Spencer Lunsford's Comment to Art of Possibility- Ch. 9-12
EDM613 - WK 4 Reading - The truth hurts sometimes
For me, being the board has all kinds of difficulties that come along with the notion. I have been able to find solace in the blame game for my entire teaching career. The students that come to me are usually several grades behind in their mathematics knowledge. Much of this is due to (here comes the blame) teachers being "run off" by the bad acting children. In fact the students brag about how many teachers they have been able to get to leave. Having to accept responsibility of how I react to the situation will make me a better teacher from here on out. Instead of being able to write off the students that are not understanding what they ought to have learned in the past, I now have sparks to light. The students are on my board and I get to bring them to new places with new learning experiences. I can fight the facts that they are behind, or I can find out where they are and bring them as far around my board as possible in the time we have together. I can be just another voice telling them what they can't do, or I can be a refreshing fountain of encouragement. The art of possibility is just that, an art. Some people are naturals, others have to work hard at it. The great thing about the art of possibility is that everyone can grow.
My Response to Spencer Lunsford-
Wow- I love your last line, "The great thing about the art of possibility is that everyone can grow." As educators, we know that we must be forever changing our philosophy of thinking and ways to implement those thoughts to others.
I can understand the frustration level of wishing and wanting your students to be on grade level. I am impressed that you are changing your philosophy of on grade level students. Because you and I both know that year after year, we see the same kinds of students fall further and further behind, and all we can do....IS OUR BEST!!!
My best is:
Come to work every day with a positive attitude.
Provide my students with a positive atmosphere.
Have them understand that working hard really does pay off.
And that I really do care for them.
Students will respond, they may not jump grade levels, but at least they are learning.
Wednesday, May 25, 2011
Wk4- Art of Possibility- My Response to Jamie Steele
Jamie's original post:
Every time I think I have reached the pinnacle in this book, I am again amazed by the words that I read and seem to enlighten me. “Lighting a Spark” really spoke to me this week. The story itself is something I will revisit right after Spring Break every year from this point on. Why? It’s inspirational core. How it speaks to the idea of enrollment and “having no doubt that others are eager to catch the spark” (pg. 126). The faith that Zander put in his audience and the musicians he conducted to capture said audience, is not the norm. This behavior gives us a glimpse of what is possible when we have a passion for something and invite others to share in this emotion.
It also brings up another interesting point. I personally don’t believe that anyone can create such a transformative experience as we read about in this chapter. Everyone has gifts and Zander seems to have a gift of creating these types of experiences in those around him thanks to the experiences, he himself has taken part in. Thankfully, he is gracious enough to share his ideas with the rest of us so we can try and learn some of the techniques to enhance our own learning environments, whatever they may be.
My response to Jamie Steele
Hey Jamie,
I too will be digging the book out after spring break. I am glad to know that I am not the only one that needs to see the spark in others, as well as myself.
The Zander's provide an inspirational approach to human mankind. This book came at a pivotal point in my teaching career. I have been contemplating on leaving the profession. After reading this literature, I am second guessing my decision. I still want to teach, and will find a position that will showcase my students' potential to full capacity.
Every time I think I have reached the pinnacle in this book, I am again amazed by the words that I read and seem to enlighten me. “Lighting a Spark” really spoke to me this week. The story itself is something I will revisit right after Spring Break every year from this point on. Why? It’s inspirational core. How it speaks to the idea of enrollment and “having no doubt that others are eager to catch the spark” (pg. 126). The faith that Zander put in his audience and the musicians he conducted to capture said audience, is not the norm. This behavior gives us a glimpse of what is possible when we have a passion for something and invite others to share in this emotion.
It also brings up another interesting point. I personally don’t believe that anyone can create such a transformative experience as we read about in this chapter. Everyone has gifts and Zander seems to have a gift of creating these types of experiences in those around him thanks to the experiences, he himself has taken part in. Thankfully, he is gracious enough to share his ideas with the rest of us so we can try and learn some of the techniques to enhance our own learning environments, whatever they may be.
My response to Jamie Steele
Hey Jamie,
I too will be digging the book out after spring break. I am glad to know that I am not the only one that needs to see the spark in others, as well as myself.
The Zander's provide an inspirational approach to human mankind. This book came at a pivotal point in my teaching career. I have been contemplating on leaving the profession. After reading this literature, I am second guessing my decision. I still want to teach, and will find a position that will showcase my students' potential to full capacity.
Tuesday, May 24, 2011
Wk4 The Art of Possibility Chapters 9-12
When I started teaching over ten years ago, I believe my whole body was filled with lighting ready to transfer to others. I wanted to relight a spark in my students, so they would be ready to take on the world. 
Recently, I think my inner light has fizzled, and I see a dying light in my students.
Maybe it is the end of the year. Maybe I feel a little burned out. But when I read these last few chapters, I realized, I need to make a change in my thinking. I can still make a difference in my students’ lives. I can still light that spark.
How do I rekindle that feeling of making a difference? I know myself. I need to make a change with my professional life about every three to four years. Do something different like changing schools, positions, or curriculum. This really helps me with keeping my ideas fresh and new.
However, what about the students that have that darkness inside, but don’t want to let in the possibility of light? Every year, I try to motivate a student that just doesn’t want to work with me. Usually it’s a student that just wants to goof off, play around, distract others, and try to be the “cool/bad” kid. You all know them…we all have at least one in our class. This year, I just so happen to have two of them in one class. This is how I overcame this type of behavior. I gave both students a lot of leeway.
I let them work on a multimedia project together that consisted of a rap creation they created in Garageband Loops. I saw the spark...they showed the light.
Instead of me running around yelling at them to get to work, saying, “stop this”, or “stop that”, I provided my students with endless possibilities. My students found new technology knowledge, created a content skill rap song, minimized distractions, and had fun. I was able to do my job…which is mold young minds. WE all learned from this experience.
Recently, I think my inner light has fizzled, and I see a dying light in my students.
Maybe it is the end of the year. Maybe I feel a little burned out. But when I read these last few chapters, I realized, I need to make a change in my thinking. I can still make a difference in my students’ lives. I can still light that spark.
How do I rekindle that feeling of making a difference? I know myself. I need to make a change with my professional life about every three to four years. Do something different like changing schools, positions, or curriculum. This really helps me with keeping my ideas fresh and new.
However, what about the students that have that darkness inside, but don’t want to let in the possibility of light? Every year, I try to motivate a student that just doesn’t want to work with me. Usually it’s a student that just wants to goof off, play around, distract others, and try to be the “cool/bad” kid. You all know them…we all have at least one in our class. This year, I just so happen to have two of them in one class. This is how I overcame this type of behavior. I gave both students a lot of leeway.
I let them work on a multimedia project together that consisted of a rap creation they created in Garageband Loops. I saw the spark...they showed the light.
