Pausch's Last Lecture Pausch has the right attitude to be in education (and life, for that matter--I was tickled at the joke about "If you're going to tell me you have some herbal supplements for me to take, stay away"). He mentioned that enabling the dreams of others is even more fun. This is the way it should be for an educator. It is unfortunate the number of people who go into the field because they like to hear their own voice (or because they really like the months June, July, and August). Being an educator means finding out ways you can enable others to realize and achieve the things that THEY want to do; not what you want them to do. Impossible is [still] nothing. As educators, we should realize that permission to dream is huge. A lot of students need the inspiration.
He also said that “walls are there for us to prove how badly we want things.” We don’t want to think of things this way. We want to prove that we want something by saying that we want it, but the work barely moves on from there. This is not finger-pointing, but realistically speaking, no one ever really wants to run into walls or to have to prove themselves. To quote a cheesy Marvel Comic Quote from Spiderman: "With great power comes great responsibility." As future educators, there will be many walls. We should knock them down because we want better for our society, for our children, and for our future.
Critics are ironically there for support. If you’re doing something where you don’t receive any criticism, it means people have given up hope. Don’t get upset when someone tells you how you could’ve done better. Let the advice soak in, and make practical changes. It's the hardest part, but certainly the most beneficial.
He talks about putting artists and engineers together. In This is How We Dream Richard E. Miller talks about putting the sciences and the humanities together. We are in a place in our global system that in order to move forward, we must collaborate. In order for good ideas not to die out just as good ideas, we have to work together. We are at a place where we have the technology to collaborate. Now we just have to figure out how to get that communication to move from “let’s talk about me, and what I want, and my ideas, and making everyone else work on my ideas” to “this is our project, we’re all doing the work”. This is the only way to for any field to progress in this age. It takes action, and it takes togetherness in that action.
Another important point was about "head fakes". The man spoke for an hour and at the very end, he revealed the greatest one about his lecture. Pausch said “Experience is what you get when you didn’t get what you wanted.” Head-fake learning is important, and it's everywhere. Sometimes you learn something completely different than what you set out to learn. "The best way to teach someone something, is to make them think their learning something else." (I'm looking at you, Dr. Strange).
The point of this timetoast is to take you through E. O. Wilson's main works from his birth through 1990. He's had many more than the ones in this timetoast. :)
This is a great video and you explain yourself very well. I like how your excitement shows in your speech. Stay delighted in your education, and keep up the positive attitude!
Resources were not at all hard to find when approaching the setup for my PLN, but sifting through the information to decide what was most helpful was a little tougher. Wendy Drexler and I have been communicating about how being a facilitator of networked learning is not an all or nothing proposition. I would like to continue brainstorming with her to discover small changes to make in a classroom to evolve into a networked educator. Deon Scanlon is an Australia educator who teaches the equivalent of our Middle School grade levels, and is interested in connection. I will be following and commenting on this blog in the future. We all know Karl Fisch. His brutal honesty has intrigued me, and I've kept up with his blog and commented on a few posts. Paulo Simoes is a pedagogical instructor in Lisbon. There are a few more people I chose for different reasons. Sir Ken is brilliant and Phyllis Anker has a smorgasbord of information on her blog.
I also added some educational links such as the NEA site and EDUTOPIA. This is the beginning of an exciting journey! To my fellow EDM 310 students: Find resources that interest you; and happy networking. :)
Also, just check the main page of my blog under My PLN and Educational Resources to find the links to all of these exciting places!
1. These videos carry such intrinsic brilliance. The dichotomization of the videos creates the simulation of the difference between where technology in education is now (in incremental changes), and how it could be. After watching part 1, it hit me that even though we’ve progressed this far, the changes made to education (and the humanities) have a long way to go if those fields are going to succeed (and survive) in the coming century. “The limits and restrictions are largely ones we place on ourselves,” mentioned Miller. My reaction will seem ambiguous, but what a simply profound statement! Time and time again, colleagues and fellow students attempt to persuade me that I am capable of something because I don’t believe I am. Or, as another example, the hardest part for injured athletes is not for their ailment to heal, but for their minds to believe the ailment has healed. We can accomplish so much more if we throw “can’t” out of our vocabulary. It sounds like a vapid and ideal expression, but why does that make it less true? The author also stated that [he] “can’t imagine doing it himself, but it’s already being done”. I think that we are all waiting for the resources to come to us, instead of finding the resources to make Miller’s (and many others) idea happen. The only way we will have pedagogy like the kind described is if we embrace this resource as “a way to push ideas into our culture.” Our world is so large, diverse, and globalized, that this is the new way to spread ideas. To succeed to change, we must be the frontrunners of [r]evolutionary ideas.
