Impressions of EC&I 832: The Internet and Curriculum Integration

Personal Reflections on:

1.) What significant footprints have you made in the sand as a result of this class?
What are you now aware of and familiar with that was not a part of your sandbox prior to this class?
What achievement/progress/insight are your most proud of?

2.) As you move forward from this class, what new possibilities are guiding your thinking?
What new opportunities related to the Internet and your work do you want to pursue?

3.) Who will be walking along side you or playing along side you as you move ahead?
(Will it be students, administrators, colleagues, other educators in cyberspace, blogger etc.?)

I believe I have made many significant gains, and passive and active footprints in in my online journey beginning with just knowing what a digital footprint is. By logging on, I have made a digital footprint and actually knew I was creating one at the time I was doing it, is probably the first and most important realization I arrived at because of this class.

Knowing that I am making inroads into cyberspace willingly by choice to actively be participating,creating, collaborating and even having ideas of where to start looking and connecting on the Net has been a huge step forward because of what I may find there to help me learn,teach and understand are two more big prints in my learning journey. I realize that everyone had to start somewhere and that it is never too late to start learning about Web 2.0 because Web 3.0 is already happening. Sometimes when a person has too many choices, no choice is actively made except to not make a choice and therefore turn off the power. I am still embarrassed somewhat to think that my laptop was used primarily for Microsoft word documents that I created , searching the online libraries of the world for online resources and to play Mahjong before I started this class, even though I was paying for wireless high speed access!

I am now aware of all sorts of Web 2.0 tools and sites that I can access to find resources such as experts and others like myself who I can connect with to actively discuss questions, analyze problems and solutions to help myself and my students on any given day at any given hour. I have learned that "nobody is smarter than everybody" and as Einstein said "We are greater than the sum of our parts" and online access offers us this bonus of 'connected knowledge' quickly, quietly and very effectively. We can all be challenged to make slow and steady gains on the Internet. If I want to learn about something specific, I know it is out there and equally accessible to all types of learning styles. Differetiated instruction is now more easily accomplished with Information Communication Technologies.

The achievement I am most proud of is finding the courage within myself to believe that I could do this class despite feeling that there was tremendous, almost unbearable amount of technological knowledge that I didn't have to start the class with. I know now that by continuing to take a risk to reach out to strangers and even my own students that I will find answers to an ever growing list of questions that crops up on a daily basis when learning about and using the Internet. Fear is based on ignorance according to Vicki Davis and to manage this is to take charge and learn.
I was happy with learning how to create a blog and to accept that the problems that cropped up were manageable but also a necessary part of the learning experience. In addition, I know that any blog I create in the future will be better because I know more strategies now and have more connections to ways to make it better. (Everyone I work with is encouraged to get an email address!!)It is a scary but inspiring and an empowering fact to be able to publish as quickly and easily as a click of a key when something is created.

As I grow in my understanding of how technology is quickly changing the world and how I can utilize the tools to take my learning forward in a positive way, I know that Vicki Davis calls for creating 'intra connections' or working partnerships first with local people then on an increasingly more 'inter connected' or global basis so we can help ourselves and each other to create "flat classrooms". Helping others also helps us to filter useful from non useful information that may or may not have a shelf life as the 'half life of knowledge shrinks' as quickly as new information is created. To collaborate to find better solutions and and new questions that drives us in a new direction in our world development, communicate with others who offer a different perspective so we can help our students see that together we can become better problem solvers using the 'highest order of thinking skills' , critical and creative thinkers, and motivated team players willing to take risks and do things never done before in history.

The new possibilities that are now guiding my thinking are to take advantage of social networking sites like Twitter and Ning in order to make contacts in order to create a 'global knowledge bank' as K-12 online conference participants say where I can go to for ideas and help.
I would like to use wikis and blogs to enhance my students' school experiences ,keep track of day to day gains , keep a paperless archive on my own learning , to learn new knowledge and ideas from other's contributions, give and receive feedback and have support on project based learning activities. With colleagues and community members , I would like to share professional development learning opportunities by creating ,leading, and participating in these learning adventures. Then I would like to collaborate with others on collaborative based projects on a global level.
Because I believe that together we are greater, I am willing to work with and learn from my students, teaching colleagues, and others in the cyber classrooms of the world. I want to build a "Flat Classroom!"

I would like to thank my instructor Marnie McMillan for her encouragement, support, direction, and for sharing her insights, knowledge and secrets for success. In addition, every member of this class through their own pubished works and valuable comments as well as everything that I have read about as a result of this class has added an immeasurable amount to my learning and understanding. Not only have I learned , I feel I have bigger and better questions and my curiosity is larger than life and for that I am thankful and very appreciative.

Block Eight Highlights

I understood the term "disruptive technologies" by Dr. Clayton Christenson from Harvard's School of Business to mean that someone from somewhere along the steady flow of progress that we have traditionally followed, will grow from the 'bottom of the market' or go and grow against the traditional and expected grain of progress in a least expected or determined way. This new link provides a more functional and more successful advantages for members who no longer have or want a place in regular mainstream . A great example of this is creating programming via technology for students who want an education but cannot afford the high cost of tuition at a university or meeting the needs of those students whose own school cannot provide the courses they require because of a lack of teachers or service providers. Prince Albert Grand Council and a college in Alberta created a Virtual High School called Credenda. Students in PAGC schools in N.Sask. can take H.S. sciences and math online. THey meet on a regular basis online with their colleagues (teachers and classmates) and many are passing 20 and 30 classes with very good marks because the students love meeting online and they want to learn.

In essence, the failure of educational institutions to do their job of providing an education for students becomes the impetus for business organizations to get involved, take over, and do a better job providing students with an education that prepares them for their future quicker, better, and all the while making a profit. The motto of Florida's Virtual High School is "any time,any place, any path, any pace". This school's disruptive technology offers "personalized instruction" and "dynamic, flexible,engaged learning". The normal 4 walled classroom has become 'flat' according to David Warlick and CoolCatTeacher blogger Vicki Davis and in Oprah's words, the planet's "largest classroom" is created as students chat with professors via Skype, video conferencing, and use a myriad of other ICT's as they take courses with classmates who may never greet each other in real time.

Not using technology also puts us in a predicament when trying to create understanding and place in a world full of "chaos" or 'unpredictability'. By reaching out to others to help 'make meaning and create connections we can begin to make sense of the unpredictability of patterns which are occurring in our technological age. George Seimens stands out most in my mind from the last two weeks as I have heard a podcast by Dr. Christenson mention both words again and again in reference to the changes we need address to keep up with as a result of our dependence and need for technology.

The bottom line is that technology is here to stay and is changing the world as we know or knew it at an incredibly quick rate. Struggling digital immigrants need to grab hold of one's fear and forge ahead anyway in an act of courage and determination. Somewhere along this journey I learned that it is better to 'manipulate technology than to be manipulated by it' and our roles as learners and educators requires that we strive to prepare children ethically and safely as they increase their abilities and opportunities creatively, collaboratively, and in connection with global partners.

As Will Richardson says "teachers must be willing to be connectors...in order to give students meaningful, relevant opportunities to teach the rest of us what they know." http://www.flatclassrooms.com/Reviews

Glogowski's Blog Assessment Findings

Konrad Glogowski did research on 21st C assessment on blogging communities and literacy. Students participated by completing a variety of writing tasks but he soon started to question his own role as a teacher/researcher in the blog process. He said he didn't want to just assign work or evaluate the work and felt his role should consist of something more. During this process, he "developed an assessment strategy" that was more than just a mark! The strategy took into consideration many things such as "accounting for the complexity of student interactions online and recognizing the process as much as the final product."
"http://www.teachandlearn.ca/blog/2009/02/20/thoughts-on-assessment/

Glogowski discovered that his students helped him create an effective assessment tool. In his reflections and by observing the students' interactions with each other he saw the following: Students own blog participation in their written assignments, brainstorming,feedback, engagement in discussions,personal reflections about the choices of work they committed themselves to, and questions and comments they asked and gave to each other.

He realized the students were asking each other rather than their teacher for support because he wasn't writing, 'contributing or participating' in the assignments or an active member in their 'community of writers'. The students wanted ideas to help make their writing better. He realized upon reflection that they didn't yet want a grade which they perceived his only role as being.

Glogowski says that correcting and marking does not 'engage students' in their work and yet that has been the role of most teachers' level of teaching in a student's life. "This kind of practice does not engage our students in those rich interactive processes of talking about their work and their ideas."