Instead of me running around yelling at them to get to work, saying, “stop this”, or “stop that”, I provided my students with endless possibilities. My students found new technology knowledge, created a content skill rap song, minimized distractions, and had fun. I was able to do my job…which is mold young minds. WE all learned from this experience.
Friday, May 20, 2011
Wk4 Publishing/Leadership Project
PETE&C is also offered annually in Hershey, Pennsylvania. The next scheduled dates for this conference is February 12-15, 2012. Both conferences provide several opportunities for technology leaders to share their multimedia ideas and projects in a workshop setting. I chose FETC and PETE&C, since one of my strongest teaching strategies is technology implementation, and both of these conferences provide technology implementation in education.
Students in previous health classes appeared uninterested in participating in health class or demonstrate their newfound knowledge in various project and assignment endeavors. In evaluating the progression of student work, the submitted projects or assignments were mediocre to unacceptable. I began this ARP with wondering if I implemented technology in my curriculum if students would be motivated to complete projects that demonstrated higher quality of work. The following presentation explains my ARP journey at Full Sail University.
Publishing/Leadership Think Aloud Blog #1
Publishing/Leadership Project Think Aloud Blog #2
Neal_Janene_Publishing Leadership Project.ppt
Tuesday, May 17, 2011
Wk3 Publishing_Leadership Project Part 2 of 2: The Two Chosen Conferences
I have chosen two conferences to present my ARP. The first conference is Florida Educational Technology Conference (FETC), and the second is Pennsylvania Educational Technology Expo and Conference (PETE&C). I feel more comfortable with creating a project to present than submit a publication to a magazine or journal.
W3 Response to Ann Cannizzaro
Week3_Reading_The Art of Possibility
Reading again from the Art of Possibility by Benjamin and Rosamund Zander, chapters 5-8, we are encouraged to “lead from any chair”. Each of us wears a variety of leadership hats within the time of a day, week, month, year, even a lifetime. As parents, we lead our children; we are role models for how to behave within and outside of the family structure. As teachers, we model for our students how to embrace the learning process and to achieve it’s intended goals. As community members we work to integrate with and invite others to come together for the greater good. Active participation is the key. Participation is only a first step. Being active is vital to effective leadership.
Mr. Zander describes how he began to give “the floor” over to his musicians, to better listen to and understand what they might add to the process of playing and performing music. He presented them with permission to access the leadership position. I find myself in this situation in the classroom too. I try to recognize the best moments to maneuver students into position such that when they “take the floor”, their classmates are waiting to hear what they have to say, and respond with the expectation of leadership from the student. This is a means of promoting positive self-esteem and confidence for students.
Successful attempts at leadership in the classroom, whether reading a sentence correctly, or explaining a definition, helps students realize their potential for leadership. With ample opportunities to shine, they may increase participation in activities in other classrooms, or out in their community. As teachers, we help to determine “who is present” when we have the expectation and allow the opportunity that all students can and will “take the floor” from time to time.
Response to Ann Cannizzaro
I love it when I see students interacting with each other. I also love when students make a point to tell me something they know, even though I know the answer. For instance, when they know something that pertains to any kind of technology, they really make a big case of demonstrating their knowledge about the tech topic. I just let them explain. When I say, "I didn't know that. Wow!!" They are so please with themselves.
Reading again from the Art of Possibility by Benjamin and Rosamund Zander, chapters 5-8, we are encouraged to “lead from any chair”. Each of us wears a variety of leadership hats within the time of a day, week, month, year, even a lifetime. As parents, we lead our children; we are role models for how to behave within and outside of the family structure. As teachers, we model for our students how to embrace the learning process and to achieve it’s intended goals. As community members we work to integrate with and invite others to come together for the greater good. Active participation is the key. Participation is only a first step. Being active is vital to effective leadership.
Mr. Zander describes how he began to give “the floor” over to his musicians, to better listen to and understand what they might add to the process of playing and performing music. He presented them with permission to access the leadership position. I find myself in this situation in the classroom too. I try to recognize the best moments to maneuver students into position such that when they “take the floor”, their classmates are waiting to hear what they have to say, and respond with the expectation of leadership from the student. This is a means of promoting positive self-esteem and confidence for students.
Successful attempts at leadership in the classroom, whether reading a sentence correctly, or explaining a definition, helps students realize their potential for leadership. With ample opportunities to shine, they may increase participation in activities in other classrooms, or out in their community. As teachers, we help to determine “who is present” when we have the expectation and allow the opportunity that all students can and will “take the floor” from time to time.
Response to Ann Cannizzaro
I love it when I see students interacting with each other. I also love when students make a point to tell me something they know, even though I know the answer. For instance, when they know something that pertains to any kind of technology, they really make a big case of demonstrating their knowledge about the tech topic. I just let them explain. When I say, "I didn't know that. Wow!!" They are so please with themselves.
W3 Response to Tom Turner
Wk3 Activities Blog Post 1 - Rule #6
The first thing that I thought of when I saw the title of Chapter 6 in "The Art of Possibility" was a saying on a t-shirt that my wife owned when we first met. After all these years it has stuck with me. The slogan was "Life's a Journey, Not a Guided Tour."
This slogan is right in line with the theme of Chapter 6 and its suggestion that we all need to "lighten up" (Zander & Zander, p. 80). As I walk around campus I encounter teacher after teacher who is stressed out. Stressed out because of poor student performance on standardized tests. Stressed out because of mandates passed down from administrators. Stressed out because of what seems to be a lack of support by a government that doesn't really understand what teaching is all about, yet continues to try to reform it.
I myself subscribe to the "Life's a Journey, Not a Guided Tour" mentality. Life's way too short to get worked up over stuff that I have no control over. I've resigned myself to the fact that the state legislature is not going to be calling me for my opinion any time soon with regards to education reform. That doesn't mean I won't do what is necessary to try to exact change.
I also subscribe to the premise that part of my job is to provide a little levity to my campus. It is my belief that a happy and jovial workplace is a very good place to work. All too often people get too wrapped up in what they are doing and forget to see that their stresses can be relieved with a joke and a smile. I know the students that I taught were always appreciative that I ran my classroom in a way that learning was peppered with humor.
The other thing that I thought about wen reading Chapter 6 was CBS show "NCIS". I know, it seems a little silly. One has little to do with another. But as a NCIS junkie I've taken to living my life by some of Gibb's Rules. Many of the rules revealed through various episodes of the show have no bearing to real life. It seems a bit funny that the Gibbs Rule that I subscribe to the most is also #6: Never apologize, it's a sign of weakness. The way I interpret this particular rule is to live my life with no regrets. The decisions I make in life I need to stand behind with confidence.
Response to Tom Turner
Your right Tom! I have educators at my school that walk around stressed out. I know that I am one of them. I wish I could say that it would be easy to just let things slide off my back. But...sometimes life is just way to hectic. For instance, yesterday my day started at 6:45 and didn't end until 11pm. I literally didn't stop for one second until I laid my head on the pillow. Was I stressed...probably. I tried to slow down, but my life just wouldn't. I know, i need to say no to a few things. But...I just can't.