2. The networked student provides legitimate reasons for future educators to realize that teachers will not become obsolete. They simply will be teaching in a different style. The motivation is the same: to empower students to ask their own questions and search for their own answers; to instill a love of learning; and to guide and coach students toward their successes in our world. Our world now has experienced much more globalization. My reaction in regard to my future classroom is one of excitement. Instead of presenting history lessons and telling the students why this history is important (or why I or the curriculum thinks it is important), I can use a networked classroom to ask them why they think it is important. This is a simple video, but it expounds the ongoing need for teachers and the need to network in this age. This video also explains some positives of globalization. Obviously there are many negatives, debated over again and again through economic geographers and others who study social sciences. But I like this view of “the world getting smaller”. The connections we make with people around the world help us develop our own schemas. We will not know how to communicate in the 21st century if we do not embrace the possibilities. I would deceive myself if I said that I was completely ready to be a teacher of a networked student. However, I am aware of the need to be ready, and I believe this class is an excellent starting point. Being an educator, to me, has always been about empowering and enriching student’s educational experiences and opportunities. That being said, it isn’t about the technology, per say, but technology is the best resource we have today to achieve that goal. I realize that there are many obstacles. If we are creative enough, I think we can overcome them.
3. I think that both Orwell and Huxley feared the future because they did not know what it would hold. Their pessimism is not central to only their times and places. We all fear the unknown. The quote "In the midst of a fabulous array of historically unprecedented and utterly mind-boggling stimuli... whatever," does not only describe today. It also describes yesterday and tomorrow. But it means something different for us today, because of the evolutions made in technology. I agree that we are a part of an “entitled” generation, [insert psychosocial schools of thought here] and that our feelings of entitlement have caused disengagement from and fragmentation of the community as a whole. It’s ambiguous though, because we are now connecting with people on a level that we have never seen. Michael Wesch expands on this ambiguity in two equations:
anonymity + physical distance + rare ephemeral dialogue= hatred as public performance anonymity + physical distance + rare ephemeral dialogue= freedom to experience humanity without fear or anxiety
I think our expansive resources in communication are still clouded by that narcissism and disinterest. This reverts back to a comment in a previous post where I mentioned that Just because the internet is an infinite space does not necessarily mean that it should be filled up infinitely. The democracy inherent in communicating by this medium is unprescedented, but I have to reiterate a question of Wesch’s : “How can we use this to conquer the narcissistic disengagement we see today, in a culture still ruled by triviality?” I don’t have an answer, but it is critical to meditate on this question. If we connect this way, are we disconnecting in some other way? I do agree with Wesch’s main point: identity is defined by relations to others; new media allows new ways to relate to others; new media therefore allows new understanding of the self. The collaborative side of globalization surely has its benefits. But to what extent are we truly collaborating? If communication is only heard, or only seen through video, it is harder to judge the true meaning of this form of conversation.
*I found this class blog for an assignment in Dr. Strange's EDM 310 Class Microcomputing Systems in Education. I like that the students have the opportunity to learn by watching and listening. It gives them more resources to learn other than traditional lecture or reading steps in a book.
Bianca, Ashleigh, Tyler, Kamarah, and Maddie: what a great picture! Your origami turned out wonderful. I would like to ask what your favorite part about this lesson was? I do like origami! I have not done it in a long time, but I enjoyed it very much when I was younger.
As for the iPod: I like listening to music, NPR (National Public Radio) and This American Life podcasts.