K.Glogowski saw himself and most teachers as only being present and confident for the 'beginning and ending' of the student's participation in his class. He introduced the assignment and waited for the finished product. He completely was absent and unsure about his role from the 'rich middle'part of the student's academic practices: 'Online conversations, blogging,brainstorming, giving and receiving feedback, and engaging them in conversations.'

The most obvious thing for Glogowski to do was to engage, get involved, participate in these vital student discussions about their work beginning with the brainstorming of ideas through the process of creativity and "complex and interactive process of knowledge building", as well as making and taking the opportunity to learn more about exactly who he was teaching and how they perceived themselves to be as "students and as individuals."

The message is that teachers need to expand their focus from presenting content and assessment to that of becoming an active and willing participant in the learning process- finding out how students learn, engage in the process of learning and initiating "rich interactions" to help support them in their discoveries as students and as people.
Collaboration and co assessment between students and teacher needs to occur to remove the traditional "hierarchical relationship that exists between teacher and learner."
The 'process of learning and assessment' is reciprocal when a teacher enters the students' domain intending to support and engage rather than solely evaluate or judge. The students are also able to voice their opinions and questions about their ideas without fear of being graded solely on the finished product. The process of writing and the conversations held about writing becomes an integral part of the assessment.

The best part of the blog process in this class has been listening to and reading the others' opinions and questions. I have heard others agree that they have never read so much as they have in the last two months and this has led to an awareness and improved practice in the are of Web 2.0 tools. More than a few of us have said it would be great if we all had more time to do more reading, conversing, and writing.Wow! What great qualities for any student to have!!

My own students like submitting ideas for checklists they can follow during a unit study. If they can contribute they can most likely meet that criteria with one or two more in tow. When I hear conversations between two students that are genuine and happen to be about the topic of study without any prompt from me, I feel good. I also feel like they have assumed responsibility for their own enquiries and are searching out a solution or assistance with a collaborator.

K-12 Online Conference Mini Presentation

Class assignment about P.D. online

Reflections on Present and Future Learning Opportunities

The Internet can be used for Professional development in education in the following ways:


1.Introduction to the latest variety of tools which educators can utilize in their classes to help teachers/students learn how to present information, show understanding of new knowledge, create and extend learning with others in the same class and in global learning forums, identify teachers/students' own interests by showcasing their strengths.

2. Create online communities of support for sharing/teaching/learning purposes.
We are no longer isolated in the north.

3. Access the best presenters with the latest ideas/ strategies.

4. P.D. opportunities comes to the school- no financial expense after the initial cost of hardware. Teachers do not have to travel. No more expensive fees for conference organization,keynotes etc.

5. Educators can access info on own time.

6. Contacts and Connections are made on a global basis.

7. Immediate and endless solutions/possibilities.

8. Introduce, and then continually increase and improve own skills with technology.

9. Communication lines are open and problem solving now is available 24/7.

10. No matter where you are: physically-mentally-spiritually-emotionally, your class and school can be involved in some project of your own creation or in the midst of another created by others.

11. Custom made P.D. for your unique group's needs.

12. Continuous upgrade of personal and professional knowledge/skills in many areas.

Personally, I feel that my online learning opportunities for the present and future are 'limitless and endless'. It is a choice we make which determines the route(s) we will follow. I know that by creating a connection with my global community of learners that I will always have access to some one's opinion, ideas, suggestions, warnings, or working partnership(s). I have the freedom to decide, choose, initiate, and participate.

If I choose to not participate in online learning, I am cutting off a huge source and highway of information flow as hard copies of information are becoming less and more limited in its existence. By the very fact that the 'shelf life' is becoming shorter and more expendable, I will be reduced to using outdated or perhaps false information. As an educator, I will not be providing my students with the ways and means to keep up with global changes or allowing them to be active participants in global,national, provincial communities' efforts to improve our living and learning situations. In short we will live and work in isolation,going only with what we know as opposed to putting our creative and connected minds together to increase what we know and absorb new ideas to cocreate new possibilities in all the areas of life.

Lessons Learned on K-12 Online

2007 K-12 Presenter Lisa Durff says students' 'imagination is sparked' when you can use TeacherTube or YouTube to start a lesson. She can evaluate and check on her students' work progress anytime or anywhere by logging onto Google Docs where she requests that every student she works with signs up at the beginning of the year.Rather than wait until it is too late to help her students, she can see the warning signs long before the storm hits on the assignment due date.This is a terrific tool for helping Middle Years and High School keep track of their assignments and due dates like a day planner might help a teacher. Google Reader and RSS are also requirements for her students to use. Once students see everything on one page, their frantic cries for help are quelled.

Her students seek out her help by using Meebo, a texting tool, after hours and she can respond in seconds or not depending on her choice to be available or not.Skype is also a benefit to her students' success as they connect with each via this tool when working on collaborative papers or presentations. She advocates for allowing students time to discover and experiment with the tools. Parents and others may refer to this as 'play time' but it is active, information seeking, problem solving, confidence building work time.
Her consistent message for teacher, students and everyone was " access free software and start practicing today!!"

Sylvia Martinez, another 2007 presenter in the Obstacles to Opportunities Strand for
"Challenging Assumptions About Technology Professional Development" echos Einstein's sentiments and asks 'why do we keep doing more of the same and expecting different results?' in reference to schools wanting to give their teachers more PD in technology in out of community and out of context situations. It does not work!
"Discussion of Practice outside of community DOES NOT create a community of practice."

The GenYes organization of which she is the President, staunchly stands for utilizing students as mentors and guides for teaching PD to teachers in their classrooms within the context that they would be using the tools. After all,students make up the NET generation and 92% of the school's population while teachers only are 8% of the pop. Why not use this valuable available resource?

This PD is done before school hours and the PD benefits both students and teachers who sign up year after year. Not only do students learn about curriculum requirements , or how to use clear and concise communication skills, but also develop an appreciation for how difficult it is to be a great teacher. Many students say they feel great that they can share their knowledge and be respected for it even though they are only children.

Technology Allows For Constructivist Learning:
Collaboration
Breaks down the barriers between teacher-learner
Student centered
Teacher/learner; learner/teacher;learner to learner
Project based
Inquiry based
Choices/options to pursue student initiated projects
Experiential
Build knowledge on prior knowledge
Democratic- teacher is now not expected to be the only source of knowledge
Reflective/discussions about learning
Time to process
Mistakes are allowed in learning "looked at as step to understanding" Martinez
Teacher is no longer expected to be ' the sage on the stage'

This model that GenYes particpates in is alive and well in over 1200 schools world wide, is free for anyone to use and it is extemely successful.

Students say to be treated like a colleague makes them want to behave and try their best and as a result , they have created a wonderful change in climate within the school culture and are an instrumental part of a win-win situation. Classroom management issues are reduced and classroom sharing and learning potential is astronomically increased. The constructivist learning environment is now enveloped in a values based practice.

In order to arrive at determining what is needed for your school, Martinez says you should ask questions about what doesn't work and everyone will know that they should try something else such as the opposite of what didn't work and then you will arrive at more possible solutions.

Martinez also says to question whether the pedagogy surrounding the assumption that learning outside of the community of practice is really all that helpful. She uses many research studies to support her findings that teachers cannot transfer their new skills to the classroom despite numerous workshops on the skills because it is done in isolation, there is a division in the learning and this kind of learning is short-lived. The "Theory of Community of Practice" where people learn in a supportive environment with other people through practice in meaningful work is the way to go. All we have to do is look to the past and Apprenticeship Models which practically occurs in every profession except Education, and even long after the apprentice become an adept journeyman they still have ongoing support and development.

This process of questioning, probing and practicing together in community therefore results in the development of new paradigm because the students now see real problem solving in action, how to communicate effectively when asking for help or providing help, and in the working together for the good of the group the teacher and her students become positive role models for each other. Students develop positive life skill while becoming successful community citizens.

S. Papert says "The genius of the idea is not in doing more of the same that does not work- Gen Y goes against the grain of traditional thinking of P.D."

Block 7 Reflections

My first impression about PD online is that 'it appears to be limitless.' As Wesley Fryer notes on one of the Wiki spaces of K-12 Online, you can "learn in your own space at your own pace."
It is also important to note that a person has to be focused in the direction of online PD to know what is out there in cyberspace. I had my own lap tap for two years and it is only this year that I even know about online PD or even where to look to access it.

