ISTE Standards in Relation to the Underage Children and Social Networking Article

The article titled, Underage Children and Social Networking, discussed how underage children are lying about their age in order to gain membership and access to popular social networking sites such as Twitter and Facebook.  I was shocked to learn from the article that children as young as nine years old are misrepresenting their ages with permission from their parents.  In my opinion, I think it starts out with the parents.  Parents should not allow their children access to social networks. Parents must engage close monitoring and parental controls in an effort to control their child’s computer access.   But with busy schedules, in time, monitoring diminishes and as the child grows into middle childhood and adolescence, he or she could be participating in risky behavior.

The ISTE standards provide:  guidelines for parents to start their children on the right path of being responsible stewards of technology.  I particularly like standard number five, digital Citizenship, where students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  If parents practiced this one ISTE standard with their children, underage participation of social networking would not be an issue.

ISTE standard six allows underage students to demonstrate sound understanding of technology concepts, systems, and operation.  This standard is important because students the internet is full of advertisements that could lead to viruses, identity theft and sexual predators.  When students understand how computer systems work and how people can manipulate the system, they are less likely to click on the flashy advertisements and enticing banners.

 I think the article was interesting and sad simply because how parents are allowing their children access to adult social networking sites.  But think about how the parents are behaving on these sites and how they are sharing inappropriate pictures, friendships and relationships.

Twitter Question - Teaching style

My teaching style is learner centered with lots of participant reflection.  The strength of this style is participants learn from each by sharing knowledge, opinions and experience.  A weakness from this style is losing classroom control.  As the facilitator, I have to redirect opinions and keep participants on task, which can be difficult with certain subjects and a diverse group.

Twitter Question - Growth as an educator

I grew as an educator by realizing I have to become proactive when it comes to voicing my opinion on project ideas with my co workers.  The EIPT course reminded me that I am a creative person and I need to get back on track as far as finding creative and innovative ways of implementing technology into my course designs.

OR Project Reflection

My OR project consisted of a video teaching participants how to create an InDesign flip book.  Overall, the feedback was good, I just needed to tweak a few things here and there.   I took it a step further and added a flip book design to one of the courses I’m developing on the job.  It was received positively which led to my supervisor purchasing InDesign for future developments.  I even uploaded the “how to create a flip book” video to the company’s intranet.

I enjoyed the OR project so much, I have decided to learn a new technology for each month, and incorporate it into a course design at my workplace.  I would also like to encourage other instructional designers to do the same.  I think it would prevent burn out from creating the same old types of course designs that we are used to.

I took a little time to write this reflection because I wanted to conduct a new survey after incorporating the feedback edits to the video. I was a little perplexed because I received feedback to take the music out – which I did.  But after the revision, some of the participants surveyed noted for me to put the music back in the video.  So, I am going to upload both the original and edited version of the video to my Wiki for viewers to decide which one they prefer.

Teaching Stlye in the OR project

Twitter Question: Did you learn about your teaching style in the OR project? - Discuss your teaching strengths and weaknesses from this on blog.

I learned that I can change my teaching style to accommodate adult different adult learning styles. For my OR project, I will teach learners how to create a page turn book in InDesign. As I taught the initial short course to co-workers and family, I found myself changing my style for a co-worker who was computer literate. She just wanted the basics and my short course was too long and cumbersome for her.  For family members, some who lacked computer skills, I found myself having to add details and vivid description of instruction. I guess my strength is being able to change my teaching style to teach adult learners.  I found my weakness was that I needed to create a course that adhered to all learning styles.

Professional Development Plan Project

Visionary Leadership

 

Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization.

My focus area is:
B) Engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision

My professional development plan goal for the above standard is to create a technology road map that will allow team members to recognize the department’s current technology state, and future technology direction.  My short term goal is to research books, articles and internet sites on how to develop a technology road map. My long term goal is to eventually become an expert and develop a template for all departments to create their own technology road maps.

Ertmer/Leftwich Article

  

   The article discusses the need for 21^st century technology in the classroom.  The article focuses on four aspects of knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. To get teachers involved in today’s good teaching, teachers must see examples of “good teaching.”

   Teachers who change their pedagogical beliefs need support from their peers, principal, and administration.  Teachers, who first hand see the benefits of this new teaching idea, may want to implement those ideas in their classrooms, but without support and examples, teachers may lose initiative.

