May 6, 2007
The second half of the long article! :o)
The fifth skill described was multi-tasking which does seem to be ever more essential in our fast paced world. I agree that multi-tasking is at times an efficient way to accomplish many tasks, but I think that when tasks are completed this way less attention is given to each task, which may or may not matter. For example driving, eating lunch and talking on a cell phone is indeed multi-tasking but it puts the driver at a much higher risk (four times more likely) of being in an accident. Yet a school secretary who is able to greet a parent, get ice for an injured first grader, and hand a teacher the correct form he is looking for all in less than a minute is multi-tasking in a positive (and necessary) way.
My best friend in college is a master multi-tasker, and while I was always impressed at her ability to accomplish many tasks there were times when I wished she could stop everything else she was doing and focus entirely on our conversation. Multi-tasking is an essential skill, yet it should not completely take over the areas of our life where concentrated attention and reflection are needed.
Distributed Cognition comes from the viewpoint that devices such as spell checkers, spreadsheets and calculators work together with natural human abilities to create intelligence, instead of being seen as “cheating” or the “easy way”. One thing that is a bit frustrating to me about this article is that the classroom application ideas are almost all geared toward upper elementary/middle and high school students. I think the ideas sound interesting, I just wish there were more at the primary level so that I could picture what exactly I can do as a Kindergarten teacher to help teach these skills.
My first thought regarding Collective Intelligence was that individuality would become lost in the merging of minds, reminding me of Star Trek’s “Blog”, and their refrain “Resistance is futile.” Especially after reading the posting from a member of Cloudmakers that said: “The 7500+ people in this group…we are all one. We have made manifest the idea of an unbelievably intricate intelligence. We are one mind, one voice…made of 7500+ neurons…”
Personally I enjoy my individuality and my own unique mind and thoughts, and the idea of being “one mind and one voice” isn’t appealing to me!But after working on our videos for class last week, and comparing that teamwork to “collective intelligence” I came to the conclusion that it can be positive working together and sharing ideas, and does not have to be all encompassing and identity changing like a cult! I think students working together, sharing ideas and learning from each other is indeed an essential skill to prepare them for life.
I see the eighth skill of judgment as extremely important as students gain much of their information from online sources. I found it encouraging that Wikipedia was found to be as the Encyclopedia Britannica! Yet students still need to understand that anyone can post anything, so that all information may not be factual at all times :o). Critical thinking skills are necessary to consider the source of all information consumed, and as the article states “who is presenting what to whom, and why”.
This is something that I became keenly aware of in 2003 in the beginning of the Iraq war. I was in Mexico from January to June, and then in El Salvador through July. The news reports about the war that I watched in those countries (and the response from the people) were almost entirely negative. Yet in the beginning of the war in the USA many people were hopeful and supportive of the war, and the media portrayed a much rosier picture. This helped me understand how the same “facts” are portrayed in much different ways depending on by whom, and for whom they are presented.
The next skill discussed was transmedia navigation, understanding a character or story across many levels and modalities. The idea about students in literature classes comparing retellings of a fairy tale, myth or legend is indeed something that I can and have done in Kindergarten! We have compared several of the many versions of Cinderella, as well as The Three Little Pigs including African American and Latin versions. I think this is very good for our students of non-Caucasian heritage to see that their favorite characters do not always have to have blond hair, blue eyes and snow-white skin!
Networking is described as the ability to search for, understand and use information. Many search systems are given as examples. I did enjoy the quote from “The Wisdom of Crowds” on page 51, which refers once again to collective intelligence with the four key qualities that make a crowd smart: diversity, everyone as equals, a way to summarize opinions collectively and individual independence. Sounds good to me!
Negotiation, understanding multiple perspectives and diverse people and beliefs is also very important in our multi-cultural society. It is very true that “Culture travels easily, but the individuals who initially produced and consumed such culture are not always welcome everywhere it circulates.” (page 52) For example, many people eagerly consume tacos and enchiladas, yet are much less eager to welcome Hispanic people to our country.
I think the idea of group deliberation and decision-making instead of a pro-con debate is a good idea, to help lesson tensions instead of highlighting them. Also it is always essential for students to learn to “agree to disagree” because a unified decision will not always be reached, it is important to respect differing opinions.