When you have support and guidance, take the time and make the effort to seek out PD opportunities- the learning rewards are worthwhile. That being said, I now feel that when I take the time to explore, my gains far outweigh the losses that I might incur as my confidence and ability grows. The only real problem I have is regulating my time in front of the computer.

Three main features that I appreciate about online PD are knowing that: I can find support if I start to reach out by asking questions; By taking time to search, I will come across new skills and strategies or issues that make me more aware and informed in my practice; I don't have to know it all because there are others in cyberspace that are willing to share and collaborate. A bonus is that my students are great resources to help me move forward in my online journey.By utilizing their technological skills I welcome them onto the teaching platform. The teacher student relationship becomes reciprocal and the student becomes an ally, mentor and colleague.

Every day that I am online, I learn another skill which leads me towards other discoveries. At times I find creativity deep within my own abilities and other times I am able to create a focus on understanding the broader issues in the world such as collaborating globally, engaging the underused talents of local resources and expert cyber resources,connecting peoples' ideas to some of my own, and bringing in new ideas to help others find their own solutions. Mostly, I feel empowered to share what I find and equally satisfied that I may become the recipient of the next person's take on new found knowledge or skill.

After listening to Podcasts from the K-12 Online Conference, I have learned that true differentiated teaching and learning styles are easily addressed by using the tools of technology.
There are many benefits of becoming a practioner of Classroom 2.0 , Web 2.0,or any online learning opportunity. Most important is the shortness in space and time to which you begin building your repetoire to include as much as you are able to absorb and then some, as long as you have access.

K-12 Online Conference

Fun and Interesting!

Video clips called Teasers are used in K-12 Online Advertising to encourage potential 'participants' to engage in online learning. It is a taste of what the participant will learn about in a paricular session. Animoto is an application used by many presenters in K-12 Online conference sessions. I thought I would try a 30 second clip which took me about 2 hours to make... as I had to listen to alot of songs and search for alot of images. I actually had a great time doing this! My first effort was last night, no , actually early this morning. I posted it, dreamt about it , got worried, removed it, and created a second one ... but I still like the first one!!!

The message that the Teasers send are numerous. The content ranges from
the benefits that participants gain by collaborating in joint discussions ,providing reflections and fielding questions to expert teachers and authorities, learning about great Web 2.0 tools and how to use them. The purpose of K-12 Online Conferencing is to create opportunities to engage learners who take ownership of their skill development and build an awareness and practice of what others have to share and what strengths they can offer in collective collaborative relevant projects.

Animoto is a 'custom video creation of images, text and music.' There is a fast turn a around, easy sharing methods, a remix video with your initial video and it is free for limitless numbers of 30 second clips. Full length videos can be made for a small fee.

Why K-12 Online? WhyNot?

Remix

Wapaw Podcast #1

First Ever Pod Cast -"There's still alot to be learned..."

http://wapaw.podOmatic.com/entry/2009-03-07T18_59_54-08_00

Special Thanks to Bella and fellow Wapanacak Staff for organizing such a great event, to Kelly for grooming the trails and congratulations to everyone for trying their best, whether it was skiing, walking or snowshoeing.

Always a Place for Hope, Kindness, Respect..

"Optimism syndrome"

"The most famous class at Harvard University, attended by some 900 students twice a week, is a class on Positive Psychology taught by a young professor named Taal Ben Shahar. This class focuses on providing insight that leads students to the path of happiness, optimism, and hope. There are more students enrolled in this class than classes that teach them how to make more money and become rich, i.e., Economics. This goes on to show that people value virtues and positive life experiences, even more than money and success in career." http://www.affectiveteaching.com/?p=260

This posting is very uplifting, especially at this time when there are soooooo many things happening in our community, and in our personal, professional and academic lives. Lessons, discussions, and practice regarding values allows an individual to create a path and guidelines for themselves in order to actively engage in all important matters that come their way in a sensible ethical manner.
Someone mentioned to me once that a teacher has no time or right to teach values because if we do we are taking the role of a parent and displacing them and not spending enough time on the really important matter of curriculum.
I have always believed that an important part of a teacher's responsibility is to model and share all that allows us to collaborate and communicate in a positive, productive, and inspiring fashion. Our global village members might be wise to remember it takes a village to raise a child!

The Significance of Information Literacy in the Digital Age

The reason for learning information literacy in the digital age is for responsible and effective communication between people and even with machines. In my mind, this is what is the bottom line or ultimate goal for learning about information literacy.

Personal safety stands as the number one important issue in regards to the significance of seeking information literacy in the digital age. Teaching users the skills to use to determine what is safe and what is not safe is critical as the users get younger and the threats grow larger. A second and equally important reason for information literacy is to enable the user to effectively, efficiently and knowledgably navigate through the inordinate amount of information that is exponentially multiplying as we speak. There are many problems to solve and users need to be great problem solvers/ solution finders as the changes that are occurring cannot wait years for attention. Users have to be asking the right questions in their efforts to learn how to learn. They need to know what they need, why they need it and how to use the information they find, and they need to be able to determine if the information is reliable. We want them to be ethical in their practice and use sound reliable data to support their decision making in their personal, educational,and work life .

Knowing how to search and what to search for are common goals to work toward as they discover amazing tools that aid in their journey on the information technology highway that so far has no end in sight. According to futurist, Alvin Toffler, "the illiterate of the 21 Century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." Our students need to be information literate, lifelong learners."
http://en.wikipedia.org/wiki/Alvin_Toffler#cite_note-1

**This is an excellent ebook! "Literacy and Learning for the 21st Century: Redefining Literacy for the New Information Landscape" found at
http://davidwarlick.com/wiki/pmwiki.php/Main/LiteracyAndLearningNarrative

"A Ha" Moments in the Digital Age

These moments of clarity have come at funny and unexpected times for me.

I'm always telling my students to give themselves chances to see with an open mind and be receptive to new possibilities. I didn't take my own advice when I came across the Soccer Challenges and almost perceived them to be childish. Boy, was I wrong! And I did have to try and try again to get at least to the 50% mark. But what a feeling of accomplishment as opposed to having to sneak a peek at the answers to beat the system or game. I wasn't even tempted to see the answers. That short lesson on key words will stay in my mind , hopefully! You have to know what you're looking for and this comes from a person who is overwhelmed by all the yellow at Superstore so she never goes in there and or Wal-Mart with all of the choices and can't seem to remember why she even went into the store when all the stuff comes into view !!!

Recently, I remembered back to our first Master's class when Cara Bradley came to La Ronge and talked about Boolean terms which "refers to a system of logical thought developed by the English mathematician and computer pioneer, George Boole (1815-64)." " Boolean logic is a form of algebra in which all values are reduced to either TRUE or FALSE. Boolean logic is especially important for computer science because it fits nicely with the binary numbering system, in which each bit has a value of either 1 or 0. Another way of looking at it is that each bit has a value of either TRUE or FALSE."
http://www.webopedia.com/TERM/B/Boolean_logic.html. I've posted this URL and now I am having a bit of doubt about it's authenticity and reliability. Looks like I need more practice.Yikes!
I was sure I was hearing Cara incorrectly and was amazed I had never heard that word before. I have since learned other interesting words like hyponyms ( words with special meaning ), Hypernyms ( words with more generalized meaning), and then finally a familiar word- synonyms when trying to decide what words to choose when creating an effective search word.
I read somewhere that Shakespeare had about 10 thousand words to use in his day while Eminem had approximately a million. I see why now!!!!


I've had to laugh at myself many times since Cara's first computer library search techniques when I think back to the difficulties I had coming up with no results in my cybrary search for a topic and ended up with NO RESULTS found! At first I was in total disbelief that the system couldn't find one darn book or article I wanted and now I know I wasn't giving it specific information that it needed to do its search...And I couldn't get over what effect the little quotation marks had on the whole search!!
There are 'keywords- effective 'as is', intermediate words- reflect the most important ideas', words with little effect, and stop words'. I guess my first year of search words most likely fell into the stop words category-ignored by the search engine! At this point, I can't say that I am an 'expert searcher' nor do I have a long list of 'professional technology vocabulary' but I do have a dictionary and thesaurus to help me get to those 'nym' words and 'as is' words.

Navigating the Net Effectively and Efficiently

At the end of the first adventure in Block 6, I must say that a nagging thought surfaced in my understanding of the issues in Internet safety . For two years prior, I now feel like I was like a sailor with no destination or tools just trying this or going there without much direction or just using what I had been able to accidentally discover or with the help of some passer-by! I cringe to think how much of my personal identity is now public knowledge and what kind of viruses/worms etc. I willingly 'let in' by accessing some junk mail.

