Today I had the chance to speak with Utah teacher Travis Lund who had some very interesting insights to share on the use of technology, including cell phones, within the teaching and learning processes.
In this first part of the interview, Travis and I spoke about his curriculum and his school's efforts to engage students in meaningful ways.
In the second part of this interview, Travis and I speak about his successful efforts to incorporate technology, in a meaningful way, into his curriculum.
Tuesday, April 28, 2009
A Post at AEP
The Association of Educational Publishers has posted a blog article that I posted. The posting is in response to the question: How difficult is it to use Web 2.0 social networking tools to connect with and grow our client base? I'm part of their Stay at Night Series. Basically, members and others involved in the educational publishing vertical were asked to submit questions that were keeping them up at night, so that a group of selected "experts" could respond to them.
Take a look at the posting and consider responding to it.
Take a look at the posting and consider responding to it.
Thursday, April 23, 2009
The Great Gatsby and Google Earth
Yesterday I finally had some time to continue working with my new curricular unit which is a unit that challenges students to consider the relationship between F. Scott Fitzgerald's The Great Gatsby and the Roaring Twenties, using Google Earth. I'm really excited about this unit because in addition to using Google Earth, students also have a chance to use Google 3D Warehouse and Google Sketch-up.
One of the most important themes that runs through this book is the distinction between "new money" and "old money" between West Egg and East Egg. So, using evidence from the book students find/sketch the houses of both Gatsby and the Buchanans. They then have a chance to consider how the general architecture of the houses might represent different sources of money.
Another focus of the unit is on the Black Sox scandal. Certainly gambling plays a role in the book, as does this scandal itself. So, I'm hoping that sports-minded students will find this an interesting connection.
I'd love to hear any thoughts as to how you might use Google Earth to take engage students in thinking and learning about Great Gatsby.
The unit should be complete by the end of the month. If you are interested in a demo copy let me know via my email on the side of this page.
One of the most important themes that runs through this book is the distinction between "new money" and "old money" between West Egg and East Egg. So, using evidence from the book students find/sketch the houses of both Gatsby and the Buchanans. They then have a chance to consider how the general architecture of the houses might represent different sources of money.
Another focus of the unit is on the Black Sox scandal. Certainly gambling plays a role in the book, as does this scandal itself. So, I'm hoping that sports-minded students will find this an interesting connection.
I'd love to hear any thoughts as to how you might use Google Earth to take engage students in thinking and learning about Great Gatsby.
The unit should be complete by the end of the month. If you are interested in a demo copy let me know via my email on the side of this page.
Tuesday, April 21, 2009
Shopping Mall Safety
I'm trying to recall if my middle and high school teachers ever discussed safety in shopping malls with my classes, when I was a student. To the best of my memory we never had these discussions. Certainly, as a young child I learned about "stranger dangers" and "red lights" in school. But, by the time I reached the upper grades, I guess my teachers assumed that my classmates and I understood safety. Should my teachers have been teaching this safety throughout my education, or was it more appropriate to focus on disciplinary learning within the disciplines of school?
What's my point?
I'm considering whether or not middle and high school teachers should continue to spend precious academic time focusing on technological safety?
I know a lot of people will disagree with me. But, perhaps I would argue that in an ideal school setting, middle and high school teachers should not spend time focusing on technological safety. Instead, students should enter these grades recognizing the dangers of being "online" and knowing how to avoid these dangers. Elementary school students should have the opportunity to meet with community members who teach about the importance of online safety. It's as important for young children to learn about online safety today as it is for them to learn to look both ways before crossing the street and not to talk to strangers.
While I might suggest that in an ideal educational system, middle and high school teachers need not spend time teaching important safety concepts that students should have learned in earlier grades, parents clearly continue to have a responsibility to monitor their children's behavior throughout their teenage years. Parents have a responsibility to continue to discuss important safety issues
By the way, I recognize that we don't live in an ideal world and our educational system is real not ideal.
What's my point?
I'm considering whether or not middle and high school teachers should continue to spend precious academic time focusing on technological safety?
I know a lot of people will disagree with me. But, perhaps I would argue that in an ideal school setting, middle and high school teachers should not spend time focusing on technological safety. Instead, students should enter these grades recognizing the dangers of being "online" and knowing how to avoid these dangers. Elementary school students should have the opportunity to meet with community members who teach about the importance of online safety. It's as important for young children to learn about online safety today as it is for them to learn to look both ways before crossing the street and not to talk to strangers.
While I might suggest that in an ideal educational system, middle and high school teachers need not spend time teaching important safety concepts that students should have learned in earlier grades, parents clearly continue to have a responsibility to monitor their children's behavior throughout their teenage years. Parents have a responsibility to continue to discuss important safety issues
By the way, I recognize that we don't live in an ideal world and our educational system is real not ideal.
Monday, April 20, 2009
Google News Timeline
Techcrunch is running an article entitled, "Google News Timeline Offers a New Way to Search the Past." It states, "Today, Google Labs launched a new product called Google News Timeline
, which lays out the top stories from Google News in columns for each day. You can scroll down to see more stories or, of course, can search for specific topics or keywords. (It also launched similar image search)
You can actually search for any topic heading and see information as it was chronologically developed. You can insert specific dates to see the information that appeared on that day. Many of the top resources on this widget come from Time Magazine, a magazine that most middle and high school students can easily read and understand.
Consider the ways in which you could use this new widget to promote high quality learning. Students will easily be able to find information to compare similar events across time, including: elections; scientific discoveries; fluctuations in economic markets; and, technological innovations. Obviously this list could go on indefinitely.
