of this country to balance the issues of safety and privacy. This struggle is especially poignant when children are involved. In attempting to arrive at a place where children are safe, privacy and access to the outside world have been sacrificed. My Juvenile Public Defendant colleagues continue to protest the intrusion of the government into children’s lives, contending that children should not be treated differently than their adult counterparts when it comes to the privacy and ability to choose their path, but that has not been the reality.
Recent comments by iKeepSafe President, Marsali Hancock, reveal that students and adults look at the issue from very different perspectives. See her comments and the blog begun by a high school student on Education.com here: http://ikeepsafe.blogspot.com/2009/09/educationcom-should-schools-ban-or.html.
These (and other readily available) comments demonstrate that there are those who contend for a happy medium—access to Web-based educational and instructional sites under the careful supervision of teachers. Yet, if this is to be so, time and effort and careful attention are required.
Dr. Sampson, a researcher at Florida State University, updated his 2002 article entitled “Quality and Ethics in Internet-Based Guidance” in 2006, stating that “Maintaining quality and ethics in Internet-based guidance applications is the shared responsibility of funding agents, policy makers, developers, practitioners, users, and researchers and evaluators.” His article, among others, demonstrates that if we are to be successful in presenting Web based learning to children, each part of the process must be at the table.
Conclusion: Until there is a viable method of ensuring the safety and well-being of students in place, it is far better to shield students from the potential exposure to inappropriate web-content. Having said that, the benefits of Web-based educational/instructional content can be so valuable that working towards the methodology of utilizing it safely in the classroom is a worthwhile endeavor.
Citations:
Hancock, M. (2009). Education.com: Should Schools Ban or Restrict Internet Use by Students Because Some Mis-use it?. Retrieved from http://ikeepsafe.blogspot.com/2009/09/educationcom-should-schools-ban-or.html on September 20, 2009.
Sampson, J. P. (2002) Quality and Ethics in Internet-Based Guidance. International Journal for Educational and Vocational Guidance, Volume 2, Number 3, pgs. 157-171. Revised version was published online in August 2006 with corrections to the Cover Date, DOI: 10.1023/A:1020665316813.
Shelly, Cashman, Gunter, and Gunter. Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom, 5th Ed., Course Technology - Thompson Publishing (2008). ISBN: 1423911806
Issue: To block or not to block educational/instructionally relevant Web-based tools and content. A secondary question that becomes quite relevant is the identity of the individual making the decision about blocking portion of the Internet—it would be my assumption that more than one person would have input, but that an administrator, perhaps with the assistance of a risk manager and/or legal counsel would likely be making the final decision rather than an educator in the classroom.
Applicable Rules: Common law doctrine known as in loco parentis (“in place of a parent”), which defines the rights of students while at school in the United States. This commonly adhered to belief system establishes the school’s authority over students literally standing in for their parents while the student is at school. This boundary or parameter, upheld time and time again by the Appellate Courts, puts schools as entities and their employees as individuals in the position of needing to ensure the safety and well-being of minors and proscribes penalties for the failure to do so.
“Computer Ethics for Educators,” as described in Figure 8-20 on page 484 of the textbook outlines the general guidelines that teachers must follow; however, teachers are also held to the standards of abuse and neglect as described in Florida Statutes Chapter 39, which involve the exposure of minors to detrimental material online, along with the Children’s Internet Protection Act, as described in the textbook on page 492.
Analysis: Courts have struggled since the foundation of this country to balance the issues of safety and privacy. This struggle is especially poignant when children are involved. In attempting to arrive at a place where children are safe, privacy and access to the outside world have been sacrificed. My Juvenile Public Defendant colleagues continue to protest the intrusion of the government into children’s lives, contending that children should not be treated differently than their adult counterparts when it comes to the privacy and ability to choose their path, but that has not been the reality.
Recent comments by iKeepSafe President, Marsali Hancock, reveal that students and adults look at the issue from very different perspectives. See her comments and the blog begun by a high school student on Education.com here: http://ikeepsafe.blogspot.com/2009/09/educationcom-should-schools-ban-or.html.
These (and other readily available) comments demonstrate that there are those who contend for a happy medium—access to Web-based educational and instructional sites under the careful supervision of teachers. Yet, if this is to be so, time and effort and careful attention are required.