I mentioned to someone that it felt like I now have these special lenses to focus on the treasure and filter out the junk from the treasure although at first glance it all seems valuable. Knowing what constitutes a red flag warning is invaluable:
- names or titles in URLs
-unknown domains
-"Angelfire, Geocities and Tripod are popular web hosting sites that allow anyone to host a site"


It feels more scary to know that a trusting person has to be more careful because one definitely does not know by physical clues when looking any longer who might be honest or dishonest since you don't know where anyone on the net is from or who they are affiliated with if you do not know how to MAP. (from ideas in Alan November's "Empowering Students with Technology")

Alan November's term "Reading the grammar of the net" is comparable to learning a second language and having to come to terms with the fact that reality can be distorted in a convincing manner complete with graphics, names, titles, and references to similar legitimate sites and organization. The user definitely has to have a focus and a plan on how they will navigate and filter the useless or dangerous information.

I agree that many people, especially children explicitly believe authoritative figures and charlatans/predators take advantage of this quality in people as do companies/individuals to sell products/ideas or services, gather personal information, track usage, and entertain.

For the first time, I was introduced to the term " MAPping" which is a tool to help users navigate effectively and efficiently.

This acronym was useful to me for the following reasons:
1. Easy to understand
2.Examples were given to walk the user through the steps of locating and identifying important symbols and vocabulary.

"Metaweb Info: M in MAPping "
"The structure of information on the Internet: URLS, Links, search engines"

http://web.rbe.sk.ca/learningplus/informationliteracy/mapping.html

Some domain name abbreviations were new to me and this helped me to know that there will always be something new around the next corner as the Net is evolving so quickly and it is up to the user in many cases to update their knowledge to make informed decisions. This is especially critical in the case of elementary school age children who access the net unsupervised and in an unstructured pattern. The adults in these users lives whether they be parents or teachers need to be cognizant of the lessons required to teach these children how to navigate safely and how to determine for themselves what is legitimate or not.

"~" This symbol for me has been one that I never had to use until now. It also helped me to add the word "truncate" to my tech vocab. list.

I learned to use the Altavista seach engine and link command to find who should be linked to a quality site.

"/" I just accepted that this slash was part of the address, although I never knew why or what it's purpose was. 'By deleting the next backward slash and hitting return it was quick and easy to move back through the folders of the sited and locate the original source of the page.'

This was an "aha moment" that I had because I felt relieved to discover and feel really good about my self for being one baby step further along in my Internet practitioner's journey. I know that many people including myself do not ask questions about concerns or thoughts which are initiated from findings on the Net because they don't want to appear stupid. I no longer say with some measure of pride that 'I don't know much about the NET' which to me seems embarrassing now. Rather I am appreciating each time I learn something new that I am further along than I was yesterday. Literacy for me is a requirement now in order to do my job more effectively and efficiently

"A in MAPping: Understanding the author."

I still had difficulty with locating the author accurately and quickly in some of the exercises. I could not find the author 'Robert L.' of the AIDs Hoax site even after quickly reading through every page ,although many names with impressive titles were listed and looked like they could have been the author. I do see how many children would think the author of the site would be the name of the man in the first picture posted on the site, and many web masters might use this to their advantage.
I found myself getting frustrated and then upset when I couldn't find the 'contact info' or 'about us' information. It seems deliberate to try the patience of the user and know that many users would most likely give up the cause of searching. Hopefully this red flag would take them elsewhere for more reliable information.

It is important to find out who the author is , what their credentials, their reputation amongst others in their field are as well as who they are affiliated with. If this information is lacking, this is considered to be a red flag warning that the information is not credible.
Another way of knowing that a user could use was to type in the author's name and their topic in quotation marks in a Google search was an effective way to help determine credibility. Education and practice on a daily basis is the only way for students and all users to become effective, efficient and safe knowledgable users.

I wish I would have known this information before Christmas when
my nephew ordered skateboard clothing online from a 'company' in California which he later discovered was a private individual in a private residence with no license to sell. Although he had my nephew's money, he wasn't returning it because the clothing was 'in the mail' and it was now the fault of the Canadian postal service for not delivering. This was a hard lesson to learn but learned very effectively the hard way!

"P in MAPping: What is the purpose of the site?"

Viewing with a critical eye is very difficult to do especially when there is such a huge choice offered from which to select your information. It seems that the site creators know that the patience level and attention span of most users- millions of whom are youth under the age of 18 years- to sift though information is very short and most users will stop after the top two sites posted on any page and use that as their research material.

At the best of times, everyone is selling something to someone:Entertainment; Ideas; products or services. The free services on most sites in the long run aren't free because you're exchanging your email or other info when you log on to enter contests or get newsletters. The colorful graphics and easy to read messages contain a hidden agenda and are like lures in many cases that children get caught up in because they are not able to discern without some education and practice what is relevant and worthy.
The bottom line is "know how to manipulate the web or be manipulated!"
http://web.rbe.sk.ca/learningplus/informationliteracy/mapping.html

Read Around The Planet Virtual Tour

Check out this SlideShare Presentation:

Read Around The Planet Virtual Tour

View more presentations from Cheryl Morin. (tags: engagement connectivity)

This SlideShare presentation was for our reading partners from Michigan to give them a sense of where my students live and how we live different aspects of our lives. The students took the photos, arranged the photos and decided what message they wanted to send to our colleagues. We connected with them through video conferencing to celebrate Dr. Suess's birthday to share our understandings of Part 1 in Julie of the Wolves and will continue to engage with them through epals and our blog at http://rosepelican.blogspot.com

I am using this as an example of a young person's creativity and connection to their passion or as M. Prensky calls it , "motivation" or attachment to something meaningful that results in learning, which is also fun by the way...
I just finished listening to Mark Prensky's podcast "Engage Me or Enrage Me" and how he's heard from students who tell him that they have to 'powerdown' because the institution of formal education isn't able to see what the students know to be true in this day and age which is to be connected, engaged and motivated to do better than their last effort. Thank goodness for programmers who are most likely youth for having the freedom to create and think beyond the boxy wall,as you see here.

This art, this masterpiece, this bit of genius... well, that is the way that I see this glog and thanks to Rosalena S. for posting her own glog which made me want to investigate a bit more into this tool. This is the first glog I came across made by a young very intelligent and creative lady.

I see so many objectives in this one piece such as: music genre catergorization; time line of music; message medium;artistism; originality;critical and creative thinking, that this student has touched upon that I look forward to seeing more of 'squirrlygirl's work...glogs!!

Prensky adds that 'teachers don't have to find each and every tool, nor learn how to use every tool, they just need to ask the right questions of the students in order to guide them to meet the objectives in the curriculum while the students go about incorporating the tools in their assignments.'
Makes me feel much better and I realize this is a powerful way to send the message to the students that we respect them for their intellect,creativity, knowledge, and that we as teachers are meeting them on their territory and want them to share their expertise. Rather than "power down", they'll 'log on'...lol.

Helpful Teaching Sites for Web 2.0 Tools

http://teachingeverystudent.wikispaces.com/

http://theedublogger.edublogs.org/2008/02/24/adding-a-voki-speaking-avatar-to-your-blog-sidebar/

http://www.wordle.net/

Values To Guide You

title="Wordle: values to guide you"> src="http://www.wordle.net/thumb/wrdl/568280/values_to_guide_you"
alt="Wordle: values to guide you"
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http://www.wordle.net/

Movie Effort

Reflections about Educational Technology Leaders

What is your connection/reaction/response to what educational technology leaders are thinking/doing/promoting (self evaluate with the class rubric)

Initially, I started out in the world of blogging wanting to learn about Middle Year's and their technological solutions/problems/strategies as well as a teacher's own development and practice within the technological domain and I came across Konrad Glogowski's blog of proximal development. Even the name of his blog for me created a reminder 'link' back to my first days in the Master's program when my mind was refreshed back to names of educational leaders and their theories such as Lev Vygotsky. "The Zone of Proximal Development refers to those skills that are in the process of maturation." http://www.teachandlearn.ca/blog/about/
After reading through dozens of other blogs, he was the first person I came across that mentioned Canada so this might have been considered a positive in wanting me to continue reading on, well as the fact that he attended a Canadian university.

I found many of his postings to be very informative for me because he directed the reader in almost every one of his postings to someone else who was commenting on my area of interest. Back then (in Jan. 'seems like a lifetime ago'- lol) , I felt like he was very much a team player/collaborator whose mission seemed to welcome the world and their ideas. Perhaps when I learned that he was using his blog to document his own learning journey through his Doctoral program did I see that I could use a blog for similiar purpose. It gave me a working example and understanding for the purpose of a blog.

