The OR Project

OR Project:

                The OR Project was a blast for me, and I believe my observing teacher is looking forward to using the technology. My project was over the use and incorporation of Explain Everything, a nifty application which allows you to create presentations with virtually any components you can imagine. From pictures to webpages, Explain Everything allows its user to incorporate and manipulate anything.

                From the perspective of the science teacher, this allows immediate on screen editing of problems, videos and slide shows to allow your students a better understanding while not having to waste class time navigating through numerous browser windows. Overall the technology is very useful, but it is not free and, while it allows you to record your presentations, I feel this function needs work above all the program’s other tools.

                My teaching style seems to be fairly laid back and interactive, with what I feel is interpreted as a supportive and helpful attitude. I also learned that I have trouble taking most issues seriously and am quick to explain negative circumstances which can hinder positive interpretations of my audience. My observing teacher was very interested in using the technology at the end of the presentation, but I feel he would have been more so if I had not been so quick to explain my frustrations with some of the less developed features.

Personal Professional Development?

I think that, while what you do and how you act will always fall only on you, you are constantly impacted by those around you. As such, it follows that if you surround yourself by people who behave in fashion you wish to emulate, you will stand a far better chance of learning by example than you would by guessing.

                The same should apply to technological development. Find individuals around you who possess skills you wish to possess and know things you wish to know. Even if they do not teach you directly, you can learn a great deal by simply interacting with and watching their model. The great thing about this kind of mentoring relationship is that it is free and gives you the opportunity to learn from someone who, if not a professional, has made greater strides or different strides than you yourself.

                I believe the above is the greatest opportunity, if not only because it allows you to benefit from the experience of another which is almost always better than having to make mistakes yourself. However, the internet is a thing and it makes life easier every day. Search engines exist solely to pop out answers to your quandaries and are an invaluable resource to anyone looking to find information on something for which they have no idea how to begin learning.  As such, you can be responsible for your own development if you so choose and are free, here, to learn as you see fit.

                I am not sure if this is an appropriate answers to the question at hand I look forward to reading what my classmates have had to say about this topic, especially those of you with professional experience.

Chapter 3: Teaching With Technology in the Classroom

This chapter analyses teacher/student progress in the Apple Classrooms of Tomorrow as computers are introduced and teachers respond and change with that introduction. The chapter describes the evolution of technology familiarity and incorporation through these teachers’experiences.

                The first stage of instructional evolution with technology is Entry, which describes the immediate response to the introduction of new technology. Many teachers at this stage, while hopeful in the beginning, struggle with the new media. The next stage is Adoption, in which students begin to be introduced and familiarized with the new technology. This stage also introduced new doubts. The subsequent stage is Adaptation, where the technology becomes a part of the media used regularly by students to interface with the curriculum. In this stage, we start to see progress from students. In the next to last stage, appropriation, instructors become more familiar with the technology themselves and their previous routine is changed to include the new media.

                Finally, the invention phase seems the greatest progress, at which teacher and students are familiar, integrating and innovating with the new media. This stage witnesses that students make slightly faster progress than instructors, offers students new power and control while allowing instructors the benefits of greater and new learning.

                The chapter introduces supports which aid teachers in incorporating new technology, as well as a step-by-step process for progressing through these stages.

                My response to this chapter is overwhelmingly positive. What we seen in the classroom is what we see everywhere new technology is innovated, a struggle to conform to the new system often followed by enhanced progress. My hope is to be able to effectively include technologies in the classroom which benefit student progress, be able to help my students where they struggle and be open to learning from what they have discovered.

Chapter 4: Managing the Technology Rich Classroom

This Chapter goes into long detail about the behavioral and mechanical issues found in the ACOT classrooms and how instructors learned to deal with them through the stages of their instructional evolution. The chapter recognizes many common problems which often stem from the incorporation prior to the streamlining of new media to a classroom.

                The chapter recognizes, from the first three stages of instructional evolution, the problems of student misbehavior due to either lack of education or great understanding concerning the new media, in this instance, computers. In one example, students revert to insulting one another over an internet connection designed as an educational opportunity. Similarly, students using technology to cheat is not unique, and is expressed in the texts as a serious and recurring problem.