**@ Leah DiVincenzo, Thanks for your comment on the 2KM blog! My favourite part about doing origami was making the box and listening to the instructions [but it was really hard]. What did you make in origami? Was it hard or easy? Your friend, Kamarah
a.Duster, read by Litia and Vivienne I am visiting this site for Dr. Strange's EDM 310 class Microcomputing Systems in Education at The University of South Alabama. Litia and Vivienne: I thought you two did an excellent job reviewing the story of Duster! I was very excited to hear that the teacher took him home. If he hadn't, then the fire probably would not have been put out in time. Do you agree with the author that every dog needs a good home? 18 June 2010 4:49 AM
b. Getting Board, read by Crusader and Gabriel Leah DiVincenzo's EDM 310 Blog believes that this is an outstanding first podcast for Crusader and Gabriel! Please feel free to leave a comment on my blog! What did you like the most about this book?
c. How the Kumara came to Aotearoa, read by Cruz and Joe This is very well done! You guys do a good job on the podcasts! They sound very professional, like an impromptu conversation almost! I enjoy hearing you guys work out what the moral(s) of the story is (are). Keep up the great work, and come visit my class blog anytime!
d. No More Moas, read by Cruz and Kayde Hi Cruz and Kayde! I really enjoyed this podcast because it was very educational! How did you feel after making the podcast about "No More Moas"? What did you like the most about making this podcast? I look forward to hearing from both of you! You can answer/ask questions, or just leave a comment at my class blog.
Great job! Keep it up!
e. Boot and All, read by Matthew and Joshua Joshua and Matthew: I enjoyed this podcast for many reasons! First of all, I think that is a very good moral for the story. Do you agree? Secondly, I like how CJ wanted to play rugby, but her brother didn't. Which would you guys prefer: to do art or play rugby? I'd really like if you left me a comment on my class blog!
1. As an occurrence that happens often in any career field, I think that the debate over Smart Boards is one that is distinctly influenced by politics. Certain factions praise and awe them, and others dismiss them as something to show off, not to use. A personal definitive opinion will not be reached until I've had more experience with the tool, but I have some ideas based on what I have read in the links above.
I do see it as a show-off tool. If a school can brag about owning smart boards, it can be "the reason" for any improvement the school is making. My concern is that once the schools get smart boards, they're not training fully, or analyzing the benefits and negatives of the classroom tool. The message seems to be: hey, here's a smart board. It'll make learning better for the kids. stop.
Sure, it may be a slow way to try to pull along technologically illiterate teachers, but there are many other resources available that do not reinforce "teacher-centric" lessons. It CAN be more interactive and collaborative than one-computer classrooms, but only if educators assess the possibilities and MAKE it collaborative. My guess, however, is that teachers are simply using it as a lecture tool, and not as an interactive.
IF the tool can be used as more than a PowerPoint/ overhead projector substitute, there are some perks. Students will be more interested in interacting with this tool than answering worksheets. Color appeals to people, which would probably cause responses to smart board teaching to be above that of traditional lecture. (Side Note: If you're at work and are leaving a note for someone, highlight the most important things/ steps in orange--studies have shown that people respond to this color more than any other).
It minimally helps (again, based on user capability) to better accommodate different learning styles. Tactile learners can benefit from touching and marking at the board, audio learners can have the class discussion, visual learners can see what is taking place as it develops at the board.
2. These were both great videos. Social norms have changed in our generation to an "owe me" attitude. People truthfully think that they're entitled to whatever they want, even if they don't work for it. The "EDM 310 for Dummies" was an excellent YouTube video. I would like to participate in a video dealing with the many ways to implement technology in a history classroom. I believe this is the field that will have the most trouble implementing technology.
I think that podcasts are good for students to communicate outside of the classroom. By making podcasts, they can share information internationally. By listening, they can hear/ learn information. Both activities keep children engaged because they are actively working to share their knowledge. Also, podcasts (and many other forms of technology) are used by students, making the act of podcasting relevant to them.
One of the websites The Benefits of Podcasting in a Classroom explains that with podcasting, students are learning through project-based activities. This allows for higher-order thinking skills described by Bloom’s taxonomy. Project-based activities allow students to move beyond the knowledge and comprehension stages and develop application, analysis, and even synthesis. In short, this helps students move away from regurgitating information. Instead, they learn to separate material or concepts into component parts so that its organizational structure may be understood, and can make judgments about the value or the idea of materials.
I chose Eagle Nest Radio, and listened to the “Take a Bite at of Shark Facts” and “Roamin’ with the Ancient Romans” podcasts. This is a fantastic learning tool for third graders to college students (remember, 91.3 uses NPR podcasts to bring us the news)! In both podcasts, the “eagle eyes in the sky for news kids need to know”, the students used catchy vocabulary ("sharktastic"!) and energy to engage the audience. There were a number of short lessons in each podcast.