Overall I think while this was a LONG article it did have good information! The central ideas of helping each child develop the skills and experiences to be successful in society, while learning to express themselves and their ideas, along with developing ethical standards are very important for teachers to be aware of and to teach!
Wednesday, May 9, 2007
Wednesday, May 2, 2007
April 29, 2007
Summary of the first half of the long article
This article was loaded with information, most supporting the use of video games, among other technology in the classroom to meet the needs of the “New Media Culture”. Being the digital immigrant that I am, I had mixed feelings as I read this article. I do agree that more and more, students need to be comfortable with the new and various kinds of technology.
I also believe that it is important to address the three core concerns described in the article. Especially the inequalities that exist as expressed with the participation gap concern. Indeed, even way back in 1997, when I was a Junior in High School and did not have a working computer at home, I felt like I was lacking, while my peers could research on the Internet and type up their assignments at home, I had to handwrite everything. My other option was to spend many hours after school in the computer lab, which meant I was missing after school sports, or drama activities, which I loved. So I do understand and strongly agree that it is essential for teachers to help bridge the gap between the students who have much technological support at home and those who do not!
The second concern described is the transparency problem. If students are set free to use anything and everything they find online without guidance and direction, there is the danger that they will take everything at face value, and treat it as fact, without examining and thinking critically about what they see and read. I find that this same principle applies in the extreme with my kindergarteners and TV and movies. Many times a student has argued convincingly about something being a fact, based on a cartoon or movie they had seen! The line between reality and fantasy is fuzzy at the least for young children, and they need to develop critical thinking skills in many areas as they grow. Technology is definitely an important area to help students develop a discerning eye and ear.
Finally the ethics challenge is described, in that Internet consumers and producers can be one and the same. It is important for students to learn basic ethical guidelines to be able to honestly participate in online communities. Just recently I read an article in my NEA magazine about Imposter MySpace profiles. Some students have set up fake profiles impersonating a professor or teacher they were angry with. One teacher was even contacted by the police before the record was set straight and the fake profile removed. Students need to learn from the beginning the importance of online ethics (as well as the consequences of flagrant lies).
I was happy to read in the section on “Rethinking Literacy” that the author acknowledges that students need to incorporate their new literacies with the traditional skills taught. Students still need to learn to read! But in this technologically savvy society, they need additional skills in order to collaborate and network with the new vehicles available to them.
The article goes on to discuss a list of eleven core skills needed to participate in the new array of media avenues. We read through the first four skills: play, simulation, performance, and appropriation. The skill of play I definitely value as a Kindergarten teacher. Young children thrive when they are allowed to play and experiment in order to learn. The physics video game Supercharged sounds engaging and purposeful, and electromagnetism is likely not easy to simulate in a real life hands-on experiment. Yet I still personally believe that educational video games should be used only when a true hands-on activity is not feasible. A hands-on experiment where students can see, feel, touch, smell and even taste the materials will always be more powerful that a virtual simulation.
Simulation of real life activities is also an important learning tool. I still remember my 7th grade math class when we had exactly $500 to spend and needed to practice writing checks as we made our “purchases”. I learned a lot about money management and check writing through that process. In 10th grade we also each chose two different stocks to invest in, I chose Hershey’s and Nordstrom and did quite well. It is amazing how little else I remember about that 10th grade Economics class!
I see performance as one danger of video games. There are too many violent video games out there, and while their creators will say that they are just games, children who still believe all that they see and who identify strongly with cartoon characters and book characters, also will adopt the identity of their video game characters. So as they karate kick and “kill” their opponents, at the very least they are becoming less sensitive to violence, and are internalizing the ideals portrayed. I realize that this article is promoting educational and useful video games, but it is essential that parents and educators understand the dangers of non-educational and violent, even racist games. In Newsweek I read about a video game created (I do not know if it has been discontinued due to the highly racist content) where the goal was to kill Mexicans as they attempted to cross the border, and extra points were given to kill “breeders” which were pregnant women! Imagine what a terrible impact this game would have on young children’s impressionable minds.