   The article also pointed out that a strong professional development program is needed in order for teachers to understand how students learn. Also, teachers need guidance with carrying out new instructional practices to build confidence as they implement “good teaching” in their classrooms.

   My is reflection of the article: it is a good thing to encourage teachers to step out of the old 20^th century ways of teaching for the new 21^st pedagogical style rich with technology and student centered learning.  Professional development classes such as computers for teachers was a popular summer development course and the principal encouraged teachers to take the class.  But something was wrong. First, it was a summer course and most teachers had vacations and personal issues to deal with.  Second, teachers, who found the class exciting and innovative had to wait until summer vacation was over to implement what they learned in their classrooms – by then, the thrill was gone.

 

 

Sandholtz Chapter 5

Chapter five titled, “Redefining Student and Teacher Roles” discussed how Teachers quickly discovered that students were becoming experts with the new technology in the classroom.   The ACOT teachers and students experienced a shift in their traditional roles.  Peer teaching became the norm in the ACOT classrooms. Students provided technical assistance, tutoring, and mentoring in the classroom and in their communities.  With their new found roles in the classroom, student’s attitudes began to change in regards to how they viewed themselves.  Students took ownership and pride in instructing and sharing their technological knowledge.

Some of the benefits of the role shift were: less motivated students stayed on task, hidden skills were tapped, and academically challenged students became high achievers by finishing projects early.  Students who were unpopular were seen in a new light because of their expertise on the computer.  Teachers provided praise and support for those students who stepped into their new teaching roles.

Students took their computer knowledge outside of the classroom by teaching family members at home how to set up and use the computer.  They passed their computer knowledge on to their siblings and other family members.  The school district hired students as technical support with new equipment and they were also hired as teaching assistants for summer professional development classes.  Teachers and students traveled to places like the state capitols, conferences, and symposiums to share their knowledge of technology in the classroom.

Reflecting on chapter five, the ACOT teachers and students shifted their roles and found success.  I’m sure it was not easy for the teachers to give up their roles as leader in the classroom.  I wonder what would have happened if the teachers resisted the shift?  I was happy to read how the teachers put their egos aside and let the students share their knowledge, especially the principal who learned how to use the electronic bulletin board.

Sandholtz Chapter 4

Chapter four titled, “Managing a Technology-Rich Classroom” focused on the first three stages of instructional revolution.  These three stages are important because it set the stage for ACOT classroom teachers to experience major achievements or disheartening failures in their classrooms.

    Chapter four discusses the entry stage as the first stage of concern with the ACOT teachers.  Because the technology was so new, teachers could not anticipate problems.  Issues such as student misbehavior and attitudes, the physical environment, technical problems and software management, and the dynamics of the classroom environment were unique problems that presented themselves to the classroom.

     Adoption occurs when teachers anticipate and solve problems to resolve the student misbehavior in their classrooms.  Teachers used tactics such as using technology itself to redirect the misbehaving.  Teachers used spreadsheets, databases, individual and group restrictions to discontinue student misbehavior. The physical environment was changed by adding more spacious classrooms, organizing equipment, and installing whiteboards. To handle technical problems, teachers recruited students as “peer” teachers to assist with technical issues.  Some teachers became technicians themselves by attending service training.

                In the adaptation stage, teachers used technology to their advantage. Teachers lessened their workloads by creating databases and spreadsheets, which reduced time spent on calculating grades. Teachers were able to keep track of scores, prepare IEP’s, update materials, and give immediate feedback to their students regarding test scores. Because of adaptation, teachers grew confident with their technology skills which decreased worries about their classrooms being technology centered. 

                As I reflect on chapter four, I found the section on classroom management extremely interesting. It was refreshing how the author pointed out the link between management and instruction.  Without classroom management, students would not stay on task and the classroom would be in total disorder.  I worked for a school district where the principals only concern for the teachers was if they passed their professional exams.  But passing those exams was not enough. In that school district, I worked with some of the finest teachers who motivated students to the point where they wanted to go to school.  Those same students even scored high on standardized test. Those teachers were truly gifted facilitators, but they could not pass those professional exams. What was wrong? Where was the gap? On the other hand, I witnessed teachers who passed their professional exams with flying colors, running out of their classrooms crying because little Johnny won’t sit down or students who could easily push buttons to get the teacher to “lose it” and the students would laugh hysterically upon their achievement.  I have even known teachers from other districts retire early because of the changing diversity in the classroom. They could not deal with the fact they no longer shared the same culture as their students. I have watched the teachers, who made a difference in the classroom, walk out with a packed box under his/her arm and the teachers, with no management skills, teach year after year in a classroom full of chaos and disruption.  So, I ask again, what is wrong?  Where is the gap?

