Click here to access my Electronic Portfolio before reading my personal reflection related to my overall experience of creating it.
With the completion of course R503 Instructional Media Applications (Indiana University South Bend), I feel as if I have gained a significant amount of knowledge in regards to technology. I was unaware of the course material and content prior to my enrollment. I have not had any course work in technology since 2000. So, for me, this course has been valuable, forcing me to reflect on my own teaching and question whether or not I am meeting the needs of my students, especially in reference to acknowledging skills of the
21st century. I had such a negative view about technology and instruction, mostly because of my own frustrations within the building I teach. Computer labs are limited as well as the amount of time we are given to teach required curriculum throughout units within each semester. It does not help that I took on the challenge of this class as the school year ended and I was exhausted from the chaos of end of the year activities. Once I was able to immerse myself into the course-reading assigned articles, viewing videos, and blogging my reflections, my attitude and willingness to accept new ideas suddenly changed. Although I am still opposed to concepts related to student motivation and differentiated instruction, I do believe that other theories discussed in this course have encouraged me to consider new strategies to implementing student-centered learning through technology. As a learner myself, I still need to motivate myself to maintain my awareness and knowledge of the daily changes happening in the world of technology. I fear that after this course concludes, I myself will lose the connection to technology that I have gained unless I continue to utilize the resources and ideas presented through this course.
My strengths as a teacher is the fact that I am willing to change. I have been teaching for ten years-it would be very easy for me to refuse or ignore the demanding needs of technology education and experience in the classroom. But for me, I understand from the perspective of both a professional, a graduate student, and a parent that it would be ridiculous not to acknowledge the need for change. I know that our students today have so many other issues they are coping with and that there must be alternative methods to inspire and motivate, especially with technology. As a result of this course, I have gained first-hand experience with open course software and programs that will enable me to be a stronger teacher in the classroom due to my open-mindedness and flexibility.
Within my portfolio, I noticed that I created the theme of a "personal journey". I wanted my pages to appear simple and easy to read. My introduction page currently contains 2 sub pages that summarize my biography and graduate work completed thus far. I would also like to add a page that profiles my soccer accolades and coaching experience as well. As time progresses, it is easy to lose track of all the additional accomplishments one has achieved. I think these achievements are just as important because they reflect one's true character.
Overall, this course has challenged me in a variety of ways. I was not very excited to "blog" my ideas with every class reading or video reflection. As I started to create this portfolio I realized how important my Blog really is to my reflection and understanding of material within this course. I was able to review each blog and recall important concepts. I believe as an educator this would serve as an excellent way for students to reflect over their own individual performance at the end of a semester. It is clear just how much effort and time a student puts into the class through their blog reflections-this truly encourages me to try and integrate blogging into my own classroom instruction. I feel more knowledgeable about the tools and resources available to me as a student and an educator. I think about the remaining courses I have left in the Masters program and hope to implement what I've learned at some point in future projects. Pod casts will definitely be valuable to me within my own classroom instruction-especially when integrating current events into class discussions or even assigning them for homework or extra credit. I have always wanted to utilize technology and the Internet more efficiently. At this point, I believe with the help of this course, I have the ability to begin this process as an educator.
Wednesday, June 23, 2010
Tuesday, June 22, 2010
Project #4 iMovie
Click to view project 4 through YouTube.
Click on any of the following links to review our group's planning and development of movie.
Google Doc Project 4 Research
Google Doc Project 4 Script
Google Doc Project 4 References
General Overview of Group Project
Project 4 is the final group assignment for course R503 Instructional Media Applications through Indiana University South Bend. This final assignment required us as a group to create an iMovie incorporating images, music, and dialog. Similar to our podcast assignment, we were provided a topic to research. The overall objective of an iMovie is to inform an audience on both audio and visual format. As a group it was essential for us to repeat the same pre-planning process that we adhered to for our podcast assignment. In order to familiarize ourselves with our assigned topic, we all agreed that we would research information and post our findings onto a shared Google doc. In order to produce this movie, we needed to find pictures and images that directly related to our topic. Each group member was responsibile for locating and posting five images with proper references as to where the image was located. This pre-planning also included the development of a Mindmap for brainstorming and collaboration. We also created an FATP proposal and defined the following components: Focus of project, intended audience, clear identification of assigned topic, and the purpose of the project. All research and information was recorded through a shared Google Doc.