                The chapter offers several points of guidance for how to better manage the terechnology rich classroom, among which are several references to the fact that ultimately there will always be problems when we see change from one media to another.

                My concern as a prospective teacher is this: with the constant introduction of new technology we see today, how will our response as individuals and as a system need to change? Smart phones have introduced a unique ability to be able to cheat on exams that we have never seen before. Every day introduces a new device, component or application which we have never seen before and, even with our own familiarity, the sheer variety is so overwhelming that it does not bode well for order in the classroom. Ultimately, this book being older and with similar problems, it is helpful to see that these are not new concerns.

                Perhaps unrelated, but I thought I should add how nice it was to see these instructors respond positively and with personal innovations to these problems which were of ten uniquely fair to and supportive of student’s continued learning.

Chapter 5: Redefining Student and Teacher Roles

 

                This Chapter discusses again what has been discussed several times already, which leads on to believe the concept might be important. Students are capable of teaching on another within the classroom and technologically oriented classrooms allow these students to interact with others in order to share learned information. The chapter notes that it may be about the technology, relating to it, or otherwise encouraged by the free environment technology allows.

                Students will be aware of ideas and concepts from outside the classroom and instruction of the teacher, by personal interaction, hearsay or fiddling, which allows them to benefit another student through proper disclosure of this information. The chapter focuses heavily on the implications which this has for technology, but just as important are those which relate to classroom concepts that are benefitted by the freedom of communication which well managed classrooms allow.

                The ultimate result of this is not that the students necessarily know more or are otherwise more aware of concepts than their instructors, but rather that students are aware enough to interact with and advance the progress of their peers. This allows for students to explain understood concepts in their own terms, collaborate and, when properly handled by the instructor, educate themselves and those around them. It also allows for student and class taught lessons.

                This is, in my opinion, the greatest asset technology and progressive teaching have to present: the ability for students to find confidence in their own abilities and share their knowledge with others. The very same fumbling notions which lead us to the previous chapter’s less than desirable notes are the ones which allow us to arrive with students trying to help one another. Students will learn to manage new technologies and, give n reasonable freedom, will find their own way of gaining information. Technology not only offers us new means of evaluating and presenting student understanding, but allows students the same benefits. This empowerment encourages them to share their successes with others.

Ertmer and Leftwich

This article attempts to examine, rather than the immediate benefits of information and communication technologies in the classroom, the nature of the environment and individual which is able to effectively incorporate such technology into an effective learning environment. From this perspective, the article analyzes preservice and inservice teachers as having different backgrounds and separate obstacles to overcome when it comes to incorporating technology effectively. The article offers numerous suggestions and ideas on how both the teachers and their environment may be modified to overcome these obstacles.

                For preservice individuals, the authors suggest sufficient background to the point of that instructor’s criterion be ultimately based on the ability to effectively teach with technology. To do this, it is suggested that these teachers be exposed to methods for and examples of effective technology incorporation within the classroom.

                Inservice teachers are acknowledged as having greater obstacles to overcome, I that they may be set in their methods and introduction of outside technology to a seemingly functional environment would be understandably unappealing. To overcome this, introduction to successful models as well as a tiered system recognizing the progressive importance of familiarity, expertise and personal belief as necessities for successful inclusion. I doubt I do the entire article complete justice here, but hope I hit on the key points.

                My most pressing concern for the ideas expressed in this article is that effective teaching is not reliant upon the mastery of applicable technologies. The article seems to state this several times and I completely disagree. The article, in fact, makes several allusions to the ineptitude of any instructor who is not using technology effectively within the classroom, which I do not believe sets prospective or current teachers with a helpful mindset nor do I believe is true in any way.

                What I do believe, and an argument which the article makes well is that teachers should make every effort to expand and adapt their lesson plans to changing times, which will likely include the effective incorporation of new technologies if the students are to gain the most benefit from their classes. It may be difficult to see how these are particularly different ideas, but in my mind they could not be more opposed. On of these concepts encourages personal growth and continued learning while the other disparages instructors who may work very hard and have different emphasis on what is important for students to learn in their classroom. Whatever you definition of effective technology in the classroom, It need not incorporate only cutting edge devices as a means to being relevant to the world. Quite the contrary, technology will only ever be a medium by which we can better (or worse) express ourselves within a discipline.