Twitter Question

Twitter question: Professional Development is largely personal, what are some things you can do for FREE to improve your technology skills?

Yes, I agree that professional development is largely personal because I found myself unemployed for about a year.  Money was tight so I sought out free computer courses.  I found it was a great way of networking, learning new skills, and sharpening existing skills.  There was an added plus of filling in the gap of unemployment history so employers would not see that time as a negative mark against me. 

Here are some of my favorite free sites:

http://www.metrolibrary.org/mls/mls_news/2011/pdfs/dn_computer_classes.pdf http://office.microsoft.com/en-us/support/training-FX101782702.aspx http://www.openculture.com/freeonlinecourses

Sandholtz Chapter 3

               Chapter Three titled, “The Evolution of Instruction in Technology-Rich Classrooms,” follows ACOT teachers and students as they embark on integrating technology in their classrooms. The first part of chapter three discussed different perspectives on learning and teaching noting arguments whether teaching is clinical pursuit, an enterprise, or like therapy.   

                The next part of chapter three, Sandholtz introduces the five stages of instructional evolution. The five stages are outlined as:  1. entry 2. Adoption 3. Adaptation 4. Appropriation 5. Invention.  The first stage entry, talks about how the ACOT teachers experienced problems with discipline, resource management and personal frustration.  The ACOT teachers had to let go of some of their beliefs in learning and teaching in order to launch the ACOT program successfully.  The second stage is adoption.  Teachers showed concerns about how they were going to adopt technology into their curriculum and how would students perform on standardized tests.  Parents also chimed with concerns relating to poor handwriting skills and developing skill sets that would prove non-useful in the real world.  In the third stage, adaptation, teachers reported the new technology increased productivity and quality in their classrooms.  The fourth stage is appropriation.  The author describes appropriation in the classroom as an individual, who comes to understand technology and use it effortlessly as a tool to accomplish real work.  Another way to look at appropriation as going from appreciation to a life changing milestone as witnessed from the teacher accounts in the chapter.  The last stage is invention.  The invention stage goes beyond appropriation where teachers not only found new ways of thinking and collaborating, but they made it better with the use of technology.

                My reflections of chapter three are:  the ACOT program was successful and the teachers received much needed support for the program.  Support is an immense factor for implementing innovation in the classroom.  I hope with the Common Core Standards, although some things are vague, teachers receive enough training and support to make it work in the classrooms.

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Video Project

Using Windows Vista Movie Maker 6.0 for my project.

Stay tunned for the final results!

Chapter 11

Chapter eleven titled, “Top Ten Rules that Govern School Authority Over Student Cyber Expressions,” makes a clear explanation of student’s First Amendment rights and the rights public schools have over those rights.  The chapter outlines the “Top Ten Rules of Govern” that has emerged from court precedents. Rule One: applies to First Amendment provisions where students have the right to express themselves freely on or off campus, but when those expressions, no matter how small, disrupt education, schools have the right to intervene.  Rule Two: schools may sanction or censor expression if school leaders feel the expression may cause a disruption in school activities. Rule Three: if the expression interferes with the education rights of other students.  Rule Four: school leaders have the authority to prohibit lewd, vulgar, or profane language.  Rule Five: school leaders have the right to prohibit expressions that are grammatically incorrect, poorly researched, and expressions that misrepresent the school.  Rule Six: school leaders may sanction school sponsored expression, including media material and field trips. Rule Seven: reinforces rule six giving school leaders complete authority over pedagogical purposes. Rule Eight: a school has no authority to regulate a student’s off campus activates. Rule Nine: schools have the right to instill the morals, values and norms of the larger society.  Rule Ten: schools have the right to restrict student expression outside the campus if there is a concern or threat for illegal criminal activity or moral conduct.

                My reflection on chapter eleven.  Because of today’s technology, I think these rules are needed more than ever.  School leaders must be careful they are not allowing students on or off campus a way to promote cyber bullying, hate crimes, and hurtful messages that can interfere with the education process.