Abstract of Movie Project
The focus and topic of this assignment is to create a movie that provides educators with an understanding of two educational theories: Blended Learning and Community of Inquiry. Information is delivered in the format of a narrated script that provides understanding and definition to the learning theory Blended Learning. The narration provides methods and strategies that teachers can use to integrate Blended Learning within the classroom. Along with the narrated script educators will also see a number of images that accompany the narration. The visual purpose and meaning within each image allows viewers to reflect over the impact Blended Learning has within the classroom. The background music creates a mood to persuade viewers to understand the emphasis of our movie's purposes. The purpose of this movie is to encourage educators to embrace methods of instruction that incorporate differentiated instruction, technology, and skills of the 21st century.
Personal Reflection
Our group did a tremendous job with this project. Each group member provided necessary research and preparation, creating efficiency and organization. We repeated the process we followed for project 3 podcast. We created a Mindmap, an FATP proposal, and a Google Doc to share and record research. Each group member was required to research and review our topic, Blended Learning and Community of Inquiry. This provided each member with the ncessary background knowledge needed to collaborate during studio work time. Each member also located images that supported the concepts and ideas associated both educational theories. The first day of studio work time was successful. All necessary research and individual work was completed. We split into tow groups. Emily and I created a script that incorporated our groups research for our topic. We then narrated and recorded the scrit into GarageBand. We also located a song to enhance the overall mood of our movie's purpose. Nick and Jeanine organized all of the images into a slide show. Once our script was posted into Google Docs, they were able to align each image with the narration of our movie. We also met outside of class to complete some additional tasks. These tasks included slides for our image references, works cited, and personal credits. Nick worked diligently on editing the images for our movie. Jeanine worked to complete references for images and Emily created the additional slides. We each also needed to find additional images (5 per person) to meet the time/length of movie narration. The following class period we were able to put everything together-we inserted the voice narration/music from GarageBand onto the movie maker where our images were created and organized. The final product was created and we uploaded the assignment to both Oncourse and YouTube. Our group worked really hard which proved to be successful. A tremendous group effort!
Reflection as an Educator
I truly enjoyed creating this movie with my group. I feel that we were able to understand each person's strengths a little better this time and utilize them more efficiently. As a secondary educator, I believe that in order for groups to work successfully together, students need to be familiar with one another and recognize the indidivual talents and strengths each person possesses. Once the first group project is assigned, students can work through the most difficult task-getting to know one another. Once these strengths are recognized, tasks and roles can be delegated. THere are so many roles that can be created from making a movie: researcher, writer, narrator, music collaborator, software producer/technician, etc. Every student has the opportunity to offer and participate in a way that becomes self-fullfilling. This as a result creates a community of learning that is valuable and necessary in today's classroom.
Resources for Blended Learning:
"A 2008 Follow-up of the Survey of U.S. School District Administrators." K-12 Online Learning.
“Blended Learning: Where Online and Face-to-Face Instruction Intersect for 21st Century Teaching and Learning” (Date Published November 2009)
Click on any of the following links to review our group's planning and development of movie.
Google Doc Project 4 Research
Google Doc Project 4 Script
Google Doc Project 4 References
General Overview of Group Project
Project 4 is the final group assignment for course R503 Instructional Media Applications through Indiana University South Bend. This final assignment required us as a group to create an iMovie incorporating images, music, and dialog. Similar to our podcast assignment, we were provided a topic to research. The overall objective of an iMovie is to inform an audience on both audio and visual format. As a group it was essential for us to repeat the same pre-planning process that we adhered to for our podcast assignment. In order to familiarize ourselves with our assigned topic, we all agreed that we would research information and post our findings onto a shared Google doc. In order to produce this movie, we needed to find pictures and images that directly related to our topic. Each group member was responsibile for locating and posting five images with proper references as to where the image was located. This pre-planning also included the development of a Mindmap for brainstorming and collaboration. We also created an FATP proposal and defined the following components: Focus of project, intended audience, clear identification of assigned topic, and the purpose of the project. All research and information was recorded through a shared Google Doc.