Appropriation must be taught carefully. I think students must understand the difference between appropriation and plagiarism, and always understand the need to ask for copyright information and to site sources. I think there are great opportunities when students use a classic and rewrite it with an urban twist; it helps students understand the classic story and connect with it at a deeper level.
Summary of the first half of the long article
This article was loaded with information, most supporting the use of video games, among other technology in the classroom to meet the needs of the “New Media Culture”. Being the digital immigrant that I am, I had mixed feelings as I read this article. I do agree that more and more, students need to be comfortable with the new and various kinds of technology.
I also believe that it is important to address the three core concerns described in the article. Especially the inequalities that exist as expressed with the participation gap concern. Indeed, even way back in 1997, when I was a Junior in High School and did not have a working computer at home, I felt like I was lacking, while my peers could research on the Internet and type up their assignments at home, I had to handwrite everything. My other option was to spend many hours after school in the computer lab, which meant I was missing after school sports, or drama activities, which I loved. So I do understand and strongly agree that it is essential for teachers to help bridge the gap between the students who have much technological support at home and those who do not!
The second concern described is the transparency problem. If students are set free to use anything and everything they find online without guidance and direction, there is the danger that they will take everything at face value, and treat it as fact, without examining and thinking critically about what they see and read. I find that this same principle applies in the extreme with my kindergarteners and TV and movies. Many times a student has argued convincingly about something being a fact, based on a cartoon or movie they had seen! The line between reality and fantasy is fuzzy at the least for young children, and they need to develop critical thinking skills in many areas as they grow. Technology is definitely an important area to help students develop a discerning eye and ear.
Finally the ethics challenge is described, in that Internet consumers and producers can be one and the same. It is important for students to learn basic ethical guidelines to be able to honestly participate in online communities. Just recently I read an article in my NEA magazine about Imposter MySpace profiles. Some students have set up fake profiles impersonating a professor or teacher they were angry with. One teacher was even contacted by the police before the record was set straight and the fake profile removed. Students need to learn from the beginning the importance of online ethics (as well as the consequences of flagrant lies).
I was happy to read in the section on “Rethinking Literacy” that the author acknowledges that students need to incorporate their new literacies with the traditional skills taught. Students still need to learn to read! But in this technologically savvy society, they need additional skills in order to collaborate and network with the new vehicles available to them.
The article goes on to discuss a list of eleven core skills needed to participate in the new array of media avenues. We read through the first four skills: play, simulation, performance, and appropriation. The skill of play I definitely value as a Kindergarten teacher. Young children thrive when they are allowed to play and experiment in order to learn. The physics video game Supercharged sounds engaging and purposeful, and electromagnetism is likely not easy to simulate in a real life hands-on experiment. Yet I still personally believe that educational video games should be used only when a true hands-on activity is not feasible. A hands-on experiment where students can see, feel, touch, smell and even taste the materials will always be more powerful that a virtual simulation.
Simulation of real life activities is also an important learning tool. I still remember my 7th grade math class when we had exactly $500 to spend and needed to practice writing checks as we made our “purchases”. I learned a lot about money management and check writing through that process. In 10th grade we also each chose two different stocks to invest in, I chose Hershey’s and Nordstrom and did quite well. It is amazing how little else I remember about that 10th grade Economics class!
I see performance as one danger of video games. There are too many violent video games out there, and while their creators will say that they are just games, children who still believe all that they see and who identify strongly with cartoon characters and book characters, also will adopt the identity of their video game characters. So as they karate kick and “kill” their opponents, at the very least they are becoming less sensitive to violence, and are internalizing the ideals portrayed. I realize that this article is promoting educational and useful video games, but it is essential that parents and educators understand the dangers of non-educational and violent, even racist games. In Newsweek I read about a video game created (I do not know if it has been discontinued due to the highly racist content) where the goal was to kill Mexicans as they attempted to cross the border, and extra points were given to kill “breeders” which were pregnant women! Imagine what a terrible impact this game would have on young children’s impressionable minds.
Appropriation must be taught carefully. I think students must understand the difference between appropriation and plagiarism, and always understand the need to ask for copyright information and to site sources. I think there are great opportunities when students use a classic and rewrite it with an urban twist; it helps students understand the classic story and connect with it at a deeper level.