In the Shark Facts lesson, Eagle nest radio host took us under the deep blue to reveal some tidbits about our sharp-toothed friends. The lesson included “Poetry Corner” where a student read an underwater poem by Ogden Nash. A musical intermission then takes us to the vocabulary vault, where another student tells us the definition of cartilage, and we hear two examples of it being used in a sentence.
I went to a link from 100 Ways to Use Your iPod and Study Better called Philosophy Talk. The podcast was "About Fear in Politics". The hour long podcast from philosophy talk explains that fear is an emotion. Politicians have harnessed this emotion for centuries for the art of persuasion. Corey Robin, Associate Professor of Political Science, Brooklyn College and the Graduate Center of the City University of New York, said that it is a fear of the state that leads to government in the first place. I thought this was extremely interesting, because it seems like a backward occurrence. It reminded me of a study I read in high school that explains that we do not smile because we’re happy; we’re actually happy because we smile.
From FDR’s famous speech on fear to post-9/11 politics, the emotion is harnessed by advertisers to tell us things we should fear. There are obviously some things we should legitimately fear. We should fear global warming. However, we should not fear technology! It’s fantastic I happened upon this “Technology Talk” podcast on fear. It helped me realize that while I may not know much about living “in the clouds”, I shouldn’t fear checking it out.
This is a great tutorial from the Wise Women.org site! It defines “podcast”, explaining when the term was coined and the root words it stemmed from. Then, it goes into creation basics. To start a podcast, one needs a microphone (a headset is recommended). It explains that most sources recommend starting with audacity, which is a free app. Luckily, we already had to download it for Dr. Strange’s class. However, if you haven’t done it, a link is provided. ;-)
There is a link to How to Podcast, a site with step-by-step tutorials on making and promoting your podcast. Everything you need to be successful is right at your fingertips. Just click away and get started. Also, the wise-women site gives a like to Odeo, an easy-to-set-up site that introduces you to podcasting. These are very good tools for anyone who wants to create a smart-content podcast for their classroom, book club, or community!
The EPN will be my new favorite website! This is the Educational Podcast Network, a collection of educator podcasts on all subjects. These are educators who have found the benefits (see paragraphs 1 & 2) of podcasting: to share knowledge, experience, insight and passion…in any field of study. Today, I listened to a podcast about Consciousness and the Universe.
Scott McLeod is an Associate Professor of Educational Administration at Iowa State University and the Director of the UCEA Center for the Advanced Study of Technology Leadership in Education. This information was found on his website.
Mr. McLeod’s “Don’t Teach Your Kids This Stuff, Please” is dripping with spite and sarcasm. People who can communicate in this medium are respected by those who appreciate the irony. His point is to persuade others to keep their children away from technology, making it easier for his children to succeed. This ironically conceived attempt reminds me of Jonathan Swift’s “A Modest Proposal”. This form of satire draws attention to the mounting aggravation at the ineptitude of technological illiterates. However, that is enough about my admiration for the presentation style. About the content: I've read Scott's two posts: Fear and Online Predators: Overblown Threat?. I’d like to read more of Mr. McLeod's blogs (The one's he mentioned are listed in a comment here) so I worry less about the unlimited content on the internet. Perhaps there is fear of children teaching us things, since it is a young concept: an exchange of information from the student or child to the adult.
2. The iSchool Initiative The ischool initiative is a movement in the progress of education. Travis Allen explains the many ways technology can [and will] revolutionize the education system. The applications already available today interact with students, collaborate with parents and teachers, and limits access to apps not used as educational tools all while reducing our carbon footprint. Making pencils and paper a thing of the past, this initiative can shift education to the kind of interactive learning students have already encountered. Collaborative learning is not another term for cheating. It is the act of shared creation and discovery. This kind of learning fosters communication. In turn, communication is an indispensable tool in contributing to humanity and to future societies. I do not think the ischool initiative is only an idealistic goal. With enough support, educators and lawmakers should see the advantages of a change like this. The benefits of the ischool are many. They counter the threats to our natural resources and the struggles of our educational system. It is necessary for our students to be skilled in all of the resources available to them. In order to teach, we must continue to learn.