I took Glogowski's invitation to read another blog entry on "schooliness"-in which Clay Burell in Beyond School plays on Stephen Colbert's 'truthiness' and spoofs the whole idea of what bad teachers can do with a good thing. "I saw a bleak dystopia: Blogging as “just another way to turn in homework.” Blogging, like thinking, creativity, and other joys, turned into an aversive horror by the forces of schooliness."
http://beyond-school.org/2008/03/04/what-is-schooliness-overview-and-open-thread/

The whole idea about getting another perspective was learned quickly and valued also as a concept to teach when using Web 2.0 tools and as a note to self not to kill the purpose of technology by trying to fashion it into a traditional school practice.

I really liked how Glogowski spoke about defending his research in his blog. Once again, I feel that this is like a map or guide for me to consider when I have to do that for myself one day. He used the message in an old world painting 'The Taking of Christ' by Caravaggio, to explain the importance of a new world phenomena-technology. He shows a connection between an idea hundreds of years ago that still has value in helping to build an an appreciation for effectiveness today. The painting is used "to explain the role of the teacher in a blogging community."The Embedded Practitioner-March 19, 2008 http://www.teachandlearn.ca/blog/2008/03/19/the-embedded-practitioner/
Caravaggio chose not to follow common place practices and as teachers today we should strive to step beyond the boundaries that are in place and be willing to learn and adopt new practices to gain a new and different perspective and "weave their readerly, personal voices into the fabric of classrooms-as-communities". Learn to participate but don't dominate a child's experience in the classroom, guide rather than drive!! I do not want to be like most teachers I had when I was younger so this seemed like a reminder to try to be a different kind of teacher, one who was not afraid to encourage the student to explore, question, lead, and be engaged in their own learning.

Paulo Freire is frequently mentioned in this blog as a leader in the race toward personal and/or teacher development and that of 'endless questioning' to fulfill our natural curiosity about things, to 'search and research and keep on searching in order to teach.' Freire, P. 1998). Pedagogy of freedom. Ethics, democracy, and civic courage. Rowman & Littlefield, New York.(pp.35-38).
Through many of my Master's classes, I have gone from an attitude of fear and loathing at the mention of Freire to one of appreciation and a bit more of an understanding toward some of his philosophies, so this blog for me is like a reminder of my journey and growth in my own learning and development.

7.1 Learning Experiences Thus Far

Discussion took place on the message we wanted to convey, the choices of photos reflect a step toward sending the message, and the conversations that flowed after seeing the photos in the order that we wanted them to be resulted in the development of a short script compiled by student triads. No one wanted to speak publicly but were still thinking about addding their own thoughts at the time of publication! One student said, "Why the rush? We can add anytime we want, and whenever we feel ready!" Point taken.

Learning Theories Reflected in Web 2.0 Tool Usage

Reflect on how you would use/apply these tools with your learners and the learning theory they reflect.

To begin with, I am happy to report that my students are very happy to be introduced to the various tools thus far. I am finding that my students are really interested in learning what I am doing in this class and how to use the tools althougth I feel bad that they are only going as fast I as can go in learning how to use these tools.
The motivation and the inspiration to learn help to offset many of my students issues with reading so if they can work in pairs or small groups of 3-4 they are able to talk through any kinks related to reading comprehension in order to understand the requirements for creating a post or a voice thread. By coordinating the strenghts of individuals , each becomes a teacher when required. It is so wonderful to see them praising and encouraging each other. THere have days where our 'leaders' were absent and that affected their smaller group's confidence and work ethic. They have indicated to me " we will try!"
so long as they don't have to write with a pen and take copius amounts of notes as was required in every previous grade,

Thus far, we have spent alot of time experimenting with digital photography and digital videography as a base for other tools usage: powerpoints, voicethread, flickr photo cube, movie maker and hopefully slideshare soon.
We have taken photos for just about every subject but mostly have been using them in E.L.A., in part to create a blog for our reading project with our colleagues in Michigan. The students are facinated that our Cree Culture is easily conveyed through photos, movie maker and I want podcasting experience very soon as soon as I have a minute to teach myself first!

Every student seems to have a preference for the visual tools. Perhaps because it is a safe medium and extension of what content and ideas they feel are valuable and worthwhile to them as individuals and can be shared without having to project any immediate auditory imput. Their ability to choose and actively decide what to work on and learn about seems to be the best aspect of employing the tools. The sky is the limit! Not only are the photos conversation starters but they are 'feel good' products because there is a certain amount of trust required to have a $300. camera in a child's hands for the afternoon.

We have experimented with voice threads mostly to gain confidence in speaking audibly
and fluidly. We are starting to understand the ramifications of using such a tool: The privacy one has in this arena is still questioned when one realizes that the whole world can potentially hear our voices; Mostly it is fun to hear oneself; Exciting to know that we could do this just about anywhere; That practice does make for comfortability and creativity; And that our message can flow to an audience who may participate and engage us into their insights. The participation rate is over 90% and the excitement by just about everyone in the class has been the best change since using the tools so far. Some students have indicated their willingness to be the script writer or keyboarder as long as they don't have to come up with all of the ideas alone which really makes the people who hate to write very happy and gung ho to be able to chat everyone up with all sorts of ideas and comments on what road to take.

Our movie making experiences thus far have seemed disjointed when we consider the problems we have had accessing the computers. Creating the setting and finding access to computers for my own class is a big job that needs daily attention.
Finding access to 24 computers more than once a week for one hour is our biggest problem. Alternatively, our library is small with only 8-10 functioning computers, rotation is a big deal and it feels unproductive when students can only work for 20 minute time slots. Most students like me, need to orient ourselves to the task by searching and creating practical applications for ourselves to get our ideas moving. They are easily upset when we have to leave the computer/library area.


At times we are all amazed at the finished product because it literally took a group to accomplish what seemed too impossible for one. Time moves quickly on these days and work sessions are very enjoyable. Our products are not perfect but they are off the ground and running and it is reassuring to know that we can edit anytime we want.

Connectivism is the first learning theory to come to mind. Students who are connected via technology are participating, engaging, communicating, creating, cocreating, collaborating, and are a part of something much bigger than themselves as individuals. Their projects, data, knowledge , and skill level are continuously changing and being acquired and refined in various ways sometimes because of their own efforts and abilities but often times due to networking and connecting with others who could be anywhere. George Seimens, creator of the connectivism theory, speaks about 'utilizing the best resources with the best minds to create the best product' in a world of "chaos and tectonic shifts." http://www.elearnspace.org/Articles/connectivism.htm

Secondly, the constructist theory of learning applies here also when
students who are able to communicate basic ideas and negotiate logically within a group that actively listens and constructs meaning or focuses direction on a link within that idea are able to use the tools to actively advance their intention, message, purpose or whatever goal they have in mind. David H. Jonassen says that "constructivism proposes that learning environments should support multiple perspectives or interpretations of reality, knowledge construction, and context-rich, experience-based activities." http://www.quasar.ualberta.ca/techcur/THEORY/constructivism.htm

The old idea still holds true today that more minds are better than one. Every one's experiences - past and present- counts as an indicator of expert knowledge/and or practical abilities. By linking previous knowledge and practices, constructly speaking, like pieces in a puzzle, everyone has a role to play and every role is regarded as important and necessary in getting the job details accomplished and knowledge organized, put into context and processed.
Hmmmm...sort of like Aboriginal cultures of generations past valuing and needing each and every role ,including their abilities to adapt to and adopt the best of the best and leave the rest behind.
History does tend to repeat itself, doesn't it?

A Critique of a Few Web 2.0 Tools

A Voice Thread is a tool that is easy to use which allows a learner to see and hear their ideas quickly. I like it because it welcomes opinions from others and creates a venue to showcase the many skills and strengths that an individual or group of co-learners might have. Students are able to create conversations right from step one: Which digital photo to take or how to take it or what to include in the shot?
Discussions may flow from what message or lesson the team is trying to convey to new questions that might be generated by the viewer or the creators. I have heard students debate, analyze, and even just listen quietly to the goings-on in a voice thread assignment. They are so interested because there is such a huge focus on them as individuals. It is such a great way to highlight their ideas from beginning to end.