                While that dichotomy frustrated me a bit, believe the authors here have compiled a highly effective outline for how to encourage yourself and others to be more progressive in the incorporation of technology within the classroom. I believe this has rendered me more aware as a potential instructor and look forward to taking these opportunities in my professional development.

My Movie Project

I am using Window's Movie Maker 6.0 for Vista.

Also, this class is awesome. That is all.

The Common Core Standards

http://www.corestandards.org/

After reading that, I am learing about the Common Core Standards that have been recently adopted by Oklahoma Schools.

This is not an unfamiliar term, in fact I have encountered it several times, but never had the time, at the time, to question what they were. From what I understood, they were akin to some new curriculum that was to be implimented or some otherwise change to what was currently taught in the oklahoma classroom which would affect all teachers.

Rather, Common Core appears to be a more unified method of teaching math and english skills that will allow community memebers a better understanding of what is being taught and how. It is an interesting concept and I see how it could be effective if implimented properly.
I am not scared by the Common Core, other than the prospect that now every Tom, Dick and Harry is going to want to tell me how to run my class that they know what I will be teaching. Of course, these do not seem to apply themselves to the science classroom and right now are only applied to math and English.

The resource above could tell anyone significantly more than they ever wanted to know about Common Core, though I suspect there are plenty of other websites overburdened with opions about the subject should someone wish to seek that instead.

Chapter 11 - Top Ten Rules that Govern School Authority over Student Cyber Expressions

Where does the First Amendment end and cyber bullying begin? As it turns out, The First Amendment never ends, but it does not protect you from slandering someone else or impeding their personal freedoms. This is one of the things that Cyber bullying does and, so long as it happens within school or is undeniably related to school, school systems have some control over it. Censorship of cyberbullying follows ten rules listed in this chapter that are designed to help a school system know their boundaries and their rights to preventing and removing cyberbullying. The chapter also makes a note that, just as the First Amendment itself, these rules are not always 100%, but they do the job more often than not.

                The first rule recognizes the First Amendment as a real and pertinent document to students. The subsequent rules recognize the school’s rights in different circumstances, both on and off campus.  The School does not always have the right to interfere in certain circumstances, but it can get involved when the bullying happens on school grounds or in reference to the school.

                Given the importance of online student communication in the classroom, it is essential for me as an instructor to be familiar with my ability to be involved with cyber bullying. While I feel the school should do all in its power to help students who are also victims in any circumstance through whatever means the system can, it is nice to be informed of the exact instances where we can interact and pose our own enforcement.

                The other side of this set of rules is equally important, as it does recognize students’ rights to express ideas and opinions that might not agree with what I say in the classroom, or even my own  moral values. It is my hope that I can encourage students to think critically about what they believe and understand. So if they can be encouraged to do so by sharing their feelings with others, without hurting others, they should know they are always allowed to do so even if those ideas are contrary to the opinions and ideas of others.

Chapter 10 - Preventing Cyberbullying

Cyberbullying is a terrible reality. This section makes that apparent in its first section. However, much as real bullying is a very real concern in real life we still expect our children to interact with others face to face and, like it or not, hiding them from the internet will not render them effective adults. To the contrary, early and well guided exposure to the internet may help us avoid some of these problems.

                The chapter gives an outline of how to go about preventing cyberbullying. The first step is to determine whether or not cyber bullying is a problem within the school. Anonymous testing is the suggested method, with a clear definition of what cyber bullying entails. This also involves making sure that fellow instructors have a clear understanding of cyberbullying. The passage also seeks to inform parents and maintain their involvement in online activities with their children. The chapter also mentions the necessity of law enforcement under extreme circumstances.

                I plan for a significant portion of my course to involve online interactions and discussions. This means not only to have positive relationships with classmates, but an in depth understanding of proper internet etiquette all round. From my own experience, the problem facing students on the internet is the idea that the computer is a safe place. While this can be true when the internet is used with some discernment, it is a great deal to ask from students while offering no training or guidance.