Dr. Sampson, a researcher at Florida State University, updated his 2002 article entitled “Quality and Ethics in Internet-Based Guidance” in 2006, stating that “Maintaining quality and ethics in Internet-based guidance applications is the shared responsibility of funding agents, policy makers, developers, practitioners, users, and researchers and evaluators.” His article, among others, demonstrates that if we are to be successful in presenting Web based learning to children, each part of the process must be at the table.
Conclusion: Until there is a viable method of ensuring the safety and well-being of students in place, it is far better to shield students from the potential exposure to inappropriate web-content. Having said that, the benefits of Web-based educational/instructional content can be so valuable that working towards the methodology of utilizing it safely in the classroom is a worthwhile endeavor.
Citations:
Hancock, M. (2009). Education.com: Should Schools Ban or Restrict Internet Use by Students Because Some Mis-use it?. Retrieved from http://ikeepsafe.blogspot.com/2009/09/educationcom-should-schools-ban-or.html on September 20, 2009.
Sampson, J. P. (2002) Quality and Ethics in Internet-Based Guidance. International Journal for Educational and Vocational Guidance, Volume 2, Number 3, pgs. 157-171. Revised version was published online in August 2006 with corrections to the Cover Date, DOI: 10.1023/A:1020665316813.
Shelly, Cashman, Gunter, and Gunter. Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom, 5th Ed., Course Technology - Thompson Publishing (2008). ISBN: 1423911806
Sunday, September 13, 2009
Module 3 Discussion Posting
http://www.youtube.com/watch?v=XwM4ieFOotA target=
1. Share your initial reaction to the networked student concept—My initial thought is that this model is an ideal and would only work with self-motivated students at higher levels of education. It has been my unfortunate experience in my professional life as well as my graduate studies at UCF that the majority of people/students are lazy, seeking to get the grade rather that truly learning and integrating new ideas into their daily lives. Secondarily, being a very rule oriented person myself and always craving specificity and predictability, I have to say that a class as described in the utube video is actually quite scary! To be student or a teacher under that model requires more and takes one beyond the “traditional” rote learning into something else, something less measurable and defined.
2. Note any personal experiences you have with the concepts and the technologies in the video—I can recall several seminar-type classes I took in my undergraduate career through the Honors College that tended towards the type of learning described in the video. The classes required a creativity and depth of introspection by students and teachers alike that were incredibly stretching for me as a student and as a person. However, looking back on those classes, I can definitively say that I remember the life-lessons I learned in those classes far more than any other class I’ve taken (and I’ve taken quite a few classes before and after those seminars!!) and recall the impact those professors made on me personally far more than any of the “substantive” classes I took.
3. Tell us how comfortable you would be in the role of the teacher in the video—I would quite anxious to be that teacher! I’ve been cast in the “teacher” role in my professional life and there is always much more definition and hierarchy involved. I am comfortable within that defined role and the clear parameters of instruction and goal orientation. However, based on my experiences in the past, I can also see the tremendous benefits to the type of consultant role described in the video, where the teachers learn just as much as the students. I’d like to say that if I’m given the opportunity, I would be open to being that facilitator.
4. Note the biggest challenge you see in making Drexler's vision a reality everywhere (based on your readings and your personal experiences)—From a practical perspective, the great technology described in the textbook is simply not available to everyone. Yes, many schools are as networked as the Chapter describes and many students have access to the technology to allow them to become networked with other students. However, that is not so universal, even in this day and age, to assume that all students will have the same opportunities at their fingertips. I think this is the first challenge. I think the second major challenge, based on my own experiences, would be that students are often lazy and motivating them to find the value in the experience as well as obtaining the grade for the class would not be an easy task!
5. Identify one small step that you as a classroom teacher can make toward this vision—since I’m not already teaching, this one is difficult to answer!! I think that the major challenge I have in general is trusting others. My tendency is towards control and micro-managing because I am responsible for the outcome. The ideas put forth in the video for this module is leaning towards a community of trust, mutual respect, and mutual growth. It would be my thought that as a matter of personal growth, I can learn and grow in my comfort level with trusting others to take ownership of their own learning process and to stay within a role of facilitation and mentoring.
