The End

So, here we are...at the end. It's rather crazy to already be done. It's even crazier to think that, one month from now, I will be beginning student teaching. (This just led to a long conversation with a friend, where I confessed to being scared out of my mind for January. Student teaching doesn't scare me. It's what's to come that will give me nightmares.)

Anyway, I digress.

I enjoyed the class. At times, it was stagnant. This was not due to the teaching, or the content...but just that, if I were to look at my zone of proximal development, mine would be rather high. A lot of the things we've done in class, I've done in previous incarnations of my life.

However, that isn't to say I was bored. Rather, I took the time to get to know programs with which I am unfamiliar. Piknik, Photo Story, Bubb.us...these are programs I will take forward with me, and use in the classroom.

The challenges I faced are to re-acquaint myself with HTML, and to get over my own perfectionism. Often, I don't finish things, because I get too frustrated with my inability to reach my own expectations. You'd think I'd have tried to find a balance by now, but I'm also stubborn.

Overall, I wouldn't say I gained much, in the way of skills. What I gained in my toolbox, however, is invaluable. I am forever thankful to Jen, to Dan, and to my classmates for providing me with experiences I'll take with me as I go off into the world of student teaching. And, with the programs I learned, and the skills I learned along with them, I'll be better equipped for the ride. So, while this paragraph comes off as sappy and sentimental, it's from the heart...so if it does come off as such, I've met my goal.

Technologically Delusional

I want to point something out, before I get to my own thoughts on Todd Oppenheimer's piece, "The Computer Delusion". He writes this:

Crane didn't mention that after a decade of effort and the donation of equipment worth more than $25 million to thirteen schools, there is scant evidence of greater student achievement.

This is in reference to Apple donating $25 milion in computers and equipment, as part to enhance technology in schools (and, no doubt, as Oppenheimer is quick to point out, enhance their own cache to the schools' families). I point this out because I want to know what kind of lessons were given in the tech bestowed upon these schools. There are many other factors, like previous achievement levels of the school, the environment, how the tech was used, etc...but, in a vacuum, the author is able to frame his argument however he wants. He should just realize that it's a flawed argument.

Now, onto his larger point, that tech in schools being the great equalizer is really the great white whale of performance...in a lot of ways, I agree with him. Smartboards are already outdated? We're moving to interactive textbooks on Kindles and iPads? Isn't the iPad 3 due out later this y...oh, sorry, no, that's just the iPad 2 HD. But there will be another iPad out next year, and the year after that, and every year until the next big thing comes along.

The issue with technology isn't that it's always moving. Many people have long been familiar with the notion of Moore's Law, which states that technological capabilities would double every 18 months, in strength and capacity. Fine. I look around the technological landscape now, see more efficient processors, faster hard drives, and with many computers having the ability to surf the internet very capably. And I ask, "Have we reached the plateau?"

The answer to that is a resounding "Hell, no."

First, it seems as though the quality of our machines has fallen; this is understandable, albeit frustrating. Who is going to be a new machine if it's running effectively? Where are sales created? Our machines are more susceptible to breaking down now.

Add to that the notion of the Web 2.0, and the idea that the classroom can become totally immersive. So let's add a giant white board that is somewhat clunky, will be outdated technology before long (if it isn't already), and let's get schools to look at this as the great equalizer in the classroom.

How long before the Smart(er) Board comes out...one that's malleable, can be moved around the classroom, and is more efficient? And how much of a discount do you think schools that already have those old outdated Smart Boards will get? After all, it's the newest technology. It's much better than the crap they bought two years ago.

I'm in the wrong business, apparently.

Look, I'm a hypocrite. I'm an early adopter. I bought an iPad, without fully understanding my reasons behind it. But I'm a hypocrite within my own walls. I'm spending my own money. When I look at the school I used to teach middle school English, Science and Math, at, and I see a room full of computers that are more prohibitive than accessible...and then I find out the Archdiocese got a Smart Board for the school, I smack my head. What is this nonsense, really?

It isn't just the technology...it's poor choices made by school boards on how to spend the money that is burning in their pockets. It is not adhering to the ideas of their own IT people...you know, those who have been trained in this field.

I guess my problem is that it isn't a good use of money, and most school districts are already facing budget issues. But, we live in a capitalist society. I sure don't fault companies like Dell and Apple; it's a beautiful example of smart business planning. If I were a business teacher, I would definitely look at their business model, and make sure my students knew just how effective they were at bilking money from the school they attended.