Chapter 10

Chapter ten titled, “Preventing Cyber Bullying,” discussed how school staff, teachers, and school leaders can prevent cyber bullying.  The chapter also raised the question of can cyber bullying be prevented altogether.  Chapter ten provided eight sample questions to assess the level of cyber bullying in schools.  The questions can be sent as anonymous surveys on a regular basis to measure computer habits among students and staff.  The chapter also found it important to clearly define what cyber bullying is, so students can take responsibility for their behavior.  Students and staff must be educated on cyber bullying in order to promote productive ongoing discussions.  Teachers may use real life scenarios and vignettes as discussion examples for cyber bullying to enhance awareness of what to do and how to do it.  Chapter ten goes on state how students need to be taught how to use technology responsibly and that can happen with rules and expectations.  The chapter mentioned other ways to deter cyber bullying such as, peer mentoring, school culture, monitoring and filtering software, and antibullying curriculum.  Parents have an important role in cyber bullying which includes, communication, and going online with their children.  The student’s role in preventing cyber bullying is: protecting their personal information and protecting passwords.  Law enforcement officials can play a big part in cyber bullying.  Law enforcement officials can make students aware of the legal consequences of what happens offline. 

Personally, I have never experienced cyber bullying, but I have read cases and I have seen news shows depicting real people and how cyber bullying has affected them.  You hear the old saying, “kids can be cruel,” but cyber bullying is on a whole new level.  I hope parents, teachers and students make every effort to educate the masses on the horrible effects of cyber bullying.

Chapter 9 Reflection

            Chapter nine titled, “Policies, Procedures, and Contracts,” examined Acceptable Use Policies (AUP) in schools and in school districts.  The chapter discussed how school policies, permission slips, and school handbooks are all contracts that serve as a foundation for expectations, rights/responsibilities, detail of procedures and policies.  Contracts can be customized to address particular situations and groups.  District wide contracts can be tailored to suit the needs of individual schools.  Together with legal counsel, school leaders can draft contracts not only for students, but for parents as well.

            Although the intent to commit wrongdoing was not there, violating a schools computer Internet AUP can happen. That’s why it is important that school leaders keep up with the changing technology and forecast future risks for their schools.  Schools must be clear to both students and parents on how and what the schools Internet is used for, otherwise a lapse in communication can cause legal ramifications for the school and a scramble to update their AUP.
            The chapter gave a five step plan for drafting a school policy which includes: 1. Collect data, 2. Solicit input, 3. Draft the new/revised policy, 4. Circulate the draft of the new/revised policy, 5. Approve and disseminate the new/revised policy.  The chapter also discussed schools establishing a chain of command for reporting incidents and age-appropriate tests for students to pass in order to receive a license to participate in less structured Internet activities. 
            My reflections of chapter nine are: I do agree with the fact that schools need AUPs to protect and govern themselves. But my concern lies with the parents.  The chapter did discuss parental roles, but how many parents are truly involved with their child’s Internet usage?  Schools can have firewalls to protect the students from inappropriate sites, but at some home environments  it is clearly different.  Students are locked away in their rooms at home surfing the Internet and breaking through mom and dad’s parental controls - not to mention school firewalls.  Inappropriate material looked up at home is easily sent or printed out and brought to school and problems arise.  Do you think a change with a school’s AUP happened because of this issue? Please let me know your thoughts.

Chapter 8 Reflection

            Chapter Eight titled, “Assessment in the Partnership Pedagogy,” examined six areas of assessments, they are: 1. student, 2. teacher, 3. administrator, 4. parent, 5. school, 6. world.

            The student assessment included, ipsative – beating your personal best.  Peer assessment – student’s work is assessed by their peers. Real world assessment – feedback is giving from other schools, cities, and countries.  Self-assessment – the student assesses his or her own work.  Also, the chapter mentioned assessing students with their own tools, such as, smart phones, tablets, and computers.  This is interesting because students and teachers will have to set new rules on what the norms or “rules” for using technology will be for assessments.

            Teachers should self-assess annually and the results should be known to students and administrators for continuity. Hopefully, this will motivate teachers to get better and better. Should this teacher self-assessment be included on a teacher’s formal evaluation?  And should it tie in with promotions and raises?  These are questions to ponder for teacher self-assessment.

            The chapter outlined administrator assessments posed as seven questions. The questions are assessing questions dealing with the administrators’ knowledge of partnering and in what ways the administrator gives his or her support to students, teachers and parents.