I understand that you like Gibbs rule of never apologizing. Just think, if more people had that philosophy, what would happen to human man kind? No one would know how to say "I'm sorry" and that those two words really can impact and make a difference. Come on, you can't tell me you have never said those two words to your wife, Meg?
The first thing that I thought of when I saw the title of Chapter 6 in "The Art of Possibility" was a saying on a t-shirt that my wife owned when we first met. After all these years it has stuck with me. The slogan was "Life's a Journey, Not a Guided Tour."
This slogan is right in line with the theme of Chapter 6 and its suggestion that we all need to "lighten up" (Zander & Zander, p. 80). As I walk around campus I encounter teacher after teacher who is stressed out. Stressed out because of poor student performance on standardized tests. Stressed out because of mandates passed down from administrators. Stressed out because of what seems to be a lack of support by a government that doesn't really understand what teaching is all about, yet continues to try to reform it.
I myself subscribe to the "Life's a Journey, Not a Guided Tour" mentality. Life's way too short to get worked up over stuff that I have no control over. I've resigned myself to the fact that the state legislature is not going to be calling me for my opinion any time soon with regards to education reform. That doesn't mean I won't do what is necessary to try to exact change.
I also subscribe to the premise that part of my job is to provide a little levity to my campus. It is my belief that a happy and jovial workplace is a very good place to work. All too often people get too wrapped up in what they are doing and forget to see that their stresses can be relieved with a joke and a smile. I know the students that I taught were always appreciative that I ran my classroom in a way that learning was peppered with humor.
The other thing that I thought about wen reading Chapter 6 was CBS show "NCIS". I know, it seems a little silly. One has little to do with another. But as a NCIS junkie I've taken to living my life by some of Gibb's Rules. Many of the rules revealed through various episodes of the show have no bearing to real life. It seems a bit funny that the Gibbs Rule that I subscribe to the most is also #6: Never apologize, it's a sign of weakness. The way I interpret this particular rule is to live my life with no regrets. The decisions I make in life I need to stand behind with confidence.
Response to Tom Turner
Your right Tom! I have educators at my school that walk around stressed out. I know that I am one of them. I wish I could say that it would be easy to just let things slide off my back. But...sometimes life is just way to hectic. For instance, yesterday my day started at 6:45 and didn't end until 11pm. I literally didn't stop for one second until I laid my head on the pillow. Was I stressed...probably. I tried to slow down, but my life just wouldn't. I know, i need to say no to a few things. But...I just can't.
I understand that you like Gibbs rule of never apologizing. Just think, if more people had that philosophy, what would happen to human man kind? No one would know how to say "I'm sorry" and that those two words really can impact and make a difference. Come on, you can't tell me you have never said those two words to your wife, Meg?
Monday, May 16, 2011
W3- Readings- Ch. 5-8 from The Art of Possibility
I like to create a connection between my life and with whatever literature that I am currently reading. For instance, when I read Gone with the Wind, I was of course, Scarlett O'Hara, and with any of the True Blood series...just call me Sookie Stackhouse.
With this week's readings, I am not June from Chapter 6, but...I do like how Zander and Zander create this feel good connection with the reader. Here is what I gathered from each chapter.
Chapter 5- Leading From Any Chair
Letting my students shine and allowing them to show others what they know. I don't always have to be standing in front of the room teaching, I can have my students help each other.
Chapter 6 Rule
Rule number 6 is a great way to look at life in general. Of course everything that we do is important, but I think it is in our nature to “reach for the stars” and “do the best job". With all of the chaos and craziness in our life, why can’t we just slow down and take a deep breath? That we all should slow down every once in awhile and stop and smell the roses.
Chapter 7 The Way
If we can accept the way things are, then the life that surrounds us will be easier to accomplish.
Chapter 8 Giving Way
If we participate with our surrounds, we will be much happier with our surroundings. No one likes to be around a grouch. So having everyone participate, will create happiness among everyone.
So basically accept the things that we have, keep a positive outlook on life, participate with our surroundings, and share the spotlight. Wow...that sounds like the lectures I got from dad every time I got in trouble.
I'll Think About Tomorrow image courtesy of Soaptree from Creative Commons.
More Old Books image courtesy of Guldfisken from Creative Commons.
Zander, R. & Zander, B. (2000). The Art of Possibility. Ch. 5-8. Penguin Books. New York, NY.
Tuesday, May 10, 2011
W2- Prezi is the Answer
Last week I pondered on the question of: to create a presentation, or to just write a paper for the final MAC project. Talking over with one of my classmates, at this moment, I plan to design a Prezi for this project. (I think.) Prezi is easy, simple to use, eye-catching, something different besides the same old keynote, or PPP, and Oh did I mention that it's simple and easy? I think I am talking myself into using the tech tool. I am glad I still have a few more days to figure how I am going to complete this task.
Photo courtesy of SMJJP's photostream
W2 Reading Response to Pat Ort
Pat Ort's Original Post-
SUNDAY, MAY 8, 2011
Week 2 Discussion: Reflection on the Art of Possibility
The Art of Possibility, written by Rosamund Stone Zander and her husband, Benjamin Zander, is turning out to be better than I first thought. Initially, the title intrigued me. However, it took me until page 12 to really start to connect with what the author's were saying. By the end of the fourth chapter, I liked what I was reading so well that I ordered two more copies of the book to share with the two other teachers in my alternative high school program.
I especially liked giving people an A (including yourself). I think perception is really important. I could relate this idea with our approach to our alternative ed high school students. What if we did this with them? How would it transform our relationship with our students if we did that? The authors address the image of the teen, sitting in a resigned posture - as our alternative ed kids often do - and speculate how that would change if the students were treated like A students from the start. If we treat them like A students, and they treat themselves like A students, what would happen? I think I'd like to find out.
I appreciated the author's thoughts on our "world of measurement." This was especially thought provoking for me because I have been deeply frustrated by my work situation. I actually have been doing a lot of surviving, especially over the past four years. I found the ideas in this book rather liberating. Now, if I can just maintain that mindset! I am imagining my future just one year from now. What would I write if I were writing one of those A letters?
I liked the idea that "...resources are likely to come to you in greater abundance when you are generous and inclusive and engage people in your passion for life." I think this is true. It actually goes well with my own conviction that you make your own luck. True, there are random circumstances and people I can't control, but I choose how I respond to them, and if I am positive and keep pressing forward, I will be ready when opportunity presents its self.
I have to say, I also enjoyed the Ted video of Benjamin Zander. My 19 year-old son is a college music major and wishes to be a composer. I shared the video with him, certain he would especially like it because he has a particular knowledge of music. I was right.