In the end, there seems to be a giant disconnect between what teachers really need, what they can and can't live with, and what administrators perceive in all three categories. I won't get up on a soapbox and start preaching about where the money needs to go, because obviously, every school district is vastly different. What is needed in Westport and Fairfield is totally different than Bridgeport and Waterbury. But there is a definite need, of the majority of school districts, to embrace technology in a utilitarian sense. Schools do not need to be early adopters; the ramifications of being one are obvious, I would hope. Smart boards are a perfect example.

It is like Oppenheimer writes: The solution is not to ban computers from classrooms altogether. But it may be to ban federal spending on what is fast becoming an overheated campaign. The money can be used more efficiently; if we are supposedly a country that is trying to become more efficient and utilitarian, why are we continuing down this path of never-ending spending, never-ending expectations, and never-ending disappointment?

Thoughts Midway Through Class

(Author's Note: Despite the late posting, this was written at the proper time. It had to wait for a couple of other posts first.)

At the midpoint of the class now, I have mixed feelings. I knew that this was an intro class, and I am not an intro-level student, when it comes to technology. My life is pretty immersed in tech; I podcast semi-regularly, I utilize a lot of more advanced tech in the everyday world, and I know my way around a computer. So, a good chunk of this has been review.

However, I have been very pleased with many of the programs, such as Piknik, bubb.us, and the uncovering of Creative Commons. I have found these to be most useful.

I got discouraged by some of the tech; specifically, Webspiration crapping out on me has caused pause in my blogging. I simply am too frustrated to redo the map in another program, and life has been too hectic to make another attempt. But this is true with all technology; when it fails us, it's extremely frustrating. It happens to coincide with some other frustration in my life, unfortunately, that makes it even more discouraging.

I am looking forward to finishing the movie; I haven't quite found my muse yet, but I'm very interested to see the finished product. I am also interested in the podcasting, and getting back into the saddle with that. My stuff is still packed away, but I am looking forward to giving it a go.

My Standard and Inspiration

My standard is pretty easy.

Content Standard 2: Students will produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

How many students abhor writing? I'd say a large chunk. How many students hate the writing process? Again, I'd say a large chunk. Writing, the notion of the blank sheet, the horror of messing up that blank sheet with a mistake, or, heaven forbid, a bad piece of writing...these are all concepts that make my skin crawl. And I love writing. I have seen far too many students give up before trying.

Where digital imagery helps us here...that's obvious. A picture tells a thousand words. If students are able to tell their story through pictures, and let those pictures help shape their writing, how is that anything but a benefit? Furthermore, if they are able to take that a step further, and create a script and use it in making a movie...again, how is this not a benefit?

Using a program like Inspiration or bubbl.us is another way students can benefit in their writing. The benefit here, storymapping, is again one that should be obvious. When students are able to plot out their story, and do so in a way that is easy to understand, malleable, and able to be transferred to many different areas and platforms, the student benefits, as does their family. There is an opportunity for families to become immersed in the students' education, and for it to become an experience the entire family can engage in. TV nights can become writing nights, or production nights.

For visual learners, the thought of pen to paper, or text to Word, is scary. Through using visual devices, though, hopefully the fright can be lessened, and students can begin to think of themselves not just as writers, but creators.

Copyright

The implications for copyright on educators are severe. A teacher can be fired, hit with a lawsuit, even lose their certification over copyright violations. Granted, these happen in extremely rare, and generally unlucky situations. However, through secondhand sources, I have heard of these happening.

However, we as educators set precedent for our students. If they feel it is okay, via our example, to lift material and not give proper credit, or seek out avenues to gain approval, then we are failing as teachers. If you look at the landscape now, and I use YouTube as an example, a current fad is to give credit to organizations for original material. Some organizations, such as the National Basketball Association, have accepted this as free public relations for their league. Many, such as the RIAA and music/television companies, have gone after these individuals. At the least, they have made them take the videos down. At the worst, the ramifications are lawsuits, or even jail.

We need to teach students the proper methods of dealing with the work of others at the outset. As a result, we need to be educated on copyright, no matter how difficult that may be. And it is quite difficult. But there is the Golden Rule, and it applies here. Treat others as you would want to be treated. Would you want your originality lifted and passed off as someone else's? No? Then don't do it to others. Seek approval, or seek other work, one that is available in the public sector.

Throughout all the complexity that is copyright, that rule seems to be pretty simple, does it not?

Pictures...edited and not.

The Blog Experience

I have a writing background, both in creative writing, and of the formal variety. My love, however, is creative writing, whether it be storytelling, poetry, or just making observations on my life, or those whose paths I cross each day. It is no surprise, then, that I have used various blogs and journals since 2002.