Abstract of Movie Project
The focus and topic of this assignment is to create a movie that provides educators with an understanding of two educational theories: Blended Learning and Community of Inquiry. Information is delivered in the format of a narrated script that provides understanding and definition to the learning theory Blended Learning. The narration provides methods and strategies that teachers can use to integrate Blended Learning within the classroom. Along with the narrated script educators will also see a number of images that accompany the narration. The visual purpose and meaning within each image allows viewers to reflect over the impact Blended Learning has within the classroom. The background music creates a mood to persuade viewers to understand the emphasis of our movie's purposes. The purpose of this movie is to encourage educators to embrace methods of instruction that incorporate differentiated instruction, technology, and skills of the 21st century.
Personal Reflection
Our group did a tremendous job with this project. Each group member provided necessary research and preparation, creating efficiency and organization. We repeated the process we followed for project 3 podcast. We created a Mindmap, an FATP proposal, and a Google Doc to share and record research. Each group member was required to research and review our topic, Blended Learning and Community of Inquiry. This provided each member with the ncessary background knowledge needed to collaborate during studio work time. Each member also located images that supported the concepts and ideas associated both educational theories. The first day of studio work time was successful. All necessary research and individual work was completed. We split into tow groups. Emily and I created a script that incorporated our groups research for our topic. We then narrated and recorded the scrit into GarageBand. We also located a song to enhance the overall mood of our movie's purpose. Nick and Jeanine organized all of the images into a slide show. Once our script was posted into Google Docs, they were able to align each image with the narration of our movie. We also met outside of class to complete some additional tasks. These tasks included slides for our image references, works cited, and personal credits. Nick worked diligently on editing the images for our movie. Jeanine worked to complete references for images and Emily created the additional slides. We each also needed to find additional images (5 per person) to meet the time/length of movie narration. The following class period we were able to put everything together-we inserted the voice narration/music from GarageBand onto the movie maker where our images were created and organized. The final product was created and we uploaded the assignment to both Oncourse and YouTube. Our group worked really hard which proved to be successful. A tremendous group effort!
Reflection as an Educator
I truly enjoyed creating this movie with my group. I feel that we were able to understand each person's strengths a little better this time and utilize them more efficiently. As a secondary educator, I believe that in order for groups to work successfully together, students need to be familiar with one another and recognize the indidivual talents and strengths each person possesses. Once the first group project is assigned, students can work through the most difficult task-getting to know one another. Once these strengths are recognized, tasks and roles can be delegated. THere are so many roles that can be created from making a movie: researcher, writer, narrator, music collaborator, software producer/technician, etc. Every student has the opportunity to offer and participate in a way that becomes self-fullfilling. This as a result creates a community of learning that is valuable and necessary in today's classroom.
Resources for Blended Learning:
"A 2008 Follow-up of the Survey of U.S. School District Administrators." K-12 Online Learning.
“Blended Learning: Where Online and Face-to-Face Instruction Intersect for 21st Century Teaching and Learning” (Date Published November 2009)
Wednesday, June 16, 2010
Project #3 Creating a Podcast
Reference This Link to Review Group's Google Doc
Access to Podcast
I am currently enrolled in a course titled R503 Instructional Media through the campus of Indiana University South Bend. This course focuses on the various tools, resources, and learning theories that are significant to understanding the use of technology and the Internet professionally as a student and an educator. Within our class, we were assigned to create and develop a podcast. This project required a series of steps for pre-planning, brainstorming, and organizing a plan to create an effective and informative podcast for others to review. The objective of a podcast is to publish information in the format of either an online audio or video that can be downloaded for others to review. The key to creating a podcast is the initial planning and organizing. Once an author's ideas are outlined and prepared, as well as the script, the developer can begin to produce his/her podcast. Once the podcast is recorded, careful editing takes place to create the podcast. The editing includes inserting music, sound clips, and removing unnecessary information. Once the editing is complete, the author can then burn and publish the finalized podcast. Within my assigned group, we were provided a topic by our instructor. Our assigned topic was to discuss 21st Century Skills and the concepts associated with the theory The Flat World, developed by Thomas Friedman.