            The parents’ assessment included a checklist self-assessment where they assessed themselves by how well they: listened, helped, encouraged, participated, and shared in the partnering process.  There was also a part for the student to chime in on what they wished to get more or less from his or her partnering parents.

            Assessing the schools progress, the chapter acknowledges that the standardized practices will continue to be the norm.  But as schools move towards a partnering pedagogy, they will see a rise in test scores, quality student work, teacher collaboration, and better student-teacher relations.

            World assessment continues to draw criticism and praise among school leaders and politicians. Are we “falling behind” as a nation?  There seems to be some debate.  The author of this chapter seemed to think that the whole story of the United States being behind in the world of education should not be measured by just our nation, rather focus on raising the education bar for the whole world.

            Reflecting on this chapter, I liked the student, teacher, and parent’s assessments, but I wasn’t sure about the school leaders’ assessment.  I have many friends who are teachers complain about how school leaders are so political to the point where they feel school leaders are working for state leaders instead of students, teachers and the community.  Am I saying all school leaders fall in this category? No, I’m not, because personally, I know many school leaders who want the best for their students, teachers and the community.  I hear them complain also. They get caught in the middle between politics and the best interest of their school.  What do you think? Please share your feelings with me.

Chapter 3 Reflection

Chapter three titled, “Strategic Leadership, Encouraging and Assessing Technology Integration,” discussed how school leaders, Technology Coordinators, and technology planning committees are needed to help teachers bring innovation and technology in the classroom.

            The real test for school leaders is to bring people together in order to share a common vision.  Once the leader has the commitment of his or her people, action toward the common vision can occur.  School leaders must not continue to remain unconcerned or lag behind in technology.  Teachers are at a place where they know how computers work; now they are integrating them into the classrooms and in everyday functions such as administration, communication, and research purposes.  Teachers want to use technology in their classrooms, but now the concern is time and resources.  This is where school leaders must empower and support teachers in order to gain their professional commitment.
            Chapter three examined adoption of innovation in our classrooms.  One of the biggest complaints of teachers in the school system is change.  Changing the culture, the curriculum and the individual is difficult – not to mention the incorporation of technology.  Everett Rogers identified five categories of individual change they are: 1. innovators, 2. early adopters, 3. early majority, 4. late majority and 5. laggards.  Also, Hall and Hord created the Concerns-Based Adoption Mode that examines individual reactions to change.  When it comes to changing the culture, school leaders must be demonstrate a concern for the student, while respecting teachers in their classrooms.  So what do teachers want?  They want lots of training.  But professional development focused on technology has proved to be ineffective. Why?  Because the training does not give teachers something they can take back to the classroom.  And again the time and resource issue plays a role with the teacher’s investment, so it is up to the school leader to show his or her commitment to the innovation and culture shift at the school. 
            The role of technology coordinators, technology planning committees and teacher leaders in schools promote knowledge, balance and responsibility in and out of the classroom environment.  Still, it is the support of the school leader to promote a teacher’s willingness to move forward with innovation.
            My reflections of this chapter ask the question of what is innovation?  It seems to be the buzz word of the day for business and school districts.  But what does innovation really mean?  My current employer has a whole department dedicated to innovation and I still don’t know what they do - and I’ve been working for the company for six years. It wasn’t until I had to design a class on innovation that I found an understanding for innovation and it’s implication in the work environment.

Common Core Standards

Common Core Standards

Just like Tommy, I really didn't know what common core standards meant. So I had to research Common Core Standards and offer my answers to the to twitter questions from Dr. Cullen. I did some internet research and I went to amazon to look up the book Tommy mentioned in his blog called, "Pathways to the Common Core" by Calkins, Ehrenworth, and Lehman (2012). I did order the book, but I also used the “Look Inside” feature which allowed me to read selected chapters of the book. From my internet research and the chapters read in “Pathways to the Common Core,” The following is my refection of Common Core Standards.

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The shift to a national set of standards will definitely have an impact on schools and education, before Common Core Standards, each state had their own standardized test, so there was no way to compare scores accurately and rank states. With Common Core Standards, all states will have the ability to compare standardized test scores. The move to Common Core Standards will also mean The United States will be able to compare our standards to other countries favorably. Common Core Standards will allow students to better understand what is expected of them which will allow students to get the “big picture” of what and why they are learning something. The Common Core Standards will provide teachers with meaningful professional development which will promote collaboration and a sharing of best practices. It will be interesting to see how teachers across the nation, who will be using the same curriculum, use this new standard to communicate and compare what works and what does not work in their classrooms.