I am looking forward to reading the next part of the book. Reading it has also prompted me to do a lot of reflection. If all goes well, I should be getting my EMDT masters at the end of June. If I leave the survival mindset behind and change my way of thinking, what will my attitude be as I complete my degree? What new opportunities will present themselves? I look forward to the next year with anticipation.
Zander, R. & Zander, B. (2000). The Art of Possibility. Ch. 1-4. Penguin Books. New York, NY.
Posted by Pat Ort at 8:42 PM
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1 comments:
Janene Neal said...
Pat-
You have really taken the book to heart. I really like how you know you need to get out of that survival mode. Once survival mode sets in, it's hard to get out. I think the longer educators are in the teaching industry, they tend to get in that survival mode. Understandable. I think at times I am there myself. But like you, I too know that I need to change something in order to stay focused, positive....happy.
I did not get into the book until around the middle of the second chapter. I really enjoyed the A chapter. But I think my favorite story was the last one in Chapter 4, when the father was telling his sons there was treasure in the field. We all have buried treasure within us, but all it takes is something special to bring it to the surface.
May 10, 2011 2:40 PM
SUNDAY, MAY 8, 2011
Week 2 Discussion: Reflection on the Art of Possibility
The Art of Possibility, written by Rosamund Stone Zander and her husband, Benjamin Zander, is turning out to be better than I first thought. Initially, the title intrigued me. However, it took me until page 12 to really start to connect with what the author's were saying. By the end of the fourth chapter, I liked what I was reading so well that I ordered two more copies of the book to share with the two other teachers in my alternative high school program.
I especially liked giving people an A (including yourself). I think perception is really important. I could relate this idea with our approach to our alternative ed high school students. What if we did this with them? How would it transform our relationship with our students if we did that? The authors address the image of the teen, sitting in a resigned posture - as our alternative ed kids often do - and speculate how that would change if the students were treated like A students from the start. If we treat them like A students, and they treat themselves like A students, what would happen? I think I'd like to find out.
I appreciated the author's thoughts on our "world of measurement." This was especially thought provoking for me because I have been deeply frustrated by my work situation. I actually have been doing a lot of surviving, especially over the past four years. I found the ideas in this book rather liberating. Now, if I can just maintain that mindset! I am imagining my future just one year from now. What would I write if I were writing one of those A letters?
I liked the idea that "...resources are likely to come to you in greater abundance when you are generous and inclusive and engage people in your passion for life." I think this is true. It actually goes well with my own conviction that you make your own luck. True, there are random circumstances and people I can't control, but I choose how I respond to them, and if I am positive and keep pressing forward, I will be ready when opportunity presents its self.
I have to say, I also enjoyed the Ted video of Benjamin Zander. My 19 year-old son is a college music major and wishes to be a composer. I shared the video with him, certain he would especially like it because he has a particular knowledge of music. I was right.
I am looking forward to reading the next part of the book. Reading it has also prompted me to do a lot of reflection. If all goes well, I should be getting my EMDT masters at the end of June. If I leave the survival mindset behind and change my way of thinking, what will my attitude be as I complete my degree? What new opportunities will present themselves? I look forward to the next year with anticipation.
Zander, R. & Zander, B. (2000). The Art of Possibility. Ch. 1-4. Penguin Books. New York, NY.
Posted by Pat Ort at 8:42 PM
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1 comments:
Janene Neal said...
Pat-
You have really taken the book to heart. I really like how you know you need to get out of that survival mode. Once survival mode sets in, it's hard to get out. I think the longer educators are in the teaching industry, they tend to get in that survival mode. Understandable. I think at times I am there myself. But like you, I too know that I need to change something in order to stay focused, positive....happy.
I did not get into the book until around the middle of the second chapter. I really enjoyed the A chapter. But I think my favorite story was the last one in Chapter 4, when the father was telling his sons there was treasure in the field. We all have buried treasure within us, but all it takes is something special to bring it to the surface.
May 10, 2011 2:40 PM
W2- Reading- Response to Tom Turner
Original post-
wk2Readings_Thomas Turner_The Art of Possibility
Lego Pile by Justgrimes w/ Creative Commons License
These legos to the right of here sum up what I conceptualize what our reading is about for this week. For many, myself included, this pile of legos present an enormous road block in the creative process. Ask someone like myself what they see in this picture and the response is easy, "A pile of legos". We'll get back to what the other creative minded people will respond with here in a little while.
This week's reading consisted of Chapters 1 - 4 of "The Art of Possibility". I'm a very avid reader, and will enjoy reading this summer once we are done with this EMDT program. I've so missed sitting out in the pool with a book. One tool that I like to use when I read is to imagine someone else's voice as I'm reading particular areas of text. For some reason when I was reading the other night the only voice I had going through my head was that of Dr. Siegel. One of the takeaways for the Gaming Strategies and Motivation (GSM) course 2 months ago was to always imagine the unimaginable and then to make it possible. This is mostly because gaming strategies for education is one of those taboos that mainstream educators and administrators don't want to talk about, think about or dream about. In my mind this is what Chapter 1 was all about. For example, the Zander and Zander shared on page 15 the following:
"What might I now invent, That I have not yet invented, That would give me other choices?"
In my head this SCREAMS Dr. Dan! The entire month of GSM revolved around finding limitless opportunities for our students to create and invent and explore worlds and realms that are not possible to visit in the traditional classrooms.
I was also very intrigued with the third chapter, "Giving an A". I very much enjoyed reading how the instructor of the music class attempted to get the best out of students. In the past I would start off the each marking period with the same statements. That right now EVERYONE has an A in my class. After reading this chapter I can see how I would amend that and utilize a similar method. Zander and Zander believed that giving an A to students would lead to students to take risks that they normally would not take. All with the hopes of after reflecting upon positives and negatives that the creative processes will be unimpeded thereby letting innovation take place (p. 34).
Lego Millenium Falcon Built by Richard Jones w/ Creative Commons
The great thing about this philosophy to learning is that it breaks down the barriers to learning between student and instructor. This frees up students to be as creative as they can be and for teachers to maintain a facilitative role (Zander & Zander, p, 36).
Now, back to that pile of legos above. If that pile was placed in front of student in an environment where they are not given the freedom to take chances would it be possible to end up putting together a design such as the Millenium Falcon? I am highly doubtful that students would be willing, or wanting, to put the effort needed to create something as elaborate as the falcon (or a building tower, car, etc) where they didn't feel their teacher was supportive to their learning and risk taking.
Zander, R, & Zander, B. (2000). The Art of Possibility. Boston, MA: Harvard Business School Press.
Response- I like your analogy about the legos. You never know about students. Sometimes they might surprise you. That lego Falcon just might turn into something even grander.