In addition to the creativity and the generation of conversation, students are their own sources of motivation and inspiration as well as the discoverers of their own learning such is the potential that voice thread offers. One student quietly stated to me recently, "Teacher, it is like hearing a new book with different pages when ever someone adds a comment." I thought this was so great coming from a student who claims to hate books...

I have tried Skype a few times and always feel surprised when the computer rings...In a creepy way, it feels like you are always being watched!!It also creates a weird feeling when you are searching for someone and you come across a dozen other people with your name. On the other hand, you can access other sites to research while talking to your caller. The information is always at your fingertips. It is easy to multitask during a call and just as easy to lose track during a conversation.
I have had some problems understanding others who use their web cam during a conversations. It seems like there is a lot of static when the camera is used and voice clarity and fluidity is compromised

Skype advertizes free usage but nothing is free. The ads fool people because we all pay for hookup and we all pay for continued connection. Children also pressure their parents for many reasons to get connected and remain connected. Basic internet services may be inexpensive now but with so many people 'fixated' on the tool, I'm sure they would pay any price to stay connected.

I have been recently introduced to Slide Share. A YouTube video about it referred to it as "powerpoint with voice". It seems like an efficient tool to get the message across clear and quick. It can show charts, stats, just about anything. The directions to add audio were a bit confusing to me because I have not learned about podcasting yet and that will take a while I'm sure to learn how to use efficiently.

Movie Maker is a fun tool to use, sort of like a powerpoint idea. It is time consuming and frustrating if you are trying to rush through decoding the steps but enjoyable if you have lots of time. I have started to use my little bits of rest time to experiment with different features on movie maker. I always have more questions at the end of the process but I am learning to rely on my own good judgement at understanding the various steps and procedures. I think it is making me a better trouble shooter!

Every tool has its place in the real and virtual world. Making a decision on when and where to use the tools is easy if you have all of the information and practice underway. I feel pressure and stress to learn these tools quickly that I feel like I am going about it the wrong way or the long way. In order to deal with this pressure, I am asking for assistance from a variety of people. I am asking students to teach me the shortcuts, the longcuts and everything in between and the great thing about this is, is that they like to show the way every now and then. So for them, it is empowering.

Two criticisms that I have read about in Reader's Digest are as follows:

Reader's Digest Feb.09 p.20-21 In the article "What Drives Our Celebrity Obsession" Erin Phelin speaks of regular folks virtually stalking celebrity via various media and mentions "escapism" as a reason to get away from our dull real worlds that we inhabit as ordinary people. I see this as being a valid reason for many teens/individuals of every age to be absorbed into technology. Life may be or seem better somewhere else!

Another reason cited in Reader's Digest is the creation of "faux family" by the tech. users. After seeing how long some children/ adults can stay online or connect through gaming, they are seeking people who think like them and act like them, perhaps-people they choose, rather than the people they are assigned to via biological family. connection.

My own criticism is based on personal experience .Technology is very time consuming and addictive. Hours may pass without ever having gotten down to the real task or purpose of the day. It is costly in more ways than money: In terms of time, I know students who stay up all night and sleep all day, not coming to school and not being able to or not wanting to function at all in the real world. Finding a balance and a good teacher who is able to teach how to do the job well are problems that many school have yet to solve.

Evolving Internet-Growing Opportunities

Articulate how the Internet is evolving, how web 2.0 provides new opportunities for learning and the future changes we may see.

The internet is evolving very quickly, 'exponentially' some say!
Organizations once headed by elderly powerful businessmen are now created and run by young tech savvy individuals, some who are still in school and some who are 'head hunted' as in the case of Chris Hughes "(24), a cofounder of FaceBook left the company to develop Senator Obama's online and social media marketing architecture."
http://www.slideshare.net/socialmedia8/case-study-the-barack-obama-strategy?src=related_normal&rel=1034338

In http://www.planetizen.com/node/37013, Obama's team 'invited participants' (regular people)to have imput about his campaign, town hall meetings, inaugueration etc., in many diffent ways: photos, voicethreads, blogs. He asked them to use their influence and gave them choices/options to show their support and boy did they ever! His expert team's openess and willingness to share the stage with regular folks via "Crowdsourcing" proved to America that he is open to and wanting their smart ideas and honest impressions. I believe it was the 'invitation' to participate that paved the way to the White House and to many of his successes. He went into their neighbourhoods and saw how he could use their tools to bring them in onto his side. Interaction, even though distant and between strangers , seems closer and more personal when it is immediate and easy to access through the internet! Finally, the internet easily and quickly acknowledges that the populace is available and responsive. It allows for "personalization". (see slideshare URL above)

My class and I watched a Youtube video that showed Obama on his first flight on Airforce One. Even my students saw the kindness and felt the integrity of the President when he addressed ordinary working American citizens as 'sir' on the plane.
The immediacy, the flowing of emotions that these tools allow and even enable, the personal feeling of involvement that one has when using these tools and the increasing skill one earns from practicing allows the learner to grow and know that this rush of excitement is not over because something else is on tomorrow's horizon.
THere is risk, but there is also a rush of emotions and sense of purpose and urgency that individuals/teams can develop the next best tool. I read somewhere that MIT now gives their students the RIGHT to OWN their own ideas and any that get developed is theirs-profit and all!

I feel that the evolvement of the Internet in my life has been slower than most people who use it because I have had to reframe my attitude towards it. Initially, I wanted very little to do with it because what I saw around me seemed impersonal and rude: In restaurants, I saw people preferring to use their blackberries rather than give their dinner companions their time; Friends texting each other even though they were sitting side by side in the same room; Family members too busy because of game playing or surfing. I also didn't understand it or have full access to it.

Today, I have more of an interest in it because I see the benefits of using the various tools to help me get connected to new ideas and strategies, to encourage students to use their creativity, increase and improve their collaborative and communicative skills, and to have access to potential networks/voices who could help us problem-solve as we co-create solutions for our selves and our communities. Mainly, my access to technology has greatly improved ( I have high speed wireless access for my laptop).

I am seeing more reasons, opportunities and gaining more of an understanding of the potential that the Internet holds for people as I muddle through the various sites and programs. Practicing, finding or managing my time on the Net, and learning from others has been very helpful in my change of attitude and efficiency towards the tools. I am also learning how to filter and look for specifics which allows me to not get caught up in reading alot of junk.It feels like a vehicle of sorts that helps me keep up or moving at least.

I believe there is something for everyone who has access to Web 2.0. For everyone else, it is just a matter of time. It allows individuals to have their interests at the forefront of their studies, the freedom and creativity to explore and access unknown territory like old world sailors, world wide imput from a plethora of knowledge banks, connectivity to others who think and work in similiar ways, and critical analysis whether they want it or not.

When I look back to last year, the changes in our way of life have been astronomical. My grandmother once told me that I had seen more changes in my life of 20 years than she had seen in all of her 80 years. Back then I didn't really comprehend what she meant but I see now!

Our village is global and our neigbors are a click away. We are experiencing the same problems- climate change amid other dysfunctions that affect every last one of us, so it is beneficial that we communicate, cooperate and collaborate. The future seems to be now and the tools allow us to coordinate the best solutions, develop the ideas that have potential, and a means to move life in new directions.
THe future changes are numerous and in some moments unimaginable. However, it is how we use the tools that becomes the most pressing question of the day?

How do I remove an embedded link from Diigo to stop the rolling tags...?

I can't seem to find an answer that helps me get rid of my rolling link from Diigo other than delete the posts as they crop up but that is getting irritating... Thanks.

Getting the Feel for Connectedness and Connectivism

Yesterday, I did not appreciate being interrupted constantly by the outside world. I wanted to disconnect like I saw in movie called Hang Up or something like that.

Today, after reading through a few fellow classmate's blogs, thanks to Tim for the notice on the Web 2.0 video which I understood and to Brent for the link to a George Siemens's Talk for A.Couros's class on Blip T.V. on "Connectivism and CCK08", I am glad for their filters and their sharing of the loot so to speak, for them connecting to us. I was wondering if that was an Elluminate conversation because it seemed very similiar to the concept of Classroom 2.0 I took on Sat.

Just by listening in on this taped class , I got the message. Connectivism is so much more than the 'broadcast model' that Siemen's spoke of where only one had control of the "packaged message of influence" . Now participants are 'participatory' and can have conversations in many different ways connecting terms, philosophies and tools at any time and in any place.