Abigail
1. Share your initial reaction to the networked student concept—My initial thought is that this model is an ideal and would only work with self-motivated students at higher levels of education. It has been my unfortunate experience in my professional life as well as my graduate studies at UCF that the majority of people/students are lazy, seeking to get the grade rather that truly learning and integrating new ideas into their daily lives. Secondarily, being a very rule oriented person myself and always craving specificity and predictability, I have to say that a class as described in the utube video is actually quite scary! To be student or a teacher under that model requires more and takes one beyond the “traditional” rote learning into something else, something less measurable and defined.
2. Note any personal experiences you have with the concepts and the technologies in the video—I can recall several seminar-type classes I took in my undergraduate career through the Honors College that tended towards the type of learning described in the video. The classes required a creativity and depth of introspection by students and teachers alike that were incredibly stretching for me as a student and as a person. However, looking back on those classes, I can definitively say that I remember the life-lessons I learned in those classes far more than any other class I’ve taken (and I’ve taken quite a few classes before and after those seminars!!) and recall the impact those professors made on me personally far more than any of the “substantive” classes I took.
3. Tell us how comfortable you would be in the role of the teacher in the video—I would quite anxious to be that teacher! I’ve been cast in the “teacher” role in my professional life and there is always much more definition and hierarchy involved. I am comfortable within that defined role and the clear parameters of instruction and goal orientation. However, based on my experiences in the past, I can also see the tremendous benefits to the type of consultant role described in the video, where the teachers learn just as much as the students. I’d like to say that if I’m given the opportunity, I would be open to being that facilitator.
4. Note the biggest challenge you see in making Drexler's vision a reality everywhere (based on your readings and your personal experiences)—From a practical perspective, the great technology described in the textbook is simply not available to everyone. Yes, many schools are as networked as the Chapter describes and many students have access to the technology to allow them to become networked with other students. However, that is not so universal, even in this day and age, to assume that all students will have the same opportunities at their fingertips. I think this is the first challenge. I think the second major challenge, based on my own experiences, would be that students are often lazy and motivating them to find the value in the experience as well as obtaining the grade for the class would not be an easy task!
5. Identify one small step that you as a classroom teacher can make toward this vision—since I’m not already teaching, this one is difficult to answer!! I think that the major challenge I have in general is trusting others. My tendency is towards control and micro-managing because I am responsible for the outcome. The ideas put forth in the video for this module is leaning towards a community of trust, mutual respect, and mutual growth. It would be my thought that as a matter of personal growth, I can learn and grow in my comfort level with trusting others to take ownership of their own learning process and to stay within a role of facilitation and mentoring.
Abigail
Thursday, September 10, 2009
Module 2 Reflection
Sometimes it is hard to imagine not using the Internet every day for substantive research as well as entertainment. My typical day is intermixed with legal research on Lexis-Nexis (haven’t actually research from a book since the first year of law school!) and monitoring Facebook postings by family and colleagues alike. Learning to differentiate between less popular or vetted websites, however, can often be a daunting task!
In preparation for addressing and reflecting on the assignment for Module 2, I accessed the website for the textbook and each of the websites listed in the textbook reading. In accessing the websites listed for this week’s assignment, I tried to look at them through the eyes of someone searching for some vital piece of information – a phone number perhaps, or a course listing. I found, as I suspected, that some sites are more user-friendly than others. I determined to bookmark each of the sites that interested me and re-organized the folders in my Favorites to trigger my memory for various topics – this seems to work best for me since I understand how it works! In doing so, I found several sites that I’d saved from other courses and it gave me the opportunity to organize more and search further.
As I am not currently teaching and wasn’t familiar with the way that Districts are drawn in Florida, I began looking for the website for “my” District. I located www.ocps.net and was quickly able to enter my address and find an overwhelming amount of schools nearby! It was a little frustrating that there weren’t direct links to the school’s websites directly from the list I located and I found myself struggling to locate the information I’d set out to find, “in character” as a new mom researching local schools for my 1st grader. The resources I eventually located did provide me the information I was “looking” for and, after surfing the site further, I located contact information, statistics, articles, etc., that would be helpful for teachers, students, and parents alike, but it took more work than I would have liked. At the end of the day, I would give the site a thumbs up for thoroughness of coverage, but a thumbs down for design and facilitation, a thumbs up for modeling and promoting digital age learning/citizenship, etc., but a thumbs down for professional leadership.