April 29, 2007
School Videos
I also read an article titled: Video Technology: A Vehicle for Educators to Enhance Relationships with Families by Nicki McCullough Calabrese. I found the concept very engaging, and hope my school (Lincoln K-8) will do this someday! The article discusses the importance of a strong, positive relationship between families and schools to ensure young children’s’ success in school.
The idea for the school videos came from Ruby Payne’s book A Framework for Understanding Poverty (2001), which ironically enough has been read and studied by many of Lincoln’s staff, and has been a center point for many discussions! In her book Ruby Payne suggests making school videos to help develop better communication between home and school. Especially for families in poverty, who may not have the time to read school newsletters, or families with low levels of literacy who may not understand many notices sent home, a video is a great way to share important information with ALL families and to encourage more active school involvement.
The article details the steps involved in creating school videos, from writing grants to obtain funds, to forming a video committee to the actual filming and distribution of the videos. It is also explained that each video should not exceed 20 minutes, and that it is appropriate and helpful to create a different video for each grade level. Parents, children and staff should be included in the filming, and in grade level teams teachers must decide what the essential elements are that need to be portrayed.
I think, while being a big project to tackle, school videos would be a positive communication tool, and all families, but especially low income/low literacy/ELL/new-to-the-school families, etc. would appreciate learning more about their child’s school in such a visual, welcoming way.
April 28, 2007
I read an article titled Integrating Technology into Your Elementary Music Classroom by Amy M. Burns. I chose the article because based on my limited observations of music education, the only technology incorporated is the occasional music video that my kindergarteners watch, and I was curious to learn more. While reading the article I was amazed at all the software she uses in her music classes! I also was impressed with the authentic ways she incorporates technology into the units of study students are undertaking in the regular classroom. Additionally she describes using technology in order to more completely cover the National Standards of Music Education. Additionally, the activities she describes sound engaging and highly motivating to students. Here is a brief summary…
Using the San Francisco Symphony Kids Web site: www.sfskids.org first grade students learn about instruments used in the orchestra through Sergei Prokofiev’s Peter and the Wolf. Students go on a Web quest scavenger hunt to find all of the instruments on a handout with pictures of each one. Students may listen to audio examples of the orchestral instruments and explore the various aspects virtually. The web site also has a Composerizer that lets students successfully compose a melody.
In Burns’ school district second graders study a unit on China. In music class they improvise melodies to the lyrics of “Song of the Dragon” and “The Flower Drum Song of Feng Yang”, traditional Chinese folk songs. Burns uses the software program GarageBand that allows users to create music. She then exports the files to iTunes and burns students’ improvisations onto a CD, which she makes copies of and sends home with each second grade student. Students and parents are thrilled to receive the CD’s with their students’ music!
One more example of integrating technology is along the same lines of using educational video games to liven up “dry subjects”. Burns uses Band-in-a-Box, a software that includes music styles such as rock and jazz. When Burns needs to have students practice and practice a tough note such as G, she uses a rhythm call-and-response method and jazzes it up with the different styles available from Band-in-a-Box. She has found that students do indeed master the tricky notes, and enjoy themselves while they are at it.
While I am not a music teacher, I do incorporate music into my classroom, and I found the ideas of this article intriguing. One idea I would love to use is the idea of creating a CD for each student. I would want to record students singing the songs we learn during the year, and compile them on a CD to send home with students at the end of the school year. Since all of the songs I teach are in Spanish it would be a great way for my Native English speaking students to keep practicing Spanish over their summer vacation!
Saturday, March 24, 2007
Rosie's adventures in exploring blogs...
To be honest, reading other peoples' blogs does not engage me. I read the Blue Skunk blog and thought about the visionary/pragmatist comparison for awhile trying to decide which better describes me. I also read Bud the Teacher's and Adventures in Educational Blogging.
It seems like the purpose is for teacher reflection and the sharing of ideas, and also for teachers who have the time and desire to write out their thoughts. I suppose that educational blogs are more interesting/useful than other chat room type experiences where people spend time talking about nothing, but I just do not enjoy spending lots of time online. I would rather go for a walk, make cookies call my mom and play with my baby!
As for reflection on teaching I much prefer face to face discussions/grade level meetings/professional development days, anytime when I can meet with real teachers who teach at my level (and in Spanish is helpful too) with whom I can share ideas/strategies!