I liked chapter 3 as well. As educators we all want our students to earn A's in our classes. Keeping them motivated and wanting to learn is the easy part. Getting them to believe in themselves is the hard part. So many of my own students lack self-esteem and wonder. Having that faith in themselves is something I must teach them. Forget about math, science, or reading. To me- the inner soul is what is the most important!!!!
wk2Readings_Thomas Turner_The Art of Possibility
Lego Pile by Justgrimes w/ Creative Commons License
These legos to the right of here sum up what I conceptualize what our reading is about for this week. For many, myself included, this pile of legos present an enormous road block in the creative process. Ask someone like myself what they see in this picture and the response is easy, "A pile of legos". We'll get back to what the other creative minded people will respond with here in a little while.
This week's reading consisted of Chapters 1 - 4 of "The Art of Possibility". I'm a very avid reader, and will enjoy reading this summer once we are done with this EMDT program. I've so missed sitting out in the pool with a book. One tool that I like to use when I read is to imagine someone else's voice as I'm reading particular areas of text. For some reason when I was reading the other night the only voice I had going through my head was that of Dr. Siegel. One of the takeaways for the Gaming Strategies and Motivation (GSM) course 2 months ago was to always imagine the unimaginable and then to make it possible. This is mostly because gaming strategies for education is one of those taboos that mainstream educators and administrators don't want to talk about, think about or dream about. In my mind this is what Chapter 1 was all about. For example, the Zander and Zander shared on page 15 the following:
"What might I now invent, That I have not yet invented, That would give me other choices?"
In my head this SCREAMS Dr. Dan! The entire month of GSM revolved around finding limitless opportunities for our students to create and invent and explore worlds and realms that are not possible to visit in the traditional classrooms.
I was also very intrigued with the third chapter, "Giving an A". I very much enjoyed reading how the instructor of the music class attempted to get the best out of students. In the past I would start off the each marking period with the same statements. That right now EVERYONE has an A in my class. After reading this chapter I can see how I would amend that and utilize a similar method. Zander and Zander believed that giving an A to students would lead to students to take risks that they normally would not take. All with the hopes of after reflecting upon positives and negatives that the creative processes will be unimpeded thereby letting innovation take place (p. 34).
Lego Millenium Falcon Built by Richard Jones w/ Creative Commons
The great thing about this philosophy to learning is that it breaks down the barriers to learning between student and instructor. This frees up students to be as creative as they can be and for teachers to maintain a facilitative role (Zander & Zander, p, 36).
Now, back to that pile of legos above. If that pile was placed in front of student in an environment where they are not given the freedom to take chances would it be possible to end up putting together a design such as the Millenium Falcon? I am highly doubtful that students would be willing, or wanting, to put the effort needed to create something as elaborate as the falcon (or a building tower, car, etc) where they didn't feel their teacher was supportive to their learning and risk taking.
Zander, R, & Zander, B. (2000). The Art of Possibility. Boston, MA: Harvard Business School Press.
Response- I like your analogy about the legos. You never know about students. Sometimes they might surprise you. That lego Falcon just might turn into something even grander.
I liked chapter 3 as well. As educators we all want our students to earn A's in our classes. Keeping them motivated and wanting to learn is the easy part. Getting them to believe in themselves is the hard part. So many of my own students lack self-esteem and wonder. Having that faith in themselves is something I must teach them. Forget about math, science, or reading. To me- the inner soul is what is the most important!!!!
Monday, May 9, 2011
W2 Reading_Art of Possibility- Chapters 1-4
Week2- Reading- How can I……
Invent?
Step into Possibilities?
Give an A?
Contribute?
How can I reinvent myself to be a better person? I think I try on a daily basis to be a better person. I treat others the way that I want to be treated. I work hard to make myself happy, as well as others that are around me. But when I read this week’s readings, I pondered if I am missing something. Is there more that I can offer to others around me? I think I do. But what can I contribute to my students…my friends…my family? How can I provide more possibilities? Or be apart of other possibilities?
I think in order for me to step outside the box, I must list contributions that I can offer to others. I feel that I have a lot to offer others. Not only my work ethics, but I also provide love and compassion. Sometimes, I feel that I might be a little burned out with teaching. But on a daily basis, I still love my students. Of course I want them to learn as much as possible, and sometimes forget about their feelings and how their home life can really affect their school life.
For instance, last week, one of my fourth grade students needed shoes, clothes, underclothes, and toiletries, due to insufficient funds at home. Through a county non-profit organization, I was able to provide these necessary items for this student and his sibling. He was so thankful, and appreciative to receive these items. He didn’t care if the items were name brand, or the latest fashion. He was just happy to have clothes with no holes, and shoes that weren’t falling apart. With his overwhelming response of gratitude, I was able to reconnect with the emotional aspect of being a teacher, as well as looking at how fortunate that I am able to provide for my own family. Still, this kid showed me to appreciate the little things in life.
I think with caring and love, the possibilities are endless. Having a positive outlook in life will provide an abundance of opportunities. Educators are kind, warm hearted human beings that not only teach lessons to others, but also provide love to their students.
So yes, I think that I do have something to offer to my students, LOVE. Sometimes it’s tucked away, pushed aside, or misplaced, but for some reason, my students help me find it.
What I really liked about the reading this week, and what I want to use is giving A’s. The author provided his students with A’s at the beginning of the semester. This way, the students will set their own standards high. It is similar to FSO grading the GPS assignment at the beginning of the class. I know I want to keep this 100%, and will make an effort to not have any points deducted.
One sentence stood out from all the reading…..”Hard Work and Reward…what can be better?”
Zander, R. & Zander, B. (2000). The Art of Possibility. Ch. 1-4. Penguin Books. New York, NY.
Images Courtesy of CC
Invent?
Step into Possibilities?
Give an A?
Contribute?
How can I reinvent myself to be a better person? I think I try on a daily basis to be a better person. I treat others the way that I want to be treated. I work hard to make myself happy, as well as others that are around me. But when I read this week’s readings, I pondered if I am missing something. Is there more that I can offer to others around me? I think I do. But what can I contribute to my students…my friends…my family? How can I provide more possibilities? Or be apart of other possibilities?
I think in order for me to step outside the box, I must list contributions that I can offer to others. I feel that I have a lot to offer others. Not only my work ethics, but I also provide love and compassion. Sometimes, I feel that I might be a little burned out with teaching. But on a daily basis, I still love my students. Of course I want them to learn as much as possible, and sometimes forget about their feelings and how their home life can really affect their school life.
For instance, last week, one of my fourth grade students needed shoes, clothes, underclothes, and toiletries, due to insufficient funds at home. Through a county non-profit organization, I was able to provide these necessary items for this student and his sibling. He was so thankful, and appreciative to receive these items. He didn’t care if the items were name brand, or the latest fashion. He was just happy to have clothes with no holes, and shoes that weren’t falling apart. With his overwhelming response of gratitude, I was able to reconnect with the emotional aspect of being a teacher, as well as looking at how fortunate that I am able to provide for my own family. Still, this kid showed me to appreciate the little things in life.