Due to some legal cases and other class assignments I’ve completed during my studies, I have been quite familiar with Florida’s Department of Education website located at http://www.fldoe.org/ and am able to navigate it with some ease. I realized after looking through the new posts and changes to the website since I last accessed it that some of my frustration with the Orange County website probably stemmed from my lack of familiarity – not only am I not a teacher at the moment, I also am not a mom yet, so I haven’t had to enroll any children in real life! I am, however, quite familiar with statutory authority and the “interpretations” of court rulings and I found myself relaxing some with the familiar language. The site has a perspective (yes, a bias) towards promotion of education and the efforts of Florida educators – I would say that the front page was nothing but “cheerleading,” something much needed at this point from what I hear. The site itself is tastefully and professional designed with easy to locate buttons and explanations for how to locate needed information. In looking at other state’s websites, I found Florida’s to be comparable in the depth and breadth of information, but certainly not the most creative – I have to say Ohio’s was much better (http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDefaultPage.aspx?page=1) and not just because that’s where I went to high school!
From a researcher’s perspective, I would give the Department of Education’s site a thumbs up in facilitating learning, developing digital-age learning experiences, modeling digital age work and learning, promoting model digital citizenship and responsibility and engaging in professional growth/leadership. I wonder how much of these conclusions are in light of my own unique perspective and the fact that I’m not actually in the classroom, but viewing education much more from an academic perspective? I’ve also been accused of “thinking like a lawyer,” and I would count myself most often guilty of analyzing each piece of information I receive without rest. Regardless, the website accomplishes what it sets out to do and I would count it among my favorites for purposes of the assignment.
I next turned to UCF’s main page (www.ucf.edu). It has been quite a while since I wandered through the site since I’m so infrequently on campus and I found myself waxing nostalgic a bit from my undergraduate days. While I would admit to some bias myself towards UCF, I would suggest that the website does a fair job of meeting each of the ISTE NETS Standards for both students and teachers. However, I cannot count the site among my favorites.
In addition to the Department of Education site I listed above, the National Association for Multicultural Education (http://www.nameorg.org/) is a favorite. The colors and aesthetic organization of the website is both playful and useful. The information shared throughout the pages are informative and inspirational. An individual from varying perspectives can locate information pertinent to varying perspectives and the contact information is clearly labeled along with links to varying chapters and other associated organizations. Since my Husband and I come from differing cultural backgrounds (I’m a Midwestern and he’s originally from Jamaica), I must also admit to a certain amount of bias towards this topic as I find myself increasingly interested in the affect on children coming from multicultural households. I would give the website an enthusiastic thumbs up for facilitating and inspiring learning, creativity, and awareness, in the design and development of digital age experiences, in modeling digital-age learning, in promoting digital citizenship and responsibility and engaging in professional growth and leadership. In short, I think the site accomplishes its goals with a little flair.
While working on this assignment this week, I found myself paying more attention to the content and design of various websites. In slowing down and not just focusing on the information I needed from the site, I noticed more of the details, the packaging. The wide variety of web sources listed on pages 110-134 reminded me of how many different resources are available when just about any need arises. This review reminds me just how careful we all need to be – just Google yourself and see what comes up!
In preparation for addressing and reflecting on the assignment for Module 2, I accessed the website for the textbook and each of the websites listed in the textbook reading. In accessing the websites listed for this week’s assignment, I tried to look at them through the eyes of someone searching for some vital piece of information – a phone number perhaps, or a course listing. I found, as I suspected, that some sites are more user-friendly than others. I determined to bookmark each of the sites that interested me and re-organized the folders in my Favorites to trigger my memory for various topics – this seems to work best for me since I understand how it works! In doing so, I found several sites that I’d saved from other courses and it gave me the opportunity to organize more and search further.
As I am not currently teaching and wasn’t familiar with the way that Districts are drawn in Florida, I began looking for the website for “my” District. I located www.ocps.net and was quickly able to enter my address and find an overwhelming amount of schools nearby! It was a little frustrating that there weren’t direct links to the school’s websites directly from the list I located and I found myself struggling to locate the information I’d set out to find, “in character” as a new mom researching local schools for my 1st grader. The resources I eventually located did provide me the information I was “looking” for and, after surfing the site further, I located contact information, statistics, articles, etc., that would be helpful for teachers, students, and parents alike, but it took more work than I would have liked. At the end of the day, I would give the site a thumbs up for thoroughness of coverage, but a thumbs down for design and facilitation, a thumbs up for modeling and promoting digital age learning/citizenship, etc., but a thumbs down for professional leadership.