                To gain this understanding, students will not only need to be informed, but also have practice and a watchful eye. It would be prudent for me, in this scenario, to ensure that high school students collaborating over the internet could have those conversations reviewed and would be allowed, in class, some time to become familiar with such concepts before they were let loose into cyberspace to research and talk unobserved. As such, I can completely understand the suggestion of parent involvement and teacher guidance, as well as the opportunity for personal exploration. Teaching students that the internet is a real place with real consequences is possibly our best tool in allowing them to realize that they are responsible for both their own safety and activity, as well as the safety of their peers.

Chapter 9 - Policies Procedures and Contracts

Chapter nine deals, in its first section, with contracts as beneficial tools for the education system. Being an organization with numerous components, organizations and individuals all responsible for different groups within the community, it is easy to see why the contract stands out as a useful option. It is customizable, renewable and highly revisable if the proper steps are taken. It also ensures that everyone is either informed of the policies or, with their signature, able to be reminded of them. Without consent, then permission may not be granted for certain actions the contract otherwise allows, giving equal protection.

                From web pages to events to phones in the classroom and everything in between, contracts can help schools relegate what is allowed. Rather than rules of pure convenience, contracts should be designed from the mindset of prevention before action needs to be taken. While many actions can be taken in a school with no intent of misuse or malice, improper governance of those activities can allow accidents or harm when care is not taken. The use of contracts that are effectively circulated and enforced can help greatly in this area.

                The rest of the chapter gives an example of such a contract, dictating the school’s policy on the use of school computers as a resource. This contract clearly lays out what students are and are not allowed to do as well as their rights and lack-there-of while on school computers.

                I really don’t know what to think of this chapter. I have taught Sunday School for some time and have had extended experience with the student groups in our church and its outreach programs, as well as personal experience as a student. After all of this, I can safely say that I understand the importance and necessity of contracts within the school and even within the classroom. What I cannot understand is the point to which I would be responsible for anything other than informing someone that such a contract needed to be made and possible be involved in the outlining process.

                From my experience, contracts inform as to liability and responsibility, which is very helpful for any instance in which someone may either be unaware or have ill intent. I believe that, as a prospective teacher, I am well aware of the necessity of such documents, I just fail to understand how this chapter can be used by me as an instructor. I'm sure this is my own limitation and, again, I am eager to see what others have posted.

               

Chapter 8 - Assessment in the Partnership Pedagogy

This section discusses, not so much the compatibilities and incompatibilities of partnering and assessment, but rather the options for assessment in the partnered classroom. The chapter emphasizes the significance of assessment in the classroom as way for both teacher and student to gauge academic progress and lesson effectiveness, but also expresses that some forms of assessment are more effective than others.

                The chapter quickly shoots down the graded assignment as an effective measure of the student’s progress, stating that, in this instance, the point of returned evaluation is likely unhelpful to better understanding of that material. Rather, the chapter emphasizes the importance of self assessment as well as Ipsative, peer and real-world assessment in which students are largely responsible for editing and improving their own work.
                This chapter also discusses some method s for teacher evaluation, administrative evaluation parental evaluation and even offers some helpful insights into how we evaluate our self as a nation and a world.

                My response to this chapter varies widely. Overall, I enjoy the recognition that the single test and homework scores either imply you did not need to do it or are otherwise disappointing. I agree that this does not foster student responsibility or offer any boost in confidence to struggling students and very much support the Ipsative model which, in my opinion and the text’s accomplishes the opposite. I also think that the –real world and peer evaluations are helpful, though I am hesitant to allow high-school student to post homework on the likes of YouTube for evaluation.

                On the other hand, I completely disagreed with the notion of formulating class process and assignments around what the chapter believes is readily available technology. While many, even most students may have access to these devices, that is hardly all students and would be incredibly demeaning to students who do not have access to such technology. I agree that this could be nice if it worked as described, but I foresee that it would be too complicated even in our current technologically focused society.

                Lastly, I agree with the recognition that more than students and teachers should be evaluated. Everyone in the student’s life is responsible for their progress and it would be a poor idea to only consult that one variable assuming all others are sound. It is my hope that this chapter has made me more aware of my surroundings as a teacher and I have no doubt that it has provided some insight as to how to go about it.