Siemen's spoke of the trends in Connectivism that impact education:
"Global- from glob. warming to aging to econ. markets
Social/political- Obama's new social policies reflect a very different view of we can choose to interact. Just look at the audiences he reached and influenced using the net!
Technology-He said that there is an "ideological slant in the messages sent because it reflects the viewpoints of the designer/user" that it is not neutral...
Education- Social constructivist theory, social learning theory impacts the educat. process"

Siemen's summary of his theory of connectivism was clear and to the point:
He spoke of the plane crash on the Hudson River as an example that the news was to the minute, up to date by the participants in that event. It was 'networked and distributed' quickly. If it wasn't for technology, we wouldn't have been given such a clear picture of what occurred. He also added that the "experience of learning is on the forming of new neural, conceptual and external networks."

The world is a complex, chaotic shifting space and "technology extends our ability to relate to each other and helps us remember."

I appreciated his discussion on the "symmetry between the domains of the neural/conceptual/external and social levels of networked learning." He took into the account the big picture and how the smaller parts connect to create a larger picture. So often we hear of specialists only considering their knowledge to fix the symptoms rather than consider all possibilities and try to eliminate the source of the problem. Points of symmetry had to do with 'clustering of connections which create meaning combined with short average distances between elements, and small world attributes.'

It was great to hear him reiterate that even at the grad level , or at higher levels of learning, 'conceptual mapping' still is important for learners to express their understandings of what they are learning and to help them have a sense of 'pattern recognition' which is to determine similiar ideas in our era of "info overload."

He said our education systems still uses a step by step model to teach. We should be teaching students to analyze, think critically,determine understanding, how to determine if content is accurate, to see patterns like a good chess player who wins by seeing particular patterns as opposed to practising a step by step version of learning the winning moves. William Gibson is an authority on pattern recognition.

Dr. Couros added that we are in a 'new knowledge landscape' which is ever changing and no longer supported by one theory.

Another new term I learned was 'viral video'- (popular videos on Youtube)But one has to be aware that video and information can be misleading and that the added bonus of being connected is that we can determine as a group what is valid and transparent.

My concern with connectivism and the hold that media has on people with their powerful messages and 'product placement'ads which many don't even realize is occurring is that our societies have thousands of displaced youth, not in school and not privy to rules of safety and or skills like critical thinking. Gangs take advantage of these children to sell drugs, steal, so that they the leaders can purchase that which the media deems you must have to be successful, up and coming, or powerful. Music, movies,and video all have a steel handed grip on even the poorest child. How do we reach out to teach and provide an environment for this segment of the world to learn how to see with a 'critical eye' and make sound decisions with a clear understanding mind?

Web 2.0 Best Explaination so far!

3rd Embedding Effort

Tagroll

From Theory to Practice

In moving from theory to practice, what does the use of technology look like as teachers enact a provincial curriculum that promotes a constructivist view of learning?

Teachers who enact a provincial curriculum that promotes a constructivist view of learning using technology will have the support of their school boards/districts which allow the use of all tools that technology has to offer. Indeed, classrooms and schools will be well equipped with the required pieces of technology- computers, smart boards, lcd projectors ,a variety of programs,service providers, etc. Staff will have regular opportunities for practice, support, and ongoing professional development in these areas as well. Children will be learning in 'porous classrooms.' The world will be welcomed at our doorsteps:Problems and all. We will be able to acknowledge our emotions, prepare the participants by teaching for safety, understanding and interpretation, rather than just the sole purpose of 'filling an empty vessel.'

As I learn how to use the tools at home, I, and am sure other teachers also, have to deal with blocks that are in place in the school to protect the children from the evils in online society. When permission is sought to use blogs,certain bookmarking, ,skype, and other tools, alot of frustration is created when days go waiting for permission and then more days go by as we try to figure out how to bypass the blocks to allow the tools to be used.

Hopefully teachers, administrators and any higher up that feels uneasy with the use of technology will make an effort to jump on the bandwagon and try to learn along with the rest of us. When I had a chance to listen to a participant in a Classroom 2.o session on blogging with her Gr. 1 students, she said she was going to invite the Superintendent of her district to become a blog participant and have the Gr. 1's do some sharing and modelling:)

Attitudinal changes are most likely the biggest changes one will see in a school that promotes constructivist learning. People who are 'digitally-fearful' wil be more accepting of the realities of our youth and go with the flow as opposed to staunch defiance and feelings of over protectiveness. We will "see kids as participants and not victims of the internet age" as stated by a researcher on a Frontline video about children "Growing Up On-Line"

http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02p4e&continuous=1

Learning no longer just happens between 9-3:30 or M-F. I love Classroom 2.0! For me, it isn't a chore to get up Sat. a.m. to learn and practice one more thing I had no idea about yesterday!! By making time and investing my energy and effort in these on-line opportunities, I feel more confident and enriched. I want to model this for my students. For students, I hope that the walls created between groups -'us vs them' attitudes are decreased/weakened. Learning and success should be win-win for individuals and groups as people will be allowed instant, immediate, focused , supportive, 'in the loop' access.

Constructivist and connected learning environments allow for class participants to be from any point on our planet. The presenters on line may be the leaders in their field or have the best information at their fingertips in their classrooms. Best of all, children are allowed to grow,show how much they know and understand, are able to transfer their learning to their own environments, and to create and effect change where it is needed. Enhanced , enriched and exciting are adjectives that spring to my mind.

At first glance, cost seems to be a huge factor for classes, schools and districts that are smaller and farther away from equipment and infrastructure to be included in the techno sweep that we are all experiencing. One school I heard about that has no computer lab for lack of space put their school laptops on a moveable cart that is wheeled from class to class.
On the other hand, it will be a more costly price for our children to pay if they do not have opportunities to create collaboratively and connect with others who have alot to share in terms of experience and skills. It is foolish to think that any place connected to satellite or the internet is isolated any longer. Whether or not students are guided in school to learn the rules and net etiquette safely and intelligently, they will forge ahead as they are doing already in their homes and on their playgrounds.

I learned from Class 2.0 that Skype is a great tool for teachers to regularly connect with other resource people/ teachers/ students to use when planning for any thing: Year plans, special projects, homework help... After the initial shock of learning what it feels like to talk to someone far away via your laptop, it is a good feeling of accomplishment to learn the ins and outs of connecting this way.
I have spoken to people from Jordan, Switzerland,Austrailia, and Michigan who created a connection with me through Classroom 2.0, SKype,and eblogger.

Next, I will try Tagging on Diigo, creating a tagroll to improve and increase 'tag relationship learning' as stated by Jennifer Dorman (Diigo).

By making and taking time to learn how to maximize our efforts with technoloyg, and allowing students freedom to use tools in the classroom ,there is an expansion of our repetoire and ability to learn and share. By engaging with the world to discuss real life problems and create real life opportunities and solutions, the benefits seem to point towards our children creating the world they want to live in, chances to reach out to others, and to find a 'venue for acceptance.'

Online risks:Teens/Digitally Fearful Adults

http://www.pbs.org/wgbh/pages/frontline/kidsonline/

"The PBS Frontline Special from a year ago “Growing Up Online” remains one of the best television specials I’ve seen to date about the risks of the online world for troubled teens and digitally-fearful adults. I love the fact that ALL the episodes from that full program are viewable online, free. " Wesley Fryer



Is there a better way to post this infor rather than the way I am doing it now? The purpose is to share what I have found with others.

Education: "An Ordeal or a Habit?"

" More porous classrooms in the future?"

" As we stop resisting the networks, shielding our classrooms as sealed containers, designed to hold and protect both learners and that which is required to be learned — I wonder how porous classrooms might reshape themselves by the actions of the students. Might, in such classrooms, active differentiated instruction techniques become practically obsolete. Might free learners, engaged in a lifestyle of curiosity, inquiry, experimentation, and construction; supported by professional master learners, make education less an ordeal and more a habit." By David Warlick "No More Sweet Spot" http://davidwarlick.com/2cents/?p=1680

What do you think about David Warlick's statement?

I think that fear strangles and suffocates! It does not protect, it alienates. I deal with a feeling of apprehension everytime I come across something different or unknown that I need to work through to understand. I work very hard to deal with these emotions because I might be inhibiting my students from learning and acquiring because I do not have the ability or the wherewithall to overcome the feelings that accompany the 'unknown' such as the options and hidden opportunities that technology holds for its users.

I do not want to teach the way I was taught. I became a teacher to provide learners with opportunities so that they could navigate through problem areas successfully using sound judgement, hopeful optimism, and collaborative negotiation towards a more positive way of life and healthier choices in whatever area they chose to live and learn in.

What evidence of “theory in practice” do you see in your learning environment? Your larger learning community?