But, there are some cons that come with Common Core Stands. Great fear comes with great change. I can see some of our best veteran teachers leaving the classroom and finding other jobs in different areas or even retiring. I don't want to see our special needs students falling in the cracks of a more rigid and quicker pace learning curriculum. Also, I found that Common Core Standards only have standards for English-Language and Mathematics. So what about social studies and science?

I hope we spend quality time in class discussing Common Core Standards. Sorry I did not post last night, but I had so many thoughts going through my mind - I was a little foggy. I found myself thinking about the No Child Left Behind Act and I thought, “oh no, here we go again.”

Chapter 7 Reflection

 

            Chapter seven titled, “Why Use Web 2.0 Tools with ELLs?” discussed the challenges of ELLs teachers and ELLs students. English language learners have to learn not only their cognitive academic language proficiency (CALP) English language, but they have to learn basic interpersonal communicative skill (BICS) or social language.  Using  web 2.0 can be a powerful tool for maximizing learning, for example, ELLs students can develop a website, edit and upload a video on YouTube all while utilizing CALP and BICS skills.

            Creating information and problem solving are the crucial skills that 21^st century students need, if the teacher creates an environment of fun, then students will be motivated to do the fun work. The Partnership for 21^st Century skills is an organization focused on infusing important skills such as, crosscultural communication, critical thinking, creativity, and innovation into the education curriculum.  Another organization called, The Teachers of English to Speakers of English of Other Languages (TESOL) has national standards for Web 2.0 tools and activities for school curriculum.   

            The chapter also talked about safety concerns regarding Web 2.0 use and the challenges teachers face when protecting the identity of students on the Web.  Teachers are fully capable of safeguarding his or her students while challenging and motivating students on the web. People who are “technopanics” can cause damage because they feed into the negative stereotypes based on media propaganda.

            I have friends who are ELLs and special needs teachers and I hear them talk about the challenges they face every day.  But I also hear them talk about how Web 2.0 has made a huge difference in their classrooms.   I listen as they talk about how an ELLs student, who was once so shy and non responsive in the classroom, came alive when given a group assignment that included Web 2.0 activities.  I know a special needs teacher who incorporates Web 2.0 to build social skills for her special needs students.  Digital media is a 21^st way of life for all teachers and students and it can’t be ignored.

Chapter Five Reflection

            Chapter five titled, “Understanding Youth and Digital Media,” focused mainly on three tough questions teachers should ask themselves regarding learning, literacy, and knowledge.  The questions teachers should ask themselves are: what does learning look like in the 21^st century? What does literacy look like in the 21^st century? And what is knowledge in the 21^st century?  Why are these questions tough?  The answer is, because teachers must see past their training, fear, and experiences in order for them to offer competitive and engaging classrooms.

            Chapter five also discussed new media and how this new media, which the author calls digital media. Because of the way students can manipulate digital media, its contents can be shared, edited, and interacted within the student’s community and around the world.  This community is an environment of support, collaboration, peer-based learning, creativity, interest-driven practices, and friendship-driven practices.  The author hopes the book will inspire teachers to understand the 21^st century student and how they participate and learn with new media.

            My reflection of chapter five was how the author discussed relationships.  Just like back in my time as a teenager, today’s students are focused on maintaining, developing, and fostering relationships – they just do it differently.  I liked how chapter five said not to judge students, but to respect how they communicate with each other.  Those sloppy text messages are a way of protecting themselves and those relationships.

Chapter Four Reflection

         

            Chapter four titled, “Emerging Roles within the Knowledge Community,” discussed how teachers as digital immigrants when it comes to technology in their classrooms.  Teachers do not have to learn new technology skills before the students do, but rather students can lead teachers through technology.  The student becoming the teacher is definitely a skill that some teachers may find hard to learn, but once mastered teachers can unlock student strengths unknown before and unlock hidden potential.

            This chapter also talked about how teachers should create an environment of collaboration to share their knowledge - this means that input from other sources can make teachers better and students are more willing to make mistakes and accept criticism.  The shift in learning must occur in order for students to become problem solvers. When assignments draw on personal experiences of students they become fully engaged in learning, therefore, students are more critical of their own work.