Chapter 3 – Strategic Leadership

This Chapter was very complicated for me to understand. I believe it had something to do with using new technology and methods in the classroom, and how to go about it. It also lists several categories of individual that you might find in these circumstances.

                The chapter also gives some general advice on technology awareness that will help classrooms function better overall. These include the ability to recognize lesson that make effective and efficient use of technology. It also includes a general understanding of technology as a reasonable requirement, such as knowing how to troubleshoot any errors that might occur in technology you use commonly.

                I look forward to seeing what others have written concerning its contents and their opinions, as hopefully they will have found something I was not able to see. I found this chapter confusing, though I was able to agree with at least some of its points.

                If what I did understand was effective at all in getting to the point, I would like to think that many instructors involved with their class probably fit into several of these categories at once. Perhaps they use a new tool while some other teachers have become more familiar with a different tool that they are not comfortable with.

                I would hope, as an instructor who is concerned with the success of his students, that I would make it a point to keep my eye out for any potentially beneficial technologies available. I also agree that teachers should be able to deal with and troubleshoot their own technology problems to the best of their ability. We have all had the lecture that didn’t happen because the projector screen was malfunctioning, which is a ridiculous reason to waste everyone’s time.  While it does not solve all problems, knowing how to troubleshoot and prepare for technology issues can salvage a day’s lesson in the event that something critical to learning happens to fail.

Audio Project Idea:

The truth is that I have no idea what to do for the audio assignment.

It was my hope to use this as a means to elaborate on complicated terminology that we expect students to lern in biology, ie, parts of the cell. This would include not only the title and definition, but also a way to relate those ideas.

the target would be high school biology students.

Chapter 7: Educational Technology for school leaders

Russ Cole
Chapter 7 Reflection
Dr. Cullen

            Learning any language is facilitated by exposure. While some years ago, it would have been hard to find a place to be immersed in another culture if you yourself were not a part of it, today it is largely as simple as going online and finding a forum. This chapter references Web2.0 as a tool that can be used by those who struggle with the English language to engage and learn from the English speaking world at their leisure.

            Beyond these functions, the internet offers the chance to partner with classmates in privacy, rather than require the demeaning appearance of a student or teacher aid to accompany the student. This undoubtedly fosters better bonds than dependence, while allowing the student supportive interactions with one another.  The book mentions that this gives the opportunity to make mistakes in private, and builds self confidence which allows the student to feel more comfortable contributing in the classroom.

            Our text does mention, however, that the internet is not always a safe place. However, it also recognizes the internet as far safer than it is made out to be, and calls for effective monitoring of time spent and location visited online. The chapter implores schools to make positive decisions which benefit students by allowing them to use the internet to communicate and learn effectively.

            I must admit at this point that the ELL student was not one that I had prepared for. This is unfortunate as the science classroom often has foreign, complicated and necessary terminology as a part of its curriculum which would only compound the problems as a student faced with such a limitation. As can be imagined, such a student would struggle without rescources specifically designed to facilitate their understanding.

            Fortunately, this section mentions Youtube videos and internet forums as supplemental resources that can help these students learn. These are the very same methods used by college professors to immerse struggling students in a refuge ripe with clarification and explanation that is graspable and comes in all varieties. All students in the classroom can benefit from outside resources that help them understand foreign concepts, and this is no different for the ELLS who may need to be exposed to the material several times in order to fully understand the concepts discussed. I have also seen instructors who benefit from creating their own online videos to help their class with homework and study for exams. This could also benefit anyone who is struggling to grasp the lesson from only singular encounters in the classroom.

            While this is certainly a viable option to consider for my classroom, I would also support any school system willing to try such a method to promote the growth and involvement of students with English as a second language.

Chapter 5: Educational Technology for school leaders

Russ Cole
Chapter 5 Reflection
Dr. Cullen

                Chapter five of the text discusses what is true about the media that students use to communicate. As an example, it uses texting and discusses all the complex implications of a seemingly short and ignorant text message. The truth is that texting is complex and sends as much information in its subtlety of tone as its sender hopes to gain the response, each message being carefully calculated, often in short time, by the its sending party. Such complex behavior does not represent a void, but rather a mastery of complex social and organizational skills; it is then up to the teachers to harness this in a way that is valuable to the students’ learning experience.

