Reflection

"Once expanded to the dimensions of a larger idea, the mind never returns to its original size."
                   - Oliver Wendell Holmes

Now that I have concluded my course, I feel it is only appropriate to take a few moments to reflect on my class experience and on how my understanding about educational technology has evolved.

What stands out about my class experience?

• Open-mindedness: There are progressive teachers who are willing to incorporate technology into their teaching.  My classmates were a diverse group from varied levels of teaching, all were open to the potential gains to be had from educational technology.
• Community: The community of professional educators who are committed to educational technology is large and growing.  More importantly, it is a community that collaborates and shares freely.  You can't help but improve your overall teaching by drawing from the leaders in the field.
• Speed: Things are constantly evolving.  The tools available to teachers today would have been from the world of fantasy a decade ago.  Ask yourself "Why do I teach?"  Then, ask yourself "Does staying put with my routine serve why I chose this profession?"  That said, teachers need to stay up-to-date with what they can when they can.  Anything less would be a disservice to our students.
• Movement: There is a significant cultural movement occurring and it involves technology.  As exemplified by the quality of our class discussions and through our numerous guest-speakers; each day, more teachers are realizing the power of technology.  I see this movement causing significant changes to American education as we know it.  The exciting and scary part is that I don't know what those changes will look like.

Thank you to all of my classmates and to my professor.  I appreciate your ideas and passion for teaching.  It was a pleasure to have learned with you all.

"Without the ability to communicate we are nothing."

The quote featured in the title of this post comes from an article I found on MSNBC.com that resonated with me and got me thinking about, you guessed it, the role and impact of the internet on the world.  It poses the question "Is internet access a human right?"  At first, I thought this to be a rather overly dramatic question to ask, but as I read the article I began to give it more consideration. 

I teach social studies.  In my 9th grade course, the first month and a half is dedicated to the study of culture and all of its sources, components, and influences.  The concept of values and beliefs is a central part of our studies.  Along with that comes the study of the idea of laws, which reflect the values and beliefs of a people.  In that context, pondering whether access to the internet is a human right is perhaps more reasonable.  Freedom of expression is a right that is so cherished among Americans.  As I teach about culture, students often find this freedom to be the most defining of all of our Constitutional freedoms.  The internet has provided civilizations avenues for communication in unprecendented ways.  "According to the BBC World Service survey, 79 percent of the 27,000 respondents, across 26 countries world wide, do think access to the Internet is a fundamental right. Most Americans feel that it is, too."  This quote from the article makes a convincing point.

In the psychology course I teach, the effects of social isolation or ostracism in prisons was a recent topic of discussion and study.  The overall mental health of these prisoners suffered when they were isolated from the general prison population for 22 and 1/2 hours a day.  Human rights activists cite this fact as a reason to end this type of punishment.  In relation to the internet, could permitting restricted internet use in a supervised manner help address this issue?  Just a thought.  I have not considered the issue thoroughly enough to have a solid opinion.

Does the huge presence of the internet on most American lives warrant its inclusion as a fundemental freedom?  I don't think so at this point.  Will it be included at some point in the future?  I have my reservations, but history has shown us that the direction and impact of the internet is fast and dynamic.  Who could have predicted the unbelievable popularity of Facebook?  How quickly has Twitter become part of the vernacular?  Skype?  Ipad?  Online college degrees?  The recent role of social media in the political changes of Egypt and other Arab nations?  In the hands of creative forward-thinking people, it seems almost boundless in its capabilites. 

An Impromptu Interview...

While sitting in the cafeteria today monitoring a study hall, I suddenly realized something.  With all the thought and consideration I have been giving towards technology and education lately, I have yet to directly discuss the topic with acutal students.  This motivated me to give an impromptu interview to two students separately, about their opinions around a range of issuse surrounding the topic. 