3. A Lost Generation I think this message conveys a determination we should carry. We can choose to contribute to society and to each other. We can proclaim that environmental damages and catastrophes are unacceptable. The opponent is the lack of motion. Many consider these choices a right, and not a duty. They say it’s just going to get worse, anyway. I think that the best way to change is by small, thought out (not stationary) movement. It’s the same with the ischool from the previous video. Progression is inevitable. We now have the opportunity and the responsibility to make it positive and beneficial. The style and structure of the presentation of “The Lost Generation” reminded me of a stretched out mirror sonnet (where one writes 7 lines, and recites them forward and then in reverse). The idea is to completely rotate the meaning, feeling, or point of the poem, normally in order to point out two choices or alternatives. The juxtaposition makes the audience aware of both choices’ consequences.
4. Eric Whitaker’s Virtual Choir I really thought it was fascinating! My reaction is that t is a bit overwhelming that communication in so many forms can take place these ways: a choir of people who’ve never met, magazines and newspapers online, instructional videos from overseas, etc, etc. But that a possibility of these forms is enhancing the human network.
1.Michael Wesch: A Vision of Students Today I think this video does well in capturing the uncertainties students feel in converging technology with education. While most people see it as a communication device and a way to quickly access information, the “clouds” could also be used to support and incorporate other forms of learning. I completely empathize with this uncertainty. The video itself is proof of new ways to learn something, but I just have one concern when it comes to using technology as an educational tool: Everything in moderation. Just because the internet is an infinite space does not necessarily mean that it should be filled up infinitely. I understand that we are now of the “technology age”, but not everyone “lives in the clouds”. Globalization has caused and will continue to cause the four walls of the classroom to melt away. I think this is the message of the video: young people are adapting easily to the technology transition. In order to motivate them, we must be aware that school is no longer about studying classics and living in our heads. Collaboration has become the tool of the future, and the point of this video (and the class) is to realize that technology is the road to collaboration.
It’s not blasphemy to say that education today is not about technology. Education is about fostering an environment where learning is allowed, not criticized, fun, and relevant. I say allowed because brain development studies show how diverse learning is, and many educators expect students to learn exactly as they do. Hines’ number one point is that teachers must be learners. Without passion, education will not succeed with all the technology in the world. It is important to understand the shift we’re in, and to try to implement tech-savvy tools and assignments. I think it is more important that the people implementing these tools are aware of the many facets of learning. It is blasphemy to say that education today is not about helping students. It is evident that technology can be used to foster evolutionary education. The point is that education today is still about giving as many resources available to the student. As we continue through the 21st century, technology has become a greater and greater resource. Educators therefore must be aware educated in this resource.
I’ll start with the quote: "If a teacher today is not technologically literate - and is unwilling to make the effort to learn more - its equivalent to a teacher 30 years ago who didn't know how to read and write." YES, it is extreme. Literacy in reading and writing and literacy in technology ARE on different planes, but sometimes people need extreme to kick them out of their comfort zones and off of their fannies. (Note: I am completely outside my comfort zone)! However, I will never condone or champion ignorance. I am ashamed when I say I don’t know much about technology, just as people should be ashamed about any type of ignorance. And sometimes I don’t want to be nice, either, but I don’t think that means we should stop being nice. There’s a difference between being helpfully forceful and being mean. When it comes to helping educators through the 21st century, it will probably be easier for everyone to stick to the former.
Next Quote: Technology is the underpinning of just about everything we do today - and especially so in relation to how we communicate with each other. And isn't communication one of the essential ideas that runs through all of our disciplines? The answer here is yes. Communication works as a social tool and as a means of expression. The collaborative nature of the internet and the tools available cause that communication to be even more widespread and influential…even beneficial. My question back to Fisch would be: Shouldn’t we use this communication to encourage the evolution of technology instead of berating ignorance? It seems like our efforts to create tech-literate teachers would work better with encouragement…I know that’s really all I need when it comes to embracing this shift. And as annoyed as I get with people who are ignorant of the things that I find worth learning and paying attention to, I try to remember the things that I’m ignorant of too.