I think with caring and love, the possibilities are endless. Having a positive outlook in life will provide an abundance of opportunities. Educators are kind, warm hearted human beings that not only teach lessons to others, but also provide love to their students.
So yes, I think that I do have something to offer to my students, LOVE. Sometimes it’s tucked away, pushed aside, or misplaced, but for some reason, my students help me find it.
What I really liked about the reading this week, and what I want to use is giving A’s. The author provided his students with A’s at the beginning of the semester. This way, the students will set their own standards high. It is similar to FSO grading the GPS assignment at the beginning of the class. I know I want to keep this 100%, and will make an effort to not have any points deducted.
One sentence stood out from all the reading…..”Hard Work and Reward…what can be better?”
Zander, R. & Zander, B. (2000). The Art of Possibility. Ch. 1-4. Penguin Books. New York, NY.
Images Courtesy of CC
Thursday, May 5, 2011
Wk1 Publishing_Leadership Project Part 1 of 2: To Publish or Present
That is the question. 2000 words is a lot to write. Then again, so is 1500. Either way, I must decide, do I want to create a slideshow presentation, or just write a paper? I have always gone the technology route. I think it would be more appealing to the eye. However, at this point I am also thinking of time constraint as well as abundance of work. Because we all know, we are in crunch time. Hard to believe it's almost the end.
I also need to decide where I would like to submit my work. If I were to submit to conferences, I know one conference will be the Florida Educational Technology Conference. I am still looking into other conferences. As far a journal or magazine, I am still in the process of checking those publications and deciding which would be benefit from my ARP.
I also need to decide where I would like to submit my work. If I were to submit to conferences, I know one conference will be the Florida Educational Technology Conference. I am still looking into other conferences. As far a journal or magazine, I am still in the process of checking those publications and deciding which would be benefit from my ARP.
Reading Week One- Comment to Josh Tolar
Tuesday, May 3, 2011
Week 1 Reading - Copyright Issues
I was really blown away by the video on Martin Luther King and Fair Use. The fact that the documentary, “Eyes on the Prize”, is unavailable to so many people because of the expired copyright licenses just seems so unreal. Since I started at Full Sail I have been getting into documentary film making and learning more about Fair Use from this weeks reading helps me put things into perspective. Before starting the development on my action research there was a film I wanted to use in my project, but I didn’t have the permission. It was a documentary about Buddhism that aired on PBS and had Richard Gere as the narrator. I was immediately intimated by the mere thought of using the documentary in any way so I decided to forget about it. I finally contacted PBS about using the documentary and 2 months later they said I could use it as long as I was using it to teach Buddhism. Of course I had already developed my own media and the response came too late, but I did become aware of Fair Use during this time.
I’m amazed at all the videos I have seen so far on copyright and how important it is in our lives today. For so many years I have written music from the inspiration of many commercial artists and I have never used samples from anyone, like in the documentary “Good Copy/Bad Copy”, but its amazing how other cultures around the world are using those samples. I have used samples before, but they have always been recordings of ambient sounds like traffic or construction sites and those samples were then imported into a sequencer for manipulation.
Apart from the documentaries on Fair use and Copyright, the Ted Talk with Larry Lessig was nothing short of brilliant. Taking away from his talk, I am reminded about my professional environment and the restrictions on using Creative Commons. It is important to start embracing this type of licensed material, but there is a belief in my professional environment that the owner of a certain license might decide to change the license at any given time and ultimately restricting the use of media that is already being used. I’m not sure if this is possible and I understand the concern, but if individuals are intimated by Creative Commons, it only limits our creative abilities. In developing content for my action research, I used a lot of creative commons material and doing so dramatically increased my ability to produce a rich educational product.
My knowledge of copyright was limited before viewing the videos this week. I found the content to be exhilarating and sometimes emotional, especially the video about Fair Use with the documentary on Martin Luther King. We live in a network of social media and intertwined within that media are the creative minds willing to express their very being. The opportunity to create something to teach people and to enrich their lives is truly a wonderful experience and being able to tap into the massive amounts of media that already exists only increases our ability to create and flourish in the vast social network.
Posted by Josh Tolar at 9:44 PM 2 comments
Janene Neal said...
That's awesome that you received permission from PBS to use one of their documentaries. Maybe you might be able to use it for the future.
I am like you. This week's copyright videos were an eye opener for me too. I can recall at the beginning of this program to not use copyright material. But it seemed as if every time we had to submit a project or assignment, we were using someone else's work. After viewing the fair use videos, now I understand how we were able to use that material.
May 5, 2011 3:14 PM
Week 1 Reading - Copyright Issues
I was really blown away by the video on Martin Luther King and Fair Use. The fact that the documentary, “Eyes on the Prize”, is unavailable to so many people because of the expired copyright licenses just seems so unreal. Since I started at Full Sail I have been getting into documentary film making and learning more about Fair Use from this weeks reading helps me put things into perspective. Before starting the development on my action research there was a film I wanted to use in my project, but I didn’t have the permission. It was a documentary about Buddhism that aired on PBS and had Richard Gere as the narrator. I was immediately intimated by the mere thought of using the documentary in any way so I decided to forget about it. I finally contacted PBS about using the documentary and 2 months later they said I could use it as long as I was using it to teach Buddhism. Of course I had already developed my own media and the response came too late, but I did become aware of Fair Use during this time.
I’m amazed at all the videos I have seen so far on copyright and how important it is in our lives today. For so many years I have written music from the inspiration of many commercial artists and I have never used samples from anyone, like in the documentary “Good Copy/Bad Copy”, but its amazing how other cultures around the world are using those samples. I have used samples before, but they have always been recordings of ambient sounds like traffic or construction sites and those samples were then imported into a sequencer for manipulation.
Apart from the documentaries on Fair use and Copyright, the Ted Talk with Larry Lessig was nothing short of brilliant. Taking away from his talk, I am reminded about my professional environment and the restrictions on using Creative Commons. It is important to start embracing this type of licensed material, but there is a belief in my professional environment that the owner of a certain license might decide to change the license at any given time and ultimately restricting the use of media that is already being used. I’m not sure if this is possible and I understand the concern, but if individuals are intimated by Creative Commons, it only limits our creative abilities. In developing content for my action research, I used a lot of creative commons material and doing so dramatically increased my ability to produce a rich educational product.
My knowledge of copyright was limited before viewing the videos this week. I found the content to be exhilarating and sometimes emotional, especially the video about Fair Use with the documentary on Martin Luther King. We live in a network of social media and intertwined within that media are the creative minds willing to express their very being. The opportunity to create something to teach people and to enrich their lives is truly a wonderful experience and being able to tap into the massive amounts of media that already exists only increases our ability to create and flourish in the vast social network.
Posted by Josh Tolar at 9:44 PM 2 comments
Janene Neal said...