My first interview was with a female 12th grade student, who works a few days a week at a local supermarket.  She is enrolled in mid-level courses at the high school and is about 3 months pregnant.  Knowing her fairly well, I know she comes from a very challenging background, but has managed to maintain a solidly optimistic perspective on school and life.  The second interview I conducted was with a 10th grades student, who is extremely motivated and is enrolled in the schools highest level courses. 


When asked about whether students' online activity at home should be the business of the school, both students replied with "No".  They both expressed the idea that there is a certain level of privacy the school must respect with their students.  I then asked them about cases where students' Facebook pages are open to public viewing.  They both agreed that if something is posted publicly it is done so at the risk of the student.  Continuing in the area of Facebook and privacy, I asked about how schools should treat knowledge of underage drinking that is recieved through Facebook page searches of students.  After both spending time considering their answers, both students' solution was to have schools contact the offending students parents.  My final Facebook-related question was "Should schools permit teachers to be Facebook friends with current students?"  Intrestingly, this is a point where the two students disagreed.  The first student said it was just "too risky" to have that type of contact.  The second student did not see any reason why it should not be permitted.


The remaining questions I asked were wide-ranging, being that this interview was somehat thrown together.  I then asked whether athletic coaches should communicate to players through text messages?  Both expressed reservation about this, stating that texting is a very personal means of communication.   On the topic of cell phone use the response was immediate.  They felt that cell phone use in non-instructional settings should be permitted.  The impression I had was that a little of freedom could go a long way.  


Overall, the students felt technology is a bit "overhyped" in education.  They dofeel like the level of technological usage varies greatly.  According to them, technology is important, but maybe not to the extent that it is spoken about.  Finally, I asked them if new teachers should be technologically prepared in college.  They did feel like a basic knowlegde of educational technology is needed, but not to an expert level. 


The conclusions I drew from this very short and very informal interview were:

• students definitely feel that their online behavior is not the business of school
• students are very sensitive of their privacy
• students are not in agreement about the role technology should play in school

Once it's out there, it's out there for good.

In the digital world, statements, actions, ideas, mistakes, and opinions continue to exist long after one has orignially posted, blogged, tweeted, etc.  Once it's out there, it's out there for good.  Our last class featured discussion of the responsibility that comes with digital citizenship.  This particular topic has been of interest to me for some time, perhaps, because I am a social studies teacher and much of my education has been around the study of records and past events.  One does not need to look for too long before finding some recent example of the power and permaneance of digital expression. 

Just last week, a UCLA student created an uproar on campus through her You Tube posting.  This New York Times article explains the details further.  Bascially, the female student was annoyed at Asian students distracting her in the library.  Some of Asian students could be overheard during phone calls to Japan to check on family members affected by the tsunami.  The backlash from students and the community has been heated. 

Also recently, MSNBC featured an article about Americans' opinions towards privacy online.  I cannot decide exactly why I am surprised by the research, which indicates that citizens are becoming more polarized in there opinons on the matter.  The numbers of people having less reservation and much reservation are increasing, while the middle ground is shrinking. 

Tom, a classmate, showed our class a site called spokeo.com, which illustrates the powerful ways our digital footprint exists.  The information found there is strikingly intimate and personal.  I recommend every adult cheic it out. 

This is the society in which our students are growing up.  So how are we to educate them about responsible digital citizenship?

Resources such as netsmartz.org have videos geared towards guiding students and parents to be safe in the digital age.  The videos are well-produced and appealing.  I recommend them for anyone, adult or youth, to become educated on the dangers of the internet. 

Another effective strategy is one suggested by another classmate, Shaun.  He has worked in a school where important messages were announced during popular and well-attended school events: sporting events and theater productions.  This seems like a very direct way to speak to parents about how important their child's respect for the internet is.

It seems to me that responsible use and behavior online is in the early stages of development as a cultural norm.  My concern is how we responsibly educate ourselves and, in turn, our students about the new and emerging ways to act considering the pace of change these days.