4.Gary Hayes Social Media Count The numbers are indeed astounding, but less so since this is not the first time I’m seeing that the world is growing exponentially. As an educator I think these numbers simply prove that I am unaware of what my job (and the duties entailed in that job) will be in the future. Most importantly though, I think it just shows the need to BE AWARE of the growth….its sounds like such a ridiculous thing to be aware that we’re unaware. However, that’s exactly what going into education shows us. We HAVE to keep learning about the changes affecting our world.
June 8th: My name is Leah DiVincenzo. I am initially responding to this post as a class assignment, but will likely continue to follow your blog as a learning tool. If you’re interested, the class is Micro computing Systems in Education. (I will also include a link to my personal class blog). Introduction aside, I’m only aware of Steven Levy due to his “I found Einstein’s Brain” article, which I found on NPR.com some days ago. Regardless, I see the reason any of his posts would propel one toward these questions. Since I do not own any apple devices (less because of lack of want, more because limited funds cause me to wait for something “better” to come out—i.e. the ipad), I may be biased. Nevertheless, I do agree with Levy that they will need to become cheaper to not be dubbed “elitist machines”. I’m not holding my breath for it to be as light as paper.
June 16th: Mr. Warlick:
I love the idea of being unsure and having to collaborate to find what's "right". I even like the possibility of having to redefine what "right" is. Each problem facilitates a solution. As the problems grow bigger and more complex, so do the solutions- and they may have to go through many drafts and changes before we find out. But the adventure and the learning are in the search. We now have the technology to accompany others (even around the world!) in their searches. I'm excited about the possibilities. And I'm excited it seems you are too.
June 23rd: David,
I agree that we’ve been waiting too long to for students to “figure it out”. Either they will or they won’t, sooner or later: the attitude I’ve seen from many of the educators I’ve encountered, from elementary school to pursuing my undergraduate degree. Empowering learning has always made more sense, but we seem to be stuck in this cycle of not being able to raise the bar or expand ideas because of so much red tape. The encumbrances then lead to battles like this one: where some argue that we should not concern ourselves with long term goals. To reiterate Mr Klein’s comment, How is this done? I’ve heard over and over again in my education classes what we NEED to be doing, and what NOT to do; however, without the passion of the educator (or in my case, student) to figure out how to do what needs to be done, we will continue to to ask ourselves why we’re waiting for public education to “work”. Mr. Murry said that “something bigger is at the heart of this issue.” I completely agree. We can only begin to help change it if we give students resources that instill in them the want to learn, read, investigate, and change. You mention this. My question is about specifics. Do you have any advice, resources, or ideas to inspire future educators to really enable and empower students in the midst of the budgetary and political quandary?
Leah DiVincenzo
Comments for Teachers 4, 5, & 6: Ann Carnevale's Bits 'n Bytes
June 29th: Ann:
I appreciate all of the resources you're sharing at Bits 'n Bytes! The Free Technology for Teachers has been very helpful in showing the irony of web restrictions and educating students in the least restrictive environment (LRE). Technology Chatter by Dodie Ainslie now has a post describing a book dealing with the pros and cons of technology in the world beyond the classroom.
This collaboration and information makes it even more possible for us to learn about how these changes are influencing us: personally, professionally, and globally. I am a student in Dr. Strange's EDM 310 class at The University of South Alabama. I've really enjoyed my brief experiences in networking, and I hope to continue my journey in the "inter-web"! I'd like to leave you with a few resources that have been helpful to me, along with my class blog.
July 5th: This post is so informative about the Google IM tool. We appreciate all of your resources and information about technology and the classroom.
July 15th: Thinkfinity is now on my favorites! I like how it has lesson plans, student and parent interactives, and links to state departments of education. We appreciate all of the resources you provide! I also like Google for Educators
1. Karl Fisch’s “Did You Know” video spawned more ambivalence than anything else. On the surface, it presents evolutionary statistics on the progression of technology. The numbers are indeed fascinating, and honestly, the information is highly overwhelming and a bit scary. Having said that, I believe it is necessary to consider a few things before discussing the video.
Fisch is comparing the United States to two other technically developed countries: India and China. First of all, the overwhelming population differences should be a factor when analyzing this video. China will become the number one English speaking country in the world simply because English is an international business language and China has 1.3 billion people compared to United States' 300 million. Sheer numbers lessen the shock of this factoid. Another thing to keep in mind is the differences in the people being educated in the three countries. It is true that China and India possess higher test scores than the United States. However, it is also true that the United States is the only country in those three that is required to educate the masses. For example, if school A is a college prep school, and school B is an inner city school, demographics explain the gap in test scores. If you mix the students in schools A and B, the test scores will even out. All of this garble is simply trying to explain that while our test scores are lower, it does not necessarily mean that students in the United States are dumber or not as well educated.