Abstract of Podcast
The objective of our group's podcast is to discuss and share ideas and concepts that directly define the concepts associated with 21st Century Skills and the theory The Flat World, developed by Thomas Friedman. Our intended audience includes educators, administrators, and concerned parents. The podcast is delivered in the form of a radio talk show, with a main talk show host, a guest commentator/educator, and callers from various backgrounds (parents and teachers). The main objective is for the audience to understand how today's classroom can implement skills with technology to prepare students for their future place in society and the workplace. This podcast also discusses the concept of how the world is united through the use of technology and the Internet.
Personal Reflection
As a group, we were able to quickly get started with a general idea of how we wanted to deliver the podcast. Everyone was willing to take a role in researching and preparing information for the following class period. For me, I try my best to collaborate, share ideas, and respect ideas generated from others. Each member possesses different strengths that allowed us to quickly generate our FATP Proposal Analysis (form, audience,topic, purpose) and mindmap. Our progress was delayed on the second day of the project. Not all of the necessary research and preparation was completed, even with the assistance of mindmapping and Google Docs. Overall, we were able to organize our script and complete our recording into GarageBand by the end of the session which was the intended goal. Because our podcast was excessive in length, we needed to cut and remove a significant part of our recorded work. We did need to work outside of class to make sure we were meeting the requirements of the project. I feel that creating a podcast is a fairly simple process that I can easily develop on my own. Creating a FATP was simple and necessary in guiding our group. I enjoyed creating the MindMap because it allowed us as a group to brainstorm ideas with one another and develop a comfort level as we began to work together. The use of Google Docs was a convenient way of sharing and collaborating our individual work when developing the podcast. I believe it is simple enough for middle and high school students to easily use when completing group projects-definitely something I can consider using in the classroom. GarageBand is simple to use and not at all intimidating for first time users. I enjoy the edit features and capabilities offered through the software and am curious to see how it compares to Audacity. This is a tool that so many of my students, especially male students, would enjoy using when required to submit a final project for a unit in my English courses. Instead of relying on the traditional projects such as a timeline, poem, or summary of significant events within a novel, a student can create a podcast that will engage them while learning required content.
Bibliography of Hyperlink Resources
Friedman, Tom L. "Win in the Flat World."
http://www.infosys.com/flat-world/business/perspectives/documents/friedman perspective.pdf
"The World Is Flat - Book Summary & Resources." EdVibes.
http://edvibes.blogspot.com/2009/05/world-is-flat.html
Felder, Richard M. "A Whole New Mind For a Flat World."
http://74.125.155.132/scholar?q=cache:LpphyLd0U1wJ:scholar.google.com/+flat+world&hl=en&as_sdt=8000
Access to Podcast
I am currently enrolled in a course titled R503 Instructional Media through the campus of Indiana University South Bend. This course focuses on the various tools, resources, and learning theories that are significant to understanding the use of technology and the Internet professionally as a student and an educator. Within our class, we were assigned to create and develop a podcast. This project required a series of steps for pre-planning, brainstorming, and organizing a plan to create an effective and informative podcast for others to review. The objective of a podcast is to publish information in the format of either an online audio or video that can be downloaded for others to review. The key to creating a podcast is the initial planning and organizing. Once an author's ideas are outlined and prepared, as well as the script, the developer can begin to produce his/her podcast. Once the podcast is recorded, careful editing takes place to create the podcast. The editing includes inserting music, sound clips, and removing unnecessary information. Once the editing is complete, the author can then burn and publish the finalized podcast. Within my assigned group, we were provided a topic by our instructor. Our assigned topic was to discuss 21st Century Skills and the concepts associated with the theory The Flat World, developed by Thomas Friedman.
Abstract of Podcast
The objective of our group's podcast is to discuss and share ideas and concepts that directly define the concepts associated with 21st Century Skills and the theory The Flat World, developed by Thomas Friedman. Our intended audience includes educators, administrators, and concerned parents. The podcast is delivered in the form of a radio talk show, with a main talk show host, a guest commentator/educator, and callers from various backgrounds (parents and teachers). The main objective is for the audience to understand how today's classroom can implement skills with technology to prepare students for their future place in society and the workplace. This podcast also discusses the concept of how the world is united through the use of technology and the Internet.