That's awesome that you received permission from PBS to use one of their documentaries. Maybe you might be able to use it for the future.
I am like you. This week's copyright videos were an eye opener for me too. I can recall at the beginning of this program to not use copyright material. But it seemed as if every time we had to submit a project or assignment, we were using someone else's work. After viewing the fair use videos, now I understand how we were able to use that material.
May 5, 2011 3:14 PM
Reading Week One- Comment to Tom Turner
Wk1Readings_Thomas Turner_Copyright Issues
It's as if the readings/viewing for week 1 was meant to be this week. The third and fifth grades at my school are in the midst of doing some end of the year 'research' projects with their students. I'm using the term research loosely here as all that I've seen over the last few days has been copying, and not research.
I began my conversations with the teachers with strictly conversation. I didn't want to pull a holier than thou attitude with them, however, I knew that what they were having their students do was breaking the law.
I took my verbal rebuke from the teachers in stride. Frankly, I'm the 'new' guy on campus and what do I know? I'm supposed to be the tech expert on campus. I don't flaunt this fact. I offer up my services when needed and I give advice when I see fit. But I couldn't keep my mouth shut on this one. Not when I saw 4 classes in a row using google images as their personal image gallery.
This isn't the first time that I've seen this sort of research happening in a public school. Most primary and intermediate teachers (again I say most that I've encountered, not all) conduct their research projects in this way. I've already spoke to my administration about educating our classroom teachers on copyright and fair use as we start the next school year. At this point it is moot to embark on it because the information would just sit there for 3 1/2 months and just go to waste.
I was able to glean a few bits of new information from our reading for this week.
First was learning that there really is no "time" frame limit to music or video that can be used as fair use. I was always under the impression, and had always been instructed that it was a 30 second or 10%. It amazes me that this misinformation has been allowed to permeate through numerous ed tech conferences and workshops that my district has given.
I understand the concept of remixing. As I was watching "Good Copy/Bad Copy" and the part of the film discussing Techno Brega from Brazil I was having a hard time wrapping my head around how what they were doing with the original works was not copyright infringement. I agree with one of the comment that what they are doing works to increase the original artist's name recognition.
One of the most important things that I've learned during the EMDT program is the use of and attributing my work through a Creative Commons License. I love having the choice of how I want to copyright my work. As an educator it is in my nature to want to have what I create out there for people to use in a way that will help others learn.
I can understand where the professional music and movie people take a hard line when enforcing copyright of their work. They are in the business to make money. It is understandable in a capitalistic society that artists will want to make money from their hard work. I don't think less of them for this, however, I do question the level of zealousness that they take. If only they would recognize the level of learning that could take place if they would step back and allow learners more access to their work. Until that day, creative commons (http://www.creativecommons.org) will be the place I will go to get work that other like-minded people have shared.
Janene Neal said...
Tom,
I see copyright infringement with educators everyday. Honestly, I admit that I too did this act before my college career at FSO. However, now I understand the justification behind copyright. Personally the reason I went the Google gallery route was because it was an easier technology lesson for me to teach, and for my students to comprehend. But now, I have taught and trained my students to use Creative Commons. It is just as easy as using the Google Gallery.
It's as if the readings/viewing for week 1 was meant to be this week. The third and fifth grades at my school are in the midst of doing some end of the year 'research' projects with their students. I'm using the term research loosely here as all that I've seen over the last few days has been copying, and not research.
I began my conversations with the teachers with strictly conversation. I didn't want to pull a holier than thou attitude with them, however, I knew that what they were having their students do was breaking the law.
I took my verbal rebuke from the teachers in stride. Frankly, I'm the 'new' guy on campus and what do I know? I'm supposed to be the tech expert on campus. I don't flaunt this fact. I offer up my services when needed and I give advice when I see fit. But I couldn't keep my mouth shut on this one. Not when I saw 4 classes in a row using google images as their personal image gallery.
This isn't the first time that I've seen this sort of research happening in a public school. Most primary and intermediate teachers (again I say most that I've encountered, not all) conduct their research projects in this way. I've already spoke to my administration about educating our classroom teachers on copyright and fair use as we start the next school year. At this point it is moot to embark on it because the information would just sit there for 3 1/2 months and just go to waste.
I was able to glean a few bits of new information from our reading for this week.
First was learning that there really is no "time" frame limit to music or video that can be used as fair use. I was always under the impression, and had always been instructed that it was a 30 second or 10%. It amazes me that this misinformation has been allowed to permeate through numerous ed tech conferences and workshops that my district has given.
I understand the concept of remixing. As I was watching "Good Copy/Bad Copy" and the part of the film discussing Techno Brega from Brazil I was having a hard time wrapping my head around how what they were doing with the original works was not copyright infringement. I agree with one of the comment that what they are doing works to increase the original artist's name recognition.
One of the most important things that I've learned during the EMDT program is the use of and attributing my work through a Creative Commons License. I love having the choice of how I want to copyright my work. As an educator it is in my nature to want to have what I create out there for people to use in a way that will help others learn.
I can understand where the professional music and movie people take a hard line when enforcing copyright of their work. They are in the business to make money. It is understandable in a capitalistic society that artists will want to make money from their hard work. I don't think less of them for this, however, I do question the level of zealousness that they take. If only they would recognize the level of learning that could take place if they would step back and allow learners more access to their work. Until that day, creative commons (http://www.creativecommons.org) will be the place I will go to get work that other like-minded people have shared.
Janene Neal said...
Tom,
I see copyright infringement with educators everyday. Honestly, I admit that I too did this act before my college career at FSO. However, now I understand the justification behind copyright. Personally the reason I went the Google gallery route was because it was an easier technology lesson for me to teach, and for my students to comprehend. But now, I have taught and trained my students to use Creative Commons. It is just as easy as using the Google Gallery.
Tuesday, May 3, 2011
W1_Readings- Copyright Issues
At the beginning of the Full Sail EMDT program, our instructors drilled into our heads to not use copyrighted material. Most classes required comments and snippets of someone else’s work (movies, images, or music) in our media project/assignment. All through this program I kept thinking that I was infringing on copyrighted material, and at times would even question the instructor. I was wondering how we were able to get away without infringing on copyright laws. Then when I viewed Fair Use Fairytale, the answer was right in front of me.
Viewing all of the EDM613 Media Asset Creation videos really provided an eye opener on copyright laws. Good Copy Bad Copy was an informative video about piracy around the globe. It’s a shame that filmmakers, musicians, and artists are the ones that are hit the hardest because of these issues. I am shocked that European countries do not have the same outlook about copyright/piracy as the American government. I am also saddened that the US does not have a better grip on finding these thieves that steal other artists’ work.
How can these problems be fixed? Yes, fines can be placed. Yes, those pirates can be held accountable for stealing. But, these methods appear to not work, since these issues increase every year.