The rest of the video is on the development of technology in our world. It is indeed striking how quickly the evolution has happened, and is interesting to consider those people (me included) caught in the transition. I am one who has not embraced, discovered, or been made aware of the multitude of technology at my fingertips. While it is true that I have mostly avoided the information (on account of fear, disinterest, and lack of need), I do believe that in order for me to progress in this age I must at least be aware of the evolution. Brain functioning has shifted as a result, leaving us with shorter attention spans and without need to remember information. This will eventually cause two-hour lectures (a method my particular learning style actually prefers) to become null, and educators must be aware of alternate methods and quick transitions to keep up with the evolution of our brains “on technology”. I am but an infant in this sense (expressing such childish joy when I discovered wordle.net…how fun!), but I am excited to begin the journey into these “exponential times”.
2. Mathew Needleman’s “Mr. Winkle Wakes” Mr. Winkle awakes from a 100 year slumber, obviously finding our planet drastically different! He is overwhelmed by the gadgets, doo-das, machines (and binary language —01 01 001—). He wanders helplessly, through offices and streets, overexposed all the time. Finally, he makes it to a classroom. Mr. Winkle feels much more at ease when he sees schooling is similar to before he was sleeping. Students sat all day, and were lectured to for hours on end.
I felt very sorry for Mr. Winkle! I can honestly empathize with the deluge of information in the present-day. Oftentimes the overstimulation is stressful. However, it is an interesting point that (with exception of some minor PowerPoint) education has really not evolved from the lecture-regurgitate method. Excluding technology for a moment, it is still proven that other methods (educational games, higher-order thinking questions, repeating and transitioning information, and noting relevance to present-day circumstances) help children far better than droning lectures. Since this class is designed to demonstrate other technological methods of teaching, it goes on to prove that while Mr. Winkle is an unfortunate soul, the structure of education should evolve alongside other fields of study in our technological age.
Having said this though, I must admit that I’ve been fighting this transition as much as any “old-schooler”. The difference is, though, that I am aware of the need for the progression, and am eager to discover, learn, and frequently mess up and re-learn the tools that are available to ensure success in my classroom.
3. Ken Robinson essentially sums up the million problems with education in about twenty minutes, While his point may be extremely broad, it is spot on. Aside from the wit and charisma he’s equipped with, his message is important. I wholeheartedly agree that human intelligence is diverse, and that by focusing on skills for job preparation we are killing internal “artists” (whatever form that art takes).
While listening to this video, I was reminded of an overview an educator gave me about a PD (professional development) training seminar on the brain development of middle-school students. Essentially, the subjects we focus on in that range of our development are the ones we cultivate later in life. (A great example here is that when I was in middle school, I wrote a lot. Now, I have a number of published poems, and unfortunately for time management, my blogs will probably be way too long because of tangents like this one). It follows that if educators promote every subject equally, instead of with the hierarchy Sir Ken spoke of, we would produce well-rounded students who could contribute to society in more ways. Also, those people who can’t contribute in mathematics, technology, or language would not feel as though they have nothing at all to contribute.
Next comes attention spans. I absolutely love (when I say “love” here, I mean cringe) every time I hear the acronym ADHD. The idea that the mind is separate from the body should be outdated enough that we embrace the benefits of kinesthetic and diverse education.
4. Vicki Davis: Harness Your Students Digital Smarts While this classroom seems like an anomaly, I’m sure that’s not the point of this video. I was impressed how she harnessed all the forms of technology available to teach lessons. In my field of study (history) it is easy to discard technology as a distraction. Obviously, I’ve had many teachers who would not even allow technological devices (phones, laptops, etc.) in class. This is negative not only because it bores the students, but because I think it makes them bitter toward the teacher and the subject.
The biggest impression I got from Davis’s video was something she said about educators. Teachers feel like they must know something to teach it. It seems like a pretty common assumption, one that I held up to now. But I really like the idea of learning (duh, education major) not only from educators and peers but also from students.