Personal Reflection
As a group, we were able to quickly get started with a general idea of how we wanted to deliver the podcast. Everyone was willing to take a role in researching and preparing information for the following class period. For me, I try my best to collaborate, share ideas, and respect ideas generated from others. Each member possesses different strengths that allowed us to quickly generate our FATP Proposal Analysis (form, audience,topic, purpose) and mindmap. Our progress was delayed on the second day of the project. Not all of the necessary research and preparation was completed, even with the assistance of mindmapping and Google Docs. Overall, we were able to organize our script and complete our recording into GarageBand by the end of the session which was the intended goal. Because our podcast was excessive in length, we needed to cut and remove a significant part of our recorded work. We did need to work outside of class to make sure we were meeting the requirements of the project. I feel that creating a podcast is a fairly simple process that I can easily develop on my own. Creating a FATP was simple and necessary in guiding our group. I enjoyed creating the MindMap because it allowed us as a group to brainstorm ideas with one another and develop a comfort level as we began to work together. The use of Google Docs was a convenient way of sharing and collaborating our individual work when developing the podcast. I believe it is simple enough for middle and high school students to easily use when completing group projects-definitely something I can consider using in the classroom. GarageBand is simple to use and not at all intimidating for first time users. I enjoy the edit features and capabilities offered through the software and am curious to see how it compares to Audacity. This is a tool that so many of my students, especially male students, would enjoy using when required to submit a final project for a unit in my English courses. Instead of relying on the traditional projects such as a timeline, poem, or summary of significant events within a novel, a student can create a podcast that will engage them while learning required content.
Bibliography of Hyperlink Resources
Friedman, Tom L. "Win in the Flat World."
http://www.infosys.com/flat-world/business/perspectives/documents/friedman perspective.pdf
"The World Is Flat - Book Summary & Resources." EdVibes.
http://edvibes.blogspot.com/2009/05/world-is-flat.html
Felder, Richard M. "A Whole New Mind For a Flat World."
http://74.125.155.132/scholar?q=cache:LpphyLd0U1wJ:scholar.google.com/+flat+world&hl=en&as_sdt=8000
Monday, June 14, 2010
Video Reflection: Richard Baraniuk on Open-Source Learning
The video titled "Richard Baraniuk on Open-Source Learning" is a general overview of the content we have been learning and discussing in R503 Instructional Media through Indiana University. Mr. Baraniuk introduces the concept of open-source software in the field of music, textbook publishing, and education. He clearly breaks down the four stages of the process when using open-source software (create, rip, mix, and burn). One key point addressed is the concept of how content and instructional materials can now become a community of authors and experts verses the concept of a single author. This is significant because there are so many scholars and professionals throughout the world that can contribute both knowledge and experiences to one particular area of study; one particular subject that allows for a variety of perspectives. As an educator I find this inspiring. Baraniuk mentions the open source software Connexions from an article previously read for this course. He explains what the software is and how anyone from around the world can create and share information as a tool for the classroom. As a language arts teacher, I realized how powerful of a resource this can be for me. I can explore lessons and materials from all over the world and see what objectives or areas teachers are choosing to focus on when they teach a piece of classical literature. I had mentioned in a previous blog that open source software will allow teachers to personalize their instruction-take ownership of what they feel is important to a unit or subject. Baraniuk mentions this as well in his presentation. But I also thought that the use of open source software might make it easier for gen ed teachers to create lessons that implement differentiated instruction as well as modifications for students who possess IEP's due to learning disabilities.
The mention of Creative Commons provides reassurance that although one is sharing personal ideas and content, these solely belong to the individual. As an educator this is reassuring. I feel that if I am willing to share activities, lessons, and materials that I have developed over time, I want to take ownership of this material.
The mention of Creative Commons provides reassurance that although one is sharing personal ideas and content, these solely belong to the individual. As an educator this is reassuring. I feel that if I am willing to share activities, lessons, and materials that I have developed over time, I want to take ownership of this material.