                The text gives an example of a classroom in which the instructor gives the students the option of working on a project through Instant Messaging or email. Unsurprisingly, a majority of the students pick messaging. Interestingly, while the instant messaging route provoked several off topic discussions, the free enterprise of the IM discussion produce generally more fruitful results from the students involved. The email groups were more on topic, but had trouble contributing new ideas to the discussion and talked less frequently.

                The truth is that current communication technologies and processes can be used to benefit in the classroom if effectively harnessed by the instructor. Students can be encouraged to use these skills for collaboration rather than distraction, but it requires an attentive teacher and a workspace that is not restrictive to the productivity that this method stands to offer.

                In the science classroom at the university, students learn to succeed by sharing their understanding of the information with each other. This experience allows the students to see complicated information from new standpoints and expands everyone’s knowledge pool.

                In the High School setting, similar involvement of the students would certainly be desirable and, at this point, probably encouraged. So then, I intend to incorporate some few projects, likely in the place of homework, that require the class to interact, in person and through media, to collaborate on a specific set of ideas and tasks. In this way, students will be exposed to each other’s perspective, allowing them to see the subject in a new light and grow in that area where previously they experienced limitation.

                Meanwhile, having been a student myself, I also believe that class time is most effectively used for classroom activities. Unless otherwise required, personal communication devices are to be kept out of sight and remain unused while class is in session unless otherwise indicated by the teacher. The very same devices that have great potential in the dispersal of knowledge also have an unfortunate knack of cutting it off at the source by simple distraction.

                Ultimately, it is clear to me that communication, no matter what the process, stand to benefit the student so long as it remains mostly focused and is diligent in its use. It is my hope to allow for such interaction as much as possible and effectively encourage my students to use it wisely.

Chapter 4: Educational Technology for school leaders

Russ Cole
Chapter 4 Reflection
Dr. Cullen

                Teachers are technological immigrants while students are natives to a strange and far away land. Could things possibly be worse? From the perspective of the text, things could not possibly be better. Instructors should encourage students to explain current technologies to them (even if the instructor is already familiar) to encourage the student and possibly benefit the teacher.

                Technology has many possible applications, currently uniting the entire world through the internet. Your class can share positive interactions with someone next door or even strong constructive interactions with someone currently across the globe and anywhere in between. Technology can be used to allow students to interact with and learn from people with far greater and far different skills from their current teacher which promotes new experiences.

                Interacting with professionals provides an excellent opportunity for children to learn from someone with knowledge that they have likely never encountered. Such opportunities promote growth in ways that can be difficult to find in the otherwise secluded classroom, and can be accessed more easily now than ever before

                Along with working with students, teachers can work together, learning from each others’ strengths and building strong relationships as well as new opportunities for their students to learn. Teachers may have trouble knowing each other’s unique talents due to the solitary nature of their jobs, but such projects provide opportunities for everyone to learn.

                I have encountered and even grew up as a part of a school system in which teachers were effective colleagues and worked well together to encourage their students to be at their best. Such a system was incredibly effective at teaching the students within it and even reached several students outside of it. This is the kind of instructor that I would hope to be if given the opportunity.

                I have also seen the advantages, both in school and Sunday school, of bringing in people from the field and the powerful impact that has when the student can say, undoubtedly, that something they learned about is a real and impactful force in the world. I am often surprised that it makes such a difference, but am a strong believer at this point in my life, and fully plan to have interactions with the professional contacts which I have maintained from my undergrad studies. Students do benefit from talking with, being questioned by and edited by people from outside the classroom, especially those individuals who they deem to be professionals.

                Lastly, I believe in encouraging students by allowing them to teach us. Some of my most positive experiences from high school involved the few times that someone paid attention to something I had done on my own or asked for my assistance. Such experiences reassured me of my value and I can only hope that my attitude, actions and words can say this to my students. If I have the opportunity to actually learn something new out of it, which will likely be more often than not, then this is certainly a fine bonus.