But I wont take away anyone's burning passion...if you want to post daily thoughts about life, love and teaching go for it! :o)
~Rosie
It seems like the purpose is for teacher reflection and the sharing of ideas, and also for teachers who have the time and desire to write out their thoughts. I suppose that educational blogs are more interesting/useful than other chat room type experiences where people spend time talking about nothing, but I just do not enjoy spending lots of time online. I would rather go for a walk, make cookies call my mom and play with my baby!
As for reflection on teaching I much prefer face to face discussions/grade level meetings/professional development days, anytime when I can meet with real teachers who teach at my level (and in Spanish is helpful too) with whom I can share ideas/strategies!
But I wont take away anyone's burning passion...if you want to post daily thoughts about life, love and teaching go for it! :o)
~Rosie
Tuesday, March 13, 2007
!Buenas tardes a todos!
I am writing this for the second time because my initial post disappeared! When I tried to post it would not let me and it closed down. I think my override powers had ended after just 15 minutes! :o(
Okay, here I go again, I hope I can remember all that I said...
An additional challenge I face [along with a lack of time for creativity, yet I do my best to still be creative on the weekends... and student's lack of (or abundance of) technology at home] is availability of the computer lab! The past few weeks, first due to the TESA crisis and now due to ELPA testing our computer lab has been very occupied, so my Kindergarteners haven't been able to have computer class.
But when we do go I usually try to do a project that ties in with our classroom learning. For example when we were studying Mexico, each student created their own version of the flag of Mexico. Students created a rectangle for the flag, dividing it into three sections and filling each section with the corresponding colors. They found an eagle, cactus and snake picture to create the emblem in the middle. Students then created a text box to write "La bandera de Mexico". Everyone is so proud and excited to see their work finally come magically out of the printer!
I have realized that I also need to teach a few lessons to help students learn the correct names for all of the computer parts. I would also like to do more with digital photographs. Once we took photos of my class playing at recess, and had them change background colors and add to the photos in computer class, but I would like to learn more in this area!
I also would like students to be able to look up their chosen animal and find simple info and pictures (anyone know of a good website to find good, clear, not too detailed, animal information?) when we write animal research books after Spring Break!
~Rosie
I am writing this for the second time because my initial post disappeared! When I tried to post it would not let me and it closed down. I think my override powers had ended after just 15 minutes! :o(
Okay, here I go again, I hope I can remember all that I said...
An additional challenge I face [along with a lack of time for creativity, yet I do my best to still be creative on the weekends... and student's lack of (or abundance of) technology at home] is availability of the computer lab! The past few weeks, first due to the TESA crisis and now due to ELPA testing our computer lab has been very occupied, so my Kindergarteners haven't been able to have computer class.
But when we do go I usually try to do a project that ties in with our classroom learning. For example when we were studying Mexico, each student created their own version of the flag of Mexico. Students created a rectangle for the flag, dividing it into three sections and filling each section with the corresponding colors. They found an eagle, cactus and snake picture to create the emblem in the middle. Students then created a text box to write "La bandera de Mexico". Everyone is so proud and excited to see their work finally come magically out of the printer!
I have realized that I also need to teach a few lessons to help students learn the correct names for all of the computer parts. I would also like to do more with digital photographs. Once we took photos of my class playing at recess, and had them change background colors and add to the photos in computer class, but I would like to learn more in this area!
I also would like students to be able to look up their chosen animal and find simple info and pictures (anyone know of a good website to find good, clear, not too detailed, animal information?) when we write animal research books after Spring Break!
~Rosie
Thursday, March 8, 2007
mi segunda escritura
Ya estoy pensando en mi bebe. Espero que esta bien y esta jugando con su amiguito. Espero que no este llorando o preocupado porque su mama no esta con el.
Lo hago mucha falta. Me gustaria dormir ya. Manana tengo que levantarme temprano para hacer brownies para el staff de Lincoln.
Adios amigos,
Rosaritta
Lo hago mucha falta. Me gustaria dormir ya. Manana tengo que levantarme temprano para hacer brownies para el staff de Lincoln.
Adios amigos,
Rosaritta
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