Toss the Traditional Textbook
The online article, "Toss the Traditional Textbook" does raise curiosity to most of us educators. Based on the article and some of the posted remarks after, it appears that Texas is not the only state experimenting with the idea of teachers posting resources and texts online through open source software programming. I clicked on the link to one of these sources, titled Connexions, and spent some time browsing through different modules that had been posted by educators. It is interesting to see the variety of lessons, materials, and activities that teachers have taken the time to publish for their students to access. I think this is a wonderful mode of instruction, however, I worry about my students who do not have regular access to a computer and the Internet. If students do not have daily and regular access to both computer and Internet, there will be little motivation to access course assignments. As a result, students will not complete the work and become frustrated. I'm just wondering how much accessibility students have to computers and the Internet at schools that are implementing use of open source software. How are students able to equally and consistently access the content needed in order to be an active participant?
What I do like about the concept of open source software, such as Connexions, is that teachers are able to individualize their instruction. I know in my own department, we have some very creative and innovative teachers. We love to share and collaborate our ideas for units. This type of instruction would easily allow us to access one anothers' lessons, activities, and content.
One important point that is mentioned in the article is that most change from textbooks to online material will not take place unless state officials and private investors become involved. This is very true and necessary for education to ever see change that implements more technology into today's classroom.
What I do like about the concept of open source software, such as Connexions, is that teachers are able to individualize their instruction. I know in my own department, we have some very creative and innovative teachers. We love to share and collaborate our ideas for units. This type of instruction would easily allow us to access one anothers' lessons, activities, and content.
One important point that is mentioned in the article is that most change from textbooks to online material will not take place unless state officials and private investors become involved. This is very true and necessary for education to ever see change that implements more technology into today's classroom.
Minds on Fire
The online article "Minds on Fire: Open Education, the Long Tail, and Learning 2.0" definitely supports the concept of social learning through the use of open source software. There are several statements in the article which are critical in persuading an audience to believe that learning needs to be acquired in a way that meets the demanding needs of our changing world. It is stated that in order for a society to be and stay competitive in a global market, there must be an educated workforce with competitive requisite skills; that "global ecosystems must supply the workforce for continuous learning and for the ongoing creation of new ideas and skills". As I am learning more about the significance of technology in our community as educators, I do believe that it is important that individuals learn, possess, and become a technological participant of the 21st century work force. If we are trying to pursue a career that requires us to constantly learn, then we need to constantly stay updated with the resources and tools that will allow us to prosper within a particular field. Especially with today's economy and work industry, possessing such knowledge and skills among technology and the use of the Internet only allows one to be a stronger candidate for employment--especially if moving from one career area to another.
As an educator, this article reinforces the idea that even though I will not possess different careers throughout my professional experience, I still need to understand the various resources available for instruction through technology and media. At one point in the article, there is mention of the concept that numerous professional studies support the research that learning best takes place when a group of individuals work together verses an individual working and studying alone. This is one argument that I truly support as an educator. I do believe that students of all ages and abilities can learn more effectively when working together in a community. This concept of the Demand-Pull theory encourages students to become active learners; learners who become fully immersed into an activity, research project, or discussion that allows each person to better understand material and concepts.
The examples provided regarding how students at colleges and universities connect through open source software and other online software programs is very extensive. I can see how this type of learning is manageable at the college level but for k-12 educators this can become overwhelming and intimidating. It is interesting that as we try to raise our standardized test scores in reading and writing, our corporation hires and implements literacy coaches to assist teachers in methods and strategies that enhance our instruction, in hopes of raising our students' abilities. So why not do the same for technology? If technology is becoming such a crucial part of the future for our students and how well prepared or equipped they are with life skills-why not begin implementing experts into the classroom as well-Someone who can assist teachers in using technology as a form of instruction?
In addition to reading the article, I also wanted to refresh my understanding of open source software. I was curious at discovering what is available for myself as a secondary ed teacher. The following link was very helpful in reviewing descriptions about Moodle, FreeMind (concept mapping), many more.
As an educator, this article reinforces the idea that even though I will not possess different careers throughout my professional experience, I still need to understand the various resources available for instruction through technology and media. At one point in the article, there is mention of the concept that numerous professional studies support the research that learning best takes place when a group of individuals work together verses an individual working and studying alone. This is one argument that I truly support as an educator. I do believe that students of all ages and abilities can learn more effectively when working together in a community. This concept of the Demand-Pull theory encourages students to become active learners; learners who become fully immersed into an activity, research project, or discussion that allows each person to better understand material and concepts.