Due to some legal cases and other class assignments I’ve completed during my studies, I have been quite familiar with Florida’s Department of Education website located at http://www.fldoe.org/ and am able to navigate it with some ease. I realized after looking through the new posts and changes to the website since I last accessed it that some of my frustration with the Orange County website probably stemmed from my lack of familiarity – not only am I not a teacher at the moment, I also am not a mom yet, so I haven’t had to enroll any children in real life! I am, however, quite familiar with statutory authority and the “interpretations” of court rulings and I found myself relaxing some with the familiar language. The site has a perspective (yes, a bias) towards promotion of education and the efforts of Florida educators – I would say that the front page was nothing but “cheerleading,” something much needed at this point from what I hear. The site itself is tastefully and professional designed with easy to locate buttons and explanations for how to locate needed information. In looking at other state’s websites, I found Florida’s to be comparable in the depth and breadth of information, but certainly not the most creative – I have to say Ohio’s was much better (http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDefaultPage.aspx?page=1) and not just because that’s where I went to high school!
From a researcher’s perspective, I would give the Department of Education’s site a thumbs up in facilitating learning, developing digital-age learning experiences, modeling digital age work and learning, promoting model digital citizenship and responsibility and engaging in professional growth/leadership. I wonder how much of these conclusions are in light of my own unique perspective and the fact that I’m not actually in the classroom, but viewing education much more from an academic perspective? I’ve also been accused of “thinking like a lawyer,” and I would count myself most often guilty of analyzing each piece of information I receive without rest. Regardless, the website accomplishes what it sets out to do and I would count it among my favorites for purposes of the assignment.
I next turned to UCF’s main page (www.ucf.edu). It has been quite a while since I wandered through the site since I’m so infrequently on campus and I found myself waxing nostalgic a bit from my undergraduate days. While I would admit to some bias myself towards UCF, I would suggest that the website does a fair job of meeting each of the ISTE NETS Standards for both students and teachers. However, I cannot count the site among my favorites.
In addition to the Department of Education site I listed above, the National Association for Multicultural Education (http://www.nameorg.org/) is a favorite. The colors and aesthetic organization of the website is both playful and useful. The information shared throughout the pages are informative and inspirational. An individual from varying perspectives can locate information pertinent to varying perspectives and the contact information is clearly labeled along with links to varying chapters and other associated organizations. Since my Husband and I come from differing cultural backgrounds (I’m a Midwestern and he’s originally from Jamaica), I must also admit to a certain amount of bias towards this topic as I find myself increasingly interested in the affect on children coming from multicultural households. I would give the website an enthusiastic thumbs up for facilitating and inspiring learning, creativity, and awareness, in the design and development of digital age experiences, in modeling digital-age learning, in promoting digital citizenship and responsibility and engaging in professional growth and leadership. In short, I think the site accomplishes its goals with a little flair.
While working on this assignment this week, I found myself paying more attention to the content and design of various websites. In slowing down and not just focusing on the information I needed from the site, I noticed more of the details, the packaging. The wide variety of web sources listed on pages 110-134 reminded me of how many different resources are available when just about any need arises. This review reminds me just how careful we all need to be – just Google yourself and see what comes up!
Tuesday, September 1, 2009
Module 1 Discussion Posting
Taking in conjunction the question: “Are we doing what is best for our students, or are we doing what is most convenient for us?” and Karl Fisch’s video, Did You Know, I have to wonder whether any one individual can truly keep up, can truly prepare any other human being for what that other, younger, human being might encounter. It seems that technology and “advancements” move at such an alarming rate that any attempts to stay current could be quite futile. How can anyone know what is to come? Isn’t the point of the video that the future is quite certainly unknowable? How can anyone avoid being depressed by the enormity of the issue?!
And then I think of the student I was. Everything was brand new. Knowledge and understanding were mysteries to unlock. Some things were interesting. Some things were just inconsequential. Adults were often incomprehensible, but some served as guides. Those that tried to force knowledge or ways of thinking were discarded, those who enticed were noticed.