            Fear takes place when a shift in control happens between teachers and students.  Because of technology, the education world will witness control moving away from the schools and school districts to the clients they serve.  Chapter four suggests that fear is not to be ignored, but confronted so change in control can be managed, explored and realized.

            My reflection of chapter four – well, not a reflection, but hope. I hope, for the sake of our schools, teachers, and those who are in control step out of their comfort zones and give help and support for students who deserve a better educational system.

Chapter 2 Reflection

             Chapter two titled, “No More Cookie-Cutter High Schools, discussed how high school designers and those in control of education must realize that mass produced education is a thing of the past and today’s 21^st century students and parents need and want choices in how they want to learn.  In this new information age, choice and customization has become part of everyday life except in our schools.  Schools must be modern to fit in everyday life.  Companies are rapidly changing their approach to how they serve its customers by extreme customization and faster service – why are high schools not doing the same for its customers? 

            Schools must change to meet the needs of the students and the communities they serve.  Chapter two discussed the interesting fact of the breakdown of costs for schools.  Money was concentrated on the building itself to assure it would last.  Now, we realize that the building is temporary and money should be spent on other materials. 

            Chapter two goes on to talk about how the real issue facing schools today is the reluctance of people who are in control of education to change.  Those who are in control need to let go of what they are used to and those who are bold enough to envision a new information age school, must stick to their vision and not second guess themselves.

            My reflection on this chapter is change must happen.  Once communities demand change, the people will vote accordingly.  Modern students need modern schools and modern people as visionaries.

Chapter 1 Reflection

Chapter one titled, “Partnering” discussed the pedagogy of partnering.  The guiding questions for this chapter are:  1. What works in the classroom today?  What needs changing?  2.  Can we see students differently?  Can we achieve mutual respect? 3.  What is partnering?  What are the teachers and student roles?

        The chapter discussed how direct instruction is an ineffective way of teaching because today's 21st century students need more than just lecturing, talking and explaining.  Teachers need to find other ways to engage students in the learning process.  The chapter went on to explain how today's students are social, energetic, and technological advanced. Students are like rockets taking off and flying at an advanced speed rather than trains on a track.  What works in the classroom today, are teachers who respect students as individuals, group work, sharing and hearing ideas from their classmates.  Because students operate and learn at a faster pace, students today need teachers who are able to find other ways to engage students and make them responsible for their own learning.

        To see students differently, teachers, as rocket scientist, must know that in addition to a fast paced learning environment, they must also know that their students are headed for a future place that even we as teachers can't see.  Teachers must help students learn on the fly and adapt and relate in a positive and responsible manner accordingly.  The chapter discusses the need for mutual respect among teachers and students.  Chapter one also discusses how mutual disrespect prevents effective learning and partnering, while mutual respect must come from both sides of the desk.  Examples that illustrate this concept are schools that adopt themes and mottos, such as, "We are all learners as well as teachers."

        Partnering is the 21st century way of working together to produce and ensure student learning.  The author further defines partnering as: letting students focus on the part of the learning process that they can do best, and letting teachers focus on the part of the learning process that they can do best.  Partnering is the very opposite of direct instruction.  In Partnering, the teacher gives his or her students a series of questions to be answered.  It is up to the students to answer the questions based on group work, technology and other resources.  The student becomes the researcher, expert, thinker/sense maker, world changer, and self-teacher.  The teacher's role in partnering is: coach and guide, goal setter/questioner, learner/designer, and abandoning total control for controlled activity.  Other factors contributing to successful partnering are: peer roles, peer-to-peer teaching, and partnering parents.  All three roles can be an effective tool for partnering teachers.  Students speak the same learning language and they prefer to learn from their peers.   Peer-to-peer teaching fosters: responsibility, opportunity, and respect.  Parents are key factor for success in partnering. Because parents expect their students to be taught as they were, direct instruction, they may feel left out or not included in the partnering process.  Teachers and the school administration must keep parents in the loop and communicate partnering pedagogy.  Teachers may want to try partnering pedagogy, but are often nervous or intimidated by a principal who is not open to new ideas.  Principals and school administration must give strong support for partnering pedagogy in order for it to be successful in the classroom.

            My experiences with the partnering pedagogy are with training adult learners.

When adults have to attend professional development training, it is something that is required of them and therefore, they are not enthusiastic and they feel training is a waste of their time.  I use partnering, case based, and problem solving learning to create an environment that creates excitement and peer collaboration.