Of course, in order to use this research tool to its potential, educators will have to develop curriculum resources with effective prompts.
Stay tuned!!
, which lays out the top stories from Google News in columns for each day. You can scroll down to see more stories or, of course, can search for specific topics or keywords. (It also launched similar image search)You can actually search for any topic heading and see information as it was chronologically developed. You can insert specific dates to see the information that appeared on that day. Many of the top resources on this widget come from Time Magazine, a magazine that most middle and high school students can easily read and understand.
Consider the ways in which you could use this new widget to promote high quality learning. Students will easily be able to find information to compare similar events across time, including: elections; scientific discoveries; fluctuations in economic markets; and, technological innovations. Obviously this list could go on indefinitely.
Of course, in order to use this research tool to its potential, educators will have to develop curriculum resources with effective prompts.
Stay tuned!!
Friday, April 17, 2009
Using Blogs Effectively
If I'm going to write that teachers need additional support, as I did here then it would probably make sense to offer this kind of support, to the extent that I am able.
Here's one suggestion on how a blog might be used effectively within teaching and learning. The educator, or for that matter a selected student, might post an engaging question as the actual blog post.
Lesson 1: Students could be asked to respond to the question in a three part essay. (A three part essay would start off just as a five part essay begins, with an introduction that contains three key points that could be addressed in the body of the essay. Students would then select one of these points to elaborate upon in a second paragraph. Finally, the third paragraph would resemble the concluding paragraph of a five part essay. Students would wrap up their writing by reflecting on their three points and identifying what they specifically chose to consider in this essay.)
Lesson 2: Students would be asked to respond to at least two essay posts, with a substantive challenge or meaningful question. (In order to ensure that every student receives an equal number of responses, the educator could group students for this activity.)
Lesson 3: Students would be asked to respond to the comments that were made to their comments, demonstrating critical thought and creativity.
This unit would prompt meaningful dialogue that could take place either within or beyond class time - the kind of dialogue that Web 2.0 enables.
Here's one suggestion on how a blog might be used effectively within teaching and learning. The educator, or for that matter a selected student, might post an engaging question as the actual blog post.
Lesson 1: Students could be asked to respond to the question in a three part essay. (A three part essay would start off just as a five part essay begins, with an introduction that contains three key points that could be addressed in the body of the essay. Students would then select one of these points to elaborate upon in a second paragraph. Finally, the third paragraph would resemble the concluding paragraph of a five part essay. Students would wrap up their writing by reflecting on their three points and identifying what they specifically chose to consider in this essay.)
Lesson 2: Students would be asked to respond to at least two essay posts, with a substantive challenge or meaningful question. (In order to ensure that every student receives an equal number of responses, the educator could group students for this activity.)
Lesson 3: Students would be asked to respond to the comments that were made to their comments, demonstrating critical thought and creativity.
This unit would prompt meaningful dialogue that could take place either within or beyond class time - the kind of dialogue that Web 2.0 enables.
Thursday, April 16, 2009
Teachers Aren't Getting Enough Support
In 1995, David Tyack and Larry Cuban published a book entitled,
Tinkering toward Utopia: A Century of Public School Reform
. In this book they argued that while numerous innovations had occurred within the American public school system during the Twentieth Century, most of these innovations had occurred around the edges. Their research findings demonstrated that few meaningful changes had occurred within core teaching and learning processes.
At the beginning of the Second Decade of the Twenty First Century, I'd suggest that numerous technological innovations have occurred that could tremendously influence the teaching and learning process, not enough attention has been paid to supporting teachers in learning how to use these technological widgets and applications. On a day to day basis, teachers don't care whether or not a school system is moving towards one to one. When it comes to their daily practice, teachers don't care about the differences between one social bookmarking service and another. Too many technological evangelists promote the importance of technology for teaching and learning without providing teachers want they need.
Teachers want specific suggestions as to how to use the widgets and applications that they have available to promote effective learning within their classrooms. Given the fact that they have between twenty five and forty students sitting in front of them, teachers aren't concerned with macro-issues. They want to know how technology can support learning of the very specific standards and objectives that they are covering.
Educational resource specialists, professional development experts, and publishing companies have the responsibility to support classroom teachers in their very real need for assistance in connecting technology to today's learning.
Tinkering toward Utopia: A Century of Public School Reform
. In this book they argued that while numerous innovations had occurred within the American public school system during the Twentieth Century, most of these innovations had occurred around the edges. Their research findings demonstrated that few meaningful changes had occurred within core teaching and learning processes.At the beginning of the Second Decade of the Twenty First Century, I'd suggest that numerous technological innovations have occurred that could tremendously influence the teaching and learning process, not enough attention has been paid to supporting teachers in learning how to use these technological widgets and applications. On a day to day basis, teachers don't care whether or not a school system is moving towards one to one. When it comes to their daily practice, teachers don't care about the differences between one social bookmarking service and another. Too many technological evangelists promote the importance of technology for teaching and learning without providing teachers want they need.
Teachers want specific suggestions as to how to use the widgets and applications that they have available to promote effective learning within their classrooms. Given the fact that they have between twenty five and forty students sitting in front of them, teachers aren't concerned with macro-issues. They want to know how technology can support learning of the very specific standards and objectives that they are covering.
Educational resource specialists, professional development experts, and publishing companies have the responsibility to support classroom teachers in their very real need for assistance in connecting technology to today's learning.
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