I believe, for an adult, for any leader, who hopes to impart wisdom and understanding to a learner, convenience must be set aside in favor of enticement, comfort must be replaced by preparation, and a love of knowledge itself must be bestowed. However, in an age where big business has gone to school and results are rewarded far more than the process, teachers have had to become assembly workers. When a teacher is forced to choose between a certainty of a contract renewal and whether to pass a student, there is a serious problem. Is the teacher then choosing the more convenient route or does that teacher have to make a choice as to his/her survival? Is it really that simple?
Granted, I’ve not experienced this problem myself since I am not actually teaching, but I have heard enough horror stories to know that things are not great. Teachers across disciplines and grade levels are being forced to set aside their professional opinions in favor of teaching to a high stakes test that creates ulcers in children as young as five (5) years old. Where is the convenience in that?
Yet, what is the solution? Is the public school system in danger of being privatized as so many other government services have become? Is that actually a bad thing? Isn’t a little competition good for everyone? I do not know the answers to these questions, but I do know that to impart a thirst for knowledge is one of the highest goals a teacher can strive for and that is not a measurable task.
And then I think of the student I was. Everything was brand new. Knowledge and understanding were mysteries to unlock. Some things were interesting. Some things were just inconsequential. Adults were often incomprehensible, but some served as guides. Those that tried to force knowledge or ways of thinking were discarded, those who enticed were noticed.
I believe, for an adult, for any leader, who hopes to impart wisdom and understanding to a learner, convenience must be set aside in favor of enticement, comfort must be replaced by preparation, and a love of knowledge itself must be bestowed. However, in an age where big business has gone to school and results are rewarded far more than the process, teachers have had to become assembly workers. When a teacher is forced to choose between a certainty of a contract renewal and whether to pass a student, there is a serious problem. Is the teacher then choosing the more convenient route or does that teacher have to make a choice as to his/her survival? Is it really that simple?
Granted, I’ve not experienced this problem myself since I am not actually teaching, but I have heard enough horror stories to know that things are not great. Teachers across disciplines and grade levels are being forced to set aside their professional opinions in favor of teaching to a high stakes test that creates ulcers in children as young as five (5) years old. Where is the convenience in that?
Yet, what is the solution? Is the public school system in danger of being privatized as so many other government services have become? Is that actually a bad thing? Isn’t a little competition good for everyone? I do not know the answers to these questions, but I do know that to impart a thirst for knowledge is one of the highest goals a teacher can strive for and that is not a measurable task.
Tuesday, August 25, 2009
Introductions and Getting Started
Good afternoon! My name is Abigail Johnston and I've “returned” to UCF for my Masters in Curriculum and Instruction – since I take one class at a time, it is taking me a little while to finish up. The vast majority of the classes I’ve taken (including this one) are online, so that has been my first hand experience with learning via technology. I graduated the first time from UCF in 1999 with my BA in English (Literature concentration) and had no classes online. After graduation, I moved to Virginia Beach, Virginia and graduated from Regent University's School of Law in 2002 with my JD. I was actually enrolled in the very first online class during law school. I've been actively practicing law in Orlando since 2002 and currently focus on Family Law/Domestic Relations. While many people, including my husband, wonder why I'm back in school, it is often a much needed break from the stress and angst I deal with in my daily practice.
I utilize technology a great deal in my personal and professional lives. I’ve recently acquired a Blackberry (a/k/a Crackberry) and find myself enjoying Facebook and other social networking platforms. In my job, I utilize email a great deal for training purposes for my staff and for communicating with the Court and with clients. We have nearly become a paperless office – at least we’re trying! I find myself often wondering how I managed without cell phones and e-mail, etc.
I would prefer to be addressed as Abigail in communications for class. I am looking forward to trying new things (the blog, for instance) and getting to know each of you!
I utilize technology a great deal in my personal and professional lives. I’ve recently acquired a Blackberry (a/k/a Crackberry) and find myself enjoying Facebook and other social networking platforms. In my job, I utilize email a great deal for training purposes for my staff and for communicating with the Court and with clients. We have nearly become a paperless office – at least we’re trying! I find myself often wondering how I managed without cell phones and e-mail, etc.
I would prefer to be addressed as Abigail in communications for class. I am looking forward to trying new things (the blog, for instance) and getting to know each of you!
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