Using Technology to Maximize In-Services

Through my experience as a teacher, a member of a professional committee, and through discussions with administrators, it seems that planning meaningful in-service days for teachers is a challange many adminstrative teams face.  Unfortunately, these days are often used inefficiently, which in small by steady ways, erodes the credibility of administrators.  Fortunately, technology can provide ways to maximize in-service time. 

From a simple time standpoint, travel time to and from various district schools could be eliminated.  Many times have been required to arrive early to in-service meetings, just to avoid the hassle of having to park inconveniently distant from the building.  The use of Skype, professional chat rooms, or discussion boards could eliminate this unnecessary issue.  What I hear most from teachers is that their time is too short to be used wastefully.  These technologies address this challenge.

Many districts present a single book for their employees to read.  At my school, past principals have sent an article to teachers' homes with the welcome back information packet at the end of the summer.  A website such as Book It Club could serve as a way for teachers to get the conversations started before they even physically return.  Once again, the efficiency in the use of time would rise dramatically.  Teachers would be able to share insights at leisure and then use them as a starting point once in-services begin at the start of the year. 


I believe effective principals support and guide teachers to be their best.  Respectful use of their time is one of the most valuable ways to acheive this goal. 

Professional Mentors

One of this week's reading assignments, "31 Days to Become a Better Leader", was a list of simple actions one can take to improve as an educational leader.  Many of the suggestions resonated with me, especially the idea of keeping a journal and setting up one-on-ones.  The idea of shadowing someone for a day and taking notes also sounded like it would be enlightening.  But the piece of advice I found most valuable is the idea of finding a mentor.  Throughout my career as a classroom teacher, I have been fortunate to have had a handful of mentors who have guided and inspired me.  I see the work of an administrator, although overseeing many more people than a classroom teacher, as being somewhat more isolated in ways.  The value of a good mentor would seem to be even more vital at that stage of one's career.  I have recently had the good fortune of meeting new professional from different areas of education and being exposed to their new perspectives and approaches has motivated me.  I believe the most effective leaders, educational or otherwise, have an ability to effectively lead through the current times and to see where the organization will be or should be headed.  Mentors, individual who have navigated there own way through the ups and downs, are an indispensable resource.

Here is a link the reading that sparked this blog:

Click here.

Guest Speaker: William E. Brannick

On February 11, William E. Brannick was the guest speaker for my Technology and Communications class.  Mr. Brannick is presently the principal of Monsignor Bonner & Archbishop Prendergrast Catholic High School.  Below are some points I took away from the conversation.

• More than ever, students have the ability to efficiently and effectively collaborate with one another across great distances- worldwide
• Issues and concerns regarding student misuse of technological equipment can often be managed through simple classroom management strategies
• Having a collaborative effort, drawing from all areas of the school community, is important in successfully selecting, implementing, and using technology
• There is a vast community of educators constantly communicating about technology and education and who are passionate about sharing ideas

The last point was perhaps the most impressive to me.  Mr. Brannick shared numerous anecdotes relating to the meaningful professional relationships he has developed with other professionals through online communities.  It is a unique situation to find oneself in, when meeting someone face-to-face for the first time after having shared ideas and strategies through online communication for months or years.  What stood out to me the most is that, just as with students, the resources available to educational leaders are more accessible and abundant than ever.  Traditionally, educational change has occurred slowly and gradually.  In this digital age, potential is there for change to happen at a speed and frequency not yet seen before.  I do not which direction things will move in the next 3 to 5 years, but I do know the most recent innovation that blew my mind will be deemed obsolete in not time.  Seems like the only way to truly stay current is to tap in to the online communities out there on the Web.

Below is a link to William E. Brannick's blog:

Click here.

The Technology Tool Belt

After reading this week's assignment, I couldn't get away from the idea of a figurative "technology tool belt" for educators.  What specific abilities or tools should we ask of teachers in the 21st century?  More specifically, in what ways do we require teachers to measurably demonstrate their abilities with technology.  How do we create opportunities for teachers to supply their technology tool belt and then provide space for them to "hammer and drill" to see what they can construct?  This is main idea I took from the blog.