Within my school setting, I see my fellow Master's classmates incorporating technology in their classes and in their Action Research project by way of creating videos to get students' voices heard about the serious concerns in a teen's life and create awareness/ solutions on how to reduce bullying. These students are making the message that their peers will hear and hopefully more able to listen and learn from the messages. I am aware of a small group of students who are utilizing an on-line independent learning for Career Education students in Grade 12. Their maturity and independence is evident when I see how interested they are in their own learning. No one is telling or demanding them to sit still or listen or stay focused. There seems to be respect and others values rising to the occasion in this learning environment. I believe this is so because of our new awarenesses and beliefs in oneself to be able to utilize the various kinds of technology available to us through our courses in the Community Based Action Research Master's Program that we have been fortunate to be included in.

Access, Assistance, Availability, and a new Appreciation about technology are the main reasons that I would say I am wanting to use technology in my own classes and with my students to assist them in their practice and acqusition of new skills. I want them to have the world at their fingertips readily and to engage with new partners with confidence. I want them to enquire, assist and forge ahead in order to learn how to use the tools correctly and safely to help themselves have access to the most up to date information that they are able to analyze its usefulness and accuracy. I want them to be connected and to make great decisions in order to make a difference in their lives and in the lives of others. I want them to know that these tools are only tools but that it is their choices, their willingness, their drive that will be enhanced if they choose to utilize technology.

"Learning is an active process of constructing rather than acquiring knowledge and
Instruction is a process of supporting that construction rather than communicating knowledge. "
(Duffy and Cunningham, 1996. p.171).


I am also learning about and creating a blog with my students and our new project participants to use to introduce and document our journey and our understandings in a Reading Around the Planet project. A year ago, I would not have felt capable to create a voice thread and embed it in the new blog or to show my students the tools that will enhance their learning. Today, I know who I can call or what sites I can access to assist me in this new venture.

My students love the idea that we will meet our new partners through our blog first , and through emails. and then through a video conference. I could see even the shyest students show an interest because they do not feel pressured to stand up in front of a crowd to show their best or most creative work. These ideas have generated discussions on ideas to get us started, independent thinking, collaboration , and a collective feeling that this is our project. Whether or not it works is not yet a concern because right now it seems that we are all willing and able to try. Motivation is key and that is what we have right now.

I will teach internet safety and give my students guidelines to get the job completed but they will have room to experiment with the tools, freedom to explore their interests and opportunity to teach each other what they know. Collectively, I beleive we will be richer for the experiences once we are able to see through the emotions of such an adventure.I see this learning and teaching style as belonging to the constructivist model.

Driscoll highlights features of a constructivist classroom:

"Providing complex learning environments that incorporate authentic activity. Constructivists argue that learners should learn to solve the types of complex problem they will face in real life.";

"Learning is a cultural interchange and requires social negotiation.";

"The learner must examine the material from multiple perspectives...using multiple modes of representation.";

" The learner takes ownership of their own thinking and learning processes. Driscoll (1994) assets that reflexivity and by extension critical thinking are central attributes in the constructivist methodology, as it enables learners to understand how and why cognition creates meaning.";

"Emphasise student-centred instruction.” Bruner (1966) calls this “discovery learning”.

http://elearningcurve.edublogs.org/2008/06/17/constructivism-learning-environments-an-introduction-2/

Bruner, J. S. (1966) Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.

Driscoll, M. P. (1994). Psychology of learning for instruction. Boston, MA. Allyn & Bacon.

The Partnership for 21st Century Skills - Home

The Partnership for 21st Century Skills - Home

The Future of Learning Agents and Disruptive Innovation

The Future of Learning Agents and Disruptive Innovation

Connections Drawn Between My Beliefs, Practices and My Uses of Technology

My beliefs around learning lean toward the constructivist paradigm. We need community and interactions to effectively learn by creating new links for the learners which are connected/built upon previously learned knowledge and skills. The community could be the environment, humans and/or nonhuman subjects, the issues that are present or created, the desire and motivation to learn, and the tools to work towards creating a different way of thinking or new way of addressing the issue(s). According to Vygotsky, "humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills."

http://www.learning-theories.com/vygotskys-social-learning-theory.html#more-4

I have entered a whole new series of communities via the net while millions more await the click of a mouse. This knowledge scares me a bit but intrigues me at the same time because I am learning to use the tools of technology to enhance my own understandings of situations and the community I am in by finding solutions and other tools by interacting with people and ideas from elsewhere. I have since learned that theorists Jean Lave and Etienne Wenger refer to this as "Communities of Practice which can be defined, in part, as a process of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period of time, sharing ideas and strategies, determine solutions, and build innovations."http://www.learning-theories.com/communities-of-practice-lave-and-wenger.html#more-36

These new capabilities will help me in my role to facilitate learning and aid my students' social and intellectual development while creating new working relationships with the global community that hopefully add to our networks of co-learners ,ethically engaged practices, and new shared identities. Dr. John Abbott says simply that "a good teacher will expand upon and build upon what a student already has a connection to." YouTube Video

An added hurdle is that I have to negotiate a whole new series of steps, passwords and the like to become more familiar and adept at using the tools. I feel like I am swirling somewhere in the middle of the scale that sees technology as a 'catalyst for learning' and an invisible but looming 'obstacle' in the way of my learning. Actually, it is the frustation that I allow to grow when I can't immediately make an internet connection in a hotel or at a new location and I have to wake everyone up to help only to be told that I have unplugged the modem connection. In my frustation, I have to ask," Is it that black box with the flickering lights?"

At the same time , while I sit at my computer alone, I am surrounded by potentially billions of possible ideas and answers with only myself to really determine what is suitable for me to believe. My self confidence has been waxing and waning with each new lesson. The constructivist model defines this as "people actively constructing or creating their own subjective representations of objective reality."http://www.learning-theories.com/constructivism.html#more-23
There is a certain level of trust required for me to be truly comfortable and I find that I am constantly reminding myself that what I am reading is one person's opinion that may or may not be right for me or my students. I am worried about my students sense of judgement when it comes to people on the net or information as the power of authority usually resides with whomever has the most confidence in the situation. The varied interpretations and the processes used to determine the validity of the information is constantly being tested and tried.

Some principles of Siemen's theory of connectivism are present in my thoughts about how I see the net connecting others , information and the possibility for how to use technology as a regular tool in my teaching practice but I still don't 100% trust what I don't use very well or "see through the lens of shifting reality." http://www.itdl.org/Journal/Jan_05/article01.htm

The best way for me to learn is to practice using the tools that I need. Again, time is a factor. For my students it has been an issue of access to practice. My students and I have not yet had internet access at the school during school hours this year!
Questions generate more questions, discussions, problems and deciphering what or how or why is part of the learning processes which seem to be occurring with greater speed and higher frequencies. There is so much more material to sift through and so little real time that it seems too easy to be getting 'lost' in this whirlwind of activity. Thinking about the new material also requires alot of uninterrupted time. I find I often have to shut down my laptop to process what I have learned in order to rework my thoughts and thought processes. I am also dealing with the trappings of a person who thinks 'pre computer or old school' as some might say. Should I feel ready to proceed at 3:00 a.m., the bonus of a home p.c. is that any time is work time!

In a way, I am forced to talk more with others I don't really know at all and this is a huge leap for me but the anonymity that the computer screen brings to the equation is also part of the advantage. It seems like a double- edged sword! My students and I can write 'tons' because we don't have to immediately state our ideas to a 'critical crowd' or answer to the masses as we write. This comfort allows a more fluid and deeper aspect of our feelings and thoughts to be 'shared'. Being able to navigate the web has been both a blessing and a curse. Even knowing where to look or what to ask is potentially a loaded question.

Once the concerns have been addressed , I really enjoy learning how to use the tools such as power point, Elluminate, wikis, Skype, Twitter, Flickr, and even this blog. I value the immediacy and varied uses of these tools. As to when I will be ready to use these tools in my class depends on when we get computer time and the willingness of the students to use the tools and take ownership of a different way of learning.
For the students who are discovery based learners the net is full of possibilities just waiting for the "many advantages, which includes: active engagement, promotes motivation, autonomy, responsibility, independence, the development of creativity and problem solving skills,a tailored learning experience. Critics have sometimes cited disadvantages including: creation of cognitive overload , potential misconceptions, teachers possibly failing to detect problems and misconceptions. The theory is closely related to work by Jean Piaget and Seymour Papert."
http://www.learning-theories.com/discovery-learning-bruner.html#more-17