The examples provided regarding how students at colleges and universities connect through open source software and other online software programs is very extensive. I can see how this type of learning is manageable at the college level but for k-12 educators this can become overwhelming and intimidating. It is interesting that as we try to raise our standardized test scores in reading and writing, our corporation hires and implements literacy coaches to assist teachers in methods and strategies that enhance our instruction, in hopes of raising our students' abilities. So why not do the same for technology? If technology is becoming such a crucial part of the future for our students and how well prepared or equipped they are with life skills-why not begin implementing experts into the classroom as well-Someone who can assist teachers in using technology as a form of instruction?
In addition to reading the article, I also wanted to refresh my understanding of open source software. I was curious at discovering what is available for myself as a secondary ed teacher. The following link was very helpful in reviewing descriptions about Moodle, FreeMind (concept mapping), many more.
Thursday, June 10, 2010
Ken Robinson Says Schools Kill Creativity
After watching the video "Ken Robinson Says Schools Kill Creativity", I am reminded of how much I myself forget to reach outside the normal curriculum and be creative. Looking back and reflecting on my own educational experience, I feel as if my own creativity was crushed once I was reminded and told what would be lucrative in the job force and what would be useless. I still remember taking art classes in high school and how much I loved to paint and draw-how my skills were just developing. Then I recall how often I heard statements like "You won't make any money going to school for art". After two years of art classes, I then had to tighten up the study load and replace my art electives with courses such as AP History and Economics. High School became a competition--who could take the most challenging courses based on the traditional hierarchy of subjects and successfully receive A's to add to one's transcript for college admissions. This was my educational experience once I reached high school. Memorizing, writing, tests-this is what I recall from my high school experience. Nothing that encouraged us as students to be creative. The closest I came to connecting to my own creativity developed from my involvement with our school's journal publication--and even this seemed to be a half attempt at doing something that I truly loved.
This video triggered not only a reflection of my own educational experience, but a reflection of my own role as a teacher. I thought to myself, "What am I doing in the classroom that in any way helps to keep the creativity alive?" I almost feel as if I have failed my students because I have become so consumed by teaching the required standards and curriculum. I do try to incorporate a variety of activities for my students but it is not consistent enough to keep them engaged. Mr. Robinson's lecture is a reminder to educators to keep in mind that human creativity is just as important as one's academic ability.
Now that summer vacation is here and we have time to breathe, think, and reflect, I truly want to find more ways to help my students discover their own talents. I teach a short story unit that focuses on understanding the term epiphany. Mr. Robinson stated that he is working on a book that researches how one discovers his/her own talent. I want to follow up on this book and try to consider some of his ideas so that I help promote not only student learning but also encourage students to go after their dreams and where they believe their passion and talents exist within their own lives.
After researching Mr. Robinson's work with his mentioned researched, I came across a brief paragraph that explains the basic structure of his new book titled "Element". Click here to read the brief description.
This video triggered not only a reflection of my own educational experience, but a reflection of my own role as a teacher. I thought to myself, "What am I doing in the classroom that in any way helps to keep the creativity alive?" I almost feel as if I have failed my students because I have become so consumed by teaching the required standards and curriculum. I do try to incorporate a variety of activities for my students but it is not consistent enough to keep them engaged. Mr. Robinson's lecture is a reminder to educators to keep in mind that human creativity is just as important as one's academic ability.
Now that summer vacation is here and we have time to breathe, think, and reflect, I truly want to find more ways to help my students discover their own talents. I teach a short story unit that focuses on understanding the term epiphany. Mr. Robinson stated that he is working on a book that researches how one discovers his/her own talent. I want to follow up on this book and try to consider some of his ideas so that I help promote not only student learning but also encourage students to go after their dreams and where they believe their passion and talents exist within their own lives.
After researching Mr. Robinson's work with his mentioned researched, I came across a brief paragraph that explains the basic structure of his new book titled "Element". Click here to read the brief description.
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