The Fair Use Fairytale video is a clever example, especially using Disney material representing how fair use policies can be implemented in multimedia projects. I know using the Code of Best Practices for Fair Use will be something I will use in future media projects. I am glad that this document is easy to assessable. When I googled fair use best practices, the first website listed appears to be a beneficial site for media users. http://www.centerforsocialmedia.org/fair-use/best-practices has a code of best practices for fair use for just about any media topic.
Creative Commons has been extremely useful in my educational and professional life. Not only have I utilized Creative Commons for the EMDT graduate program, but I have also provided Creative Commons lessons to my upper grade level students. In the past, my fourth, fifth, and sixth grade learners have been taught to collect images using the standard Google site. When I was introduced to Creative Commons and copyright infringement, I tweaked my multimedia projects for students to include copyright free images. Fortunately, students learned from this lesson. My district holds a Digital Media Awards ceremony once a year, showcasing students’ technology projects. This benefit mimics the Golden Globes, and also has strict rules for project submission. When students from other classes were informed of the contest rules, many could not submit their projects, due to copyright laws. My students on the other hand included copyright free images provided from Creative Commons. Guess what? Out of four hundred submissions, two of my third grade students, and two fifth grade students placed second and third. One sixth grade student placed first in her multimedia category. Having students learn the importance of copyright rules really did pay off.
Both images are courtesy of CC
Viewing all of the EDM613 Media Asset Creation videos really provided an eye opener on copyright laws. Good Copy Bad Copy was an informative video about piracy around the globe. It’s a shame that filmmakers, musicians, and artists are the ones that are hit the hardest because of these issues. I am shocked that European countries do not have the same outlook about copyright/piracy as the American government. I am also saddened that the US does not have a better grip on finding these thieves that steal other artists’ work.
How can these problems be fixed? Yes, fines can be placed. Yes, those pirates can be held accountable for stealing. But, these methods appear to not work, since these issues increase every year.
The Fair Use Fairytale video is a clever example, especially using Disney material representing how fair use policies can be implemented in multimedia projects. I know using the Code of Best Practices for Fair Use will be something I will use in future media projects. I am glad that this document is easy to assessable. When I googled fair use best practices, the first website listed appears to be a beneficial site for media users. http://www.centerforsocialmedia.org/fair-use/best-practices has a code of best practices for fair use for just about any media topic.
Creative Commons has been extremely useful in my educational and professional life. Not only have I utilized Creative Commons for the EMDT graduate program, but I have also provided Creative Commons lessons to my upper grade level students. In the past, my fourth, fifth, and sixth grade learners have been taught to collect images using the standard Google site. When I was introduced to Creative Commons and copyright infringement, I tweaked my multimedia projects for students to include copyright free images. Fortunately, students learned from this lesson. My district holds a Digital Media Awards ceremony once a year, showcasing students’ technology projects. This benefit mimics the Golden Globes, and also has strict rules for project submission. When students from other classes were informed of the contest rules, many could not submit their projects, due to copyright laws. My students on the other hand included copyright free images provided from Creative Commons. Guess what? Out of four hundred submissions, two of my third grade students, and two fifth grade students placed second and third. One sixth grade student placed first in her multimedia category. Having students learn the importance of copyright rules really did pay off.
Both images are courtesy of CC
Monday, May 2, 2011
Wk1_Topic #2_ Technology in my workplace
Topic #2
My district really does a great job with keeping up to date technology for educators to utilize in the classroom. They purchased classroom macs, and have 3 mac labs for my school alone. The tech dept provides summer professional development to learn or to brush up on using the apple applications associated with the mac. They also have purchased ipod touches, and ipads for student learning. Each classroom is equipped with a projector that can be attached to teacher macs, as well as an ELMO that is similar to an overhead. We were also provided with an interwrite pad that allows educators to freely roam the classroom, while still using the teacher mac that reflects the lesson on a wall projector. Kids really think this is a cool tool.
With all of the technology, I have noticed that teachers at my school are overwhelmed with the many technology features that have been provided to use in the classroom. Even though they may attend these technology professional development workshops to learn or get reacquainted with the tool, they are still intimidated to use them.
I have always felt comfortable with using these tools, and use them on a daily basis with my curriculum. It is funny because I am considered a "speedboat learner" in my district, and other colleagues have turned to me for guidance to implement technology in classroom. I notice they are excited when they learn how to use a new tool, and can not wait to utilize it in the classroom. But we all know...that if you don't use it...you lose it.
My district really does a great job with keeping up to date technology for educators to utilize in the classroom. They purchased classroom macs, and have 3 mac labs for my school alone. The tech dept provides summer professional development to learn or to brush up on using the apple applications associated with the mac. They also have purchased ipod touches, and ipads for student learning. Each classroom is equipped with a projector that can be attached to teacher macs, as well as an ELMO that is similar to an overhead. We were also provided with an interwrite pad that allows educators to freely roam the classroom, while still using the teacher mac that reflects the lesson on a wall projector. Kids really think this is a cool tool.
With all of the technology, I have noticed that teachers at my school are overwhelmed with the many technology features that have been provided to use in the classroom. Even though they may attend these technology professional development workshops to learn or get reacquainted with the tool, they are still intimidated to use them.
I have always felt comfortable with using these tools, and use them on a daily basis with my curriculum. It is funny because I am considered a "speedboat learner" in my district, and other colleagues have turned to me for guidance to implement technology in classroom. I notice they are excited when they learn how to use a new tool, and can not wait to utilize it in the classroom. But we all know...that if you don't use it...you lose it.
W1_Topic #1 Difficulties with Technology? Have a solution?
Topic #1
It is hard to think of when the last time I had a problem with technology usage in the classroom. Fortunately, my district is up to date with software/Internet perimeters. However, one technology problem that I am frustrated with is the lack of 1:1 computing. I daily teach six classes, grades ranging from Kindergarten through sixth grade with numbers varying from 16 to 45. So, computer usage for students can be difficult, especially when I am to share 24 computers with my next door neighbor. My neighbor and I utilize these computers on a daily basis, but must have our students complete group work. Sometimes I feel group work is beneficial, but at times I notice at least one student is left in the dark about how to properly use these technological tools. I wish that I could have more hardware to use with my students.
It is hard to think of when the last time I had a problem with technology usage in the classroom. Fortunately, my district is up to date with software/Internet perimeters. However, one technology problem that I am frustrated with is the lack of 1:1 computing. I daily teach six classes, grades ranging from Kindergarten through sixth grade with numbers varying from 16 to 45. So, computer usage for students can be difficult, especially when I am to share 24 computers with my next door neighbor. My neighbor and I utilize these computers on a daily basis, but must have our students complete group work. Sometimes I feel group work is beneficial, but at times I notice at least one student is left in the dark about how to properly use these technological tools. I wish that I could have more hardware to use with my students.
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