I started with LiveJournal, and connected with a few people there. I have used Blogger off and on over the years, with varying degrees of success. I really wanted to know who was reading me and why. Unfortunately, those kind of tracking tools aren't available (well, Google has them...they're just hidden).

My most successful blog, oddly enough, came on MySpace. And I think that ties into what I think makes a successful blog; the sense of community. Sure, people can become professional bloggers by marketing themselves well. Look at Bill Simmons. But what about those who write because it's therapeutic? They feel like they're on an island...if they don't have SOMEBODY reading their posts, often times...what's the point?

That ties into the reading; the want for responses, for discourse...it's natural. vBulletin has done the blogging world a wonderful service by tying blogs into its communities. It's where I do the majority of my posting now; you can write to a community of which you are already a part.

In this post: Digital Pictures

Okay, so it appears as though I was only able to upload two pictures for now. Such is life. I'll up more later.

eTips Article Reflection

(Chapter 3)(Chapter 4)

In reading Sara Dexter's eTips piece, one point needs to be made from the start. The idea that, because technology is in the classroom, therefore it has value, is bunk. It is like any resource a teacher has; it only has value if it is used, and used to its strengths. There has been a lot of outcry at the implementation of smartboards; they're expensive, they're clunky, and they're already close to, if not already, being outdated technology. And older teachers dismiss it (I have heard comments like, "I will use it as a chalkboard"). But you know what? I have yet to see a teacher not use it. Once they realize what it can add to the classroom, its value goes up tremendously, because teachers are more open to it.

The concept of "added value" also plays an important role in the use of technology in the classroom. Often it's thought about how the students can benefit; however, the article makes a good claim for how teachers benefit, too. In being able to reach a wider array of students through technology, teachers are able to be more effective. Effective software and hardware is key in this process, but when done right, the results are astounding, for both parties.

It can even allow students a voice they did not have previously. A student who may not be very good at writing, but is excellent with visuals, can use technology to get their thoughts, emotions, and feelings across in a way they may not have been able to with the written word. It is in this vein that teachers are also able to scafford...even individualize scaffolding...far more effective than ever before. If you are able to show a student how he or she got from Point A to Point Z, and show all of the steps, all of the ideas, all of the ways they modified their project throughout the process, you help the student get a better idea of their own innerworkings. It helps the teacher figure them out, as well.

Especially in this day and age, where teachers from multiple generations exist, there needs to be a wide array of professional development, which the article states. This point can not be more important; it is essential that, as we live under NCLB, the same applies for teachers. We cannot simply force them to adjust to the changing times; we have to hold a lifeline, and help them move with it. Because the younger teachers that "get it" today will be the teachers that rebuff advancements tomorrow. It's a never-ending cycle. You get comfortable with certain methods, and you stick to what you know. Technology inherently goes totally against this; Moore's Law alone dictates this. So, more professional development is a must.

Overall, I thought the article did a good job of outlining the keys when dealing with technology in our schools. But they'll only go as far as the district, its schools, and their staffs, allow it. If there is a resistance from the top, teachers may not receive the kind of professional development they need. If there is resistance in the middle, policies may not be implemented to assist teachers, or the district, to meet its goals. If there is resistence on the front line, technology may be ignored, and districts will be left asking, "What happened?"
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When it comes to the concept of UDL, I find it to be a pretty straightforward concept. It is how I have conducted myself in the classroom through my time in one. The notion of teaching to each individual student, rather than force the students to conform to one method, is common sense to me. As a result, the idea of utilizing multiple, flexible methods with the intent to scaffold and help each student find a clear, common goal, is also common sense.

I don't know what I can add that would make my thoughts any clearer.

My Life In Tech

I will keep this short and sweet, which is difficult because, even though I have a journalism background, I am often very wordy.

I am a gadget geek; love gadgets, love playing with the newest gadgets...love technology. I got an iPad without actually figuring out what I'd do with it (I have since figured out what to do with it).

I have often been known as the "computer guy" in the el ed program so far. This is because I'm usually the only one with a laptop in class (this still surprises me). So, my experience and comfort level with technology could both be classified as "high".

My expectations are to learn programs with which I don't have a lot of experience; Photoshop, possibly video editing programs...these are atop my list. My concerns are that I may internally feel like I know more than I do, go too quickly on something, and mess up because, well...my head gets in the way sometimes.

The Beginning is the Beginning of the End...

...hi.

I'm John. This is the last class I am taking before I student teach in the fall. I'm already off to a flying start, having missed the first class. I'll be caught up before long, and then, you'll be treated to a heaping of uninteresting.

I hope you enjoy, even if it's mildly so.