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.
Monday, September 28, 2009
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.
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