Though I had never thought of it in the way presented in the article, it is interesting to ask why technology plans are not held to with the same discipline as athletic strategic plans or building construction plans.  My belief is that a fair amount school community members are not at the point where they view technology as gadgets used to present fancy and colorful.  This group includes everyone from principals, school boards, teachers, and even the taxpayers.  It is ironic the group most understanding of the potential that lies with technology in education, the students, are the ones who stand to suffer the most as schools continue to lack resources, randomly acquire resources, or fail to support teachers who genuinely wish to apply resources.

The blog contained a link to "23 Things", which featured a great visual conception of teachers' various options and avenues in the world of educational technology.  I think something as simple as this would be very effective in the effort to simply inform educators about all the possibilities that are out there.

Here is the link that sparked this blog post: Click

A great website relating to teaching and technology

I was introduced to this site through my grad class.  It features a huge and varied number of blog entries and resources that I find interesting and helpful to 21st century educators.
http://educationaltechnology.ca/couros/

Protecting Technological Tools

An incident occurred at my school this week that made me think of an issue yet to be discussed in our course: property security.  Staying in line with to FERPA policies, I'll just say that some students were discovered stealing and re-selling other student's cell phones.  This made me realize that, with the use and distribution to new technological devices, there is a real need to create thoughtful and practical procedures to ensure that these tools are protected from theft and vandalism.  I don't mean to sound like an uptight alarmist, but with the presence of so many cutting-edge and expensive techonologies, we would be irresponsible as administrators if we did not proactively think about this issue.  Property security is not only a simple budgetary issue, but it is also a "school quality of life" issue.  Pulling back from a technological standpoint, the overall culture of a school is paramount.  As an administrator, having a safe work environment for teachers and students is among the top, if not the top, priority.

Staying Connected

Saturday morning, I received an email from a student who is struggling in my course and had some questions.  I immediately replied to her.  Her subsequent response indicated her appreciation for my quick and attentive message.  

Incidents like this one have become somewhat normal for me on weekends and evenings during the school year.  I encourage students to email me with questions or ideas and this has benefitted my teaching greatly. I wonder how my educational experience would have been different, if email had been such and easily accessible means of communication with my teachers.  Would I have had more effective learning experiences?  Possibly, but I'm not 100% positive that I would have.  There is something I believe I gained through direct interaction with my teachers.

At the heart of the matter are communication and accessibility of teachers to students.  Yes, a student informing a teacher about his or her difficulties is beneficial.  Yes, having a teacher be available to a student is helpful.  However, I wonder about the value of approaching a teacher face-to-face to have an actual conversation.  I feel this has value, especially in high school, where students are often trying to understand how to be more like adults.  The student described in the incident above has only approached me one time this year for direct conversation about the course.  She is quite shy and I have encouraged her to speak with before, during, or after class, in addition to email.  The bottom line is that interpersonal skills are valuable in today's world and I think it is important to foster them, in addition to technological skills.

From an administration standpoint, I wonder about the effects of this type of accessibility.  I have no idea about what portion of an administrator's emails are from teachers, students, fellow administrators, or community members.  Many of the administrators in my district have PDA's and are constantly receiving messages.  It seems to me that some sort of system or self-imposed policies would have to be practiced by a school principal in order to attend to the most important matters communicated electronically and to maintain some sort of ability to disconnect from work.

Staying connected is advantages in numerous ways, but there are definitely issues to consider regarding direct interactions and constant accessibility.

Introduction Post: 1

Welcome!

This blog will contain a mixed-bag of ideas, observations, and reflections relating to my teaching and my attempts at incorporating technology into my classroom.  I will also be including reflections on the graduate course I am taking: Technology and Communications.