Chapter 2: Educational Technology for school leaders

Russ Cole
Chapter 2 Reflection
Dr. Cullen

                No more cookie cutter high schools? This chapter means to say that it wants more customizable high schools and makes a reasonably strong argument for them.  The world is changing rapidly, and it has been for some time. We do ourselves no service by trapping the education system behind, ensuring it stagnates. As times change everything, in order to be successful, has become fluid and able to change with the needs of those who use it, except for public schools which appear and work much as they did years ago.

                We have new technology, as do schools, but we also have new needs and a new world that changes at a new pace and our schools are not matching it. Students today need classes customized to them if they are to learn the skills they will need in life. Likewise they need school to offer teaching styles that are effective for their particular type of learning. Finally, students will need schools to meet their hectic schedules if they are to be able to make any use of it at all. To do this, a school building would need to exist and function in no way which any current school exists or functions. A seemingly impossible task faces our school system if it is to meet the needs of its student population.

                Unfortunately, few of these suggested changes are new. Many have been suggested over and over for years, but are strongly resisted. Not only by school boards and principals, but also by the teachers within the schools who respect the ideas as novel and well meaning, but inapplicable.

                As a prospective instructor, I can do little other than offer my support of schools effectively meeting the needs of people in changing times. I do believe that our schools need to change in order the meet the needs of students and I also believe that it will take radical and effective long-term change before we see a real impact on students. I also believe, however, that too much freedom can send the wrong message.

                Part of school, indeed, what I believe to be one of the greatest strengths of school, is the presence of discipline and rigor. Adhering to schedules and meeting standards is the driving force behind life outside of school. Those who can will succeed and those who cannot simply cannot hope to. Students must learn math through algebra II and would do well to learn the principles behind biology and English, as well as history and encountering foreign language. Anything beyond that should be, and currently is, elective to the student and in this I do believe the school system has met its duty for variety.

                What I must also agree with, however, is that schools could do far better in enabling their students to pursue those subjects that will best prepare them for their aptitudes and talents. We do ourselves no favors by letting students mill through course catalogs without guidance, and even damage by providing singular methods of instruction across multiple sections of classes.

                It is my current plan to contribute as much variety to my classroom as possible and encourage personal growth within my students so that they can find their passion and follow it. I also hope to have an open mind to new concepts that stand to revolutionize and evolve the classroom, even if I am at first uncomfortable and unfamiliar with those ideas.

Chapter 1: Educational Technology for school leaders

Russ Cole
Chapter 1 Reflection
Dr. Cullen

                This chapter discusses the concept of Partnering in detail. It explains that general models of learning witnessed in the classroom, by which the teacher teaches and the students learn, may not be effective models. Partnering is suggested as a form of cooperation between the instructor and the student, by which the students are allowed to teach themselves and the instructor acts as a guide and aid in that journey. This chapter also offers some hints as to why technology is often seen as ineffective within classrooms, and suggests partnering as a possible fix.

                The Chapter emphasizes certain roles that each individual should play. For the student he gives the following list of descriptors and objectives:  Researcher (The student is responsible for finding facts for themselves, rather than them being lectured as might happen in a more conventional classroom), Technology User (the student is to be allowed access to and become effective in using a wide array of technology in order to accomplish their goal in learning), Thinker and Sense Maker (the student should be aware that they are responsible for ultimately understanding and applying the material they are studying), World Changer (the knowledge acquired should be made relevant to the student by allowing and encouraging them to apply the concept to the world around them) and Self-teacher (the student should be able to teach themselves and acquire new information and concepts independent of the instructor’s guidance).

                The roles for teachers are also different from the standard classroom and are listed as: Coach and Guide (the teacher is not lecturer, but encourager and aid to the students’ independent and group studies. The teacher still has the information, but uses it to help rather than tell), Questioner and Goal Setter (The teacher keeps the course of the work on track and evaluates progress by setting expectations for the students to achieve) and Learning Designer (ensures the experience leads to the gain of knowledge).

                Partnering does lead to an increase in the apparent chaos of a classroom, though this has to do with the style of learning and would be, in fact, controlled chaos. Partnering also helps establish positive working relationships with parents and staff as well, allowing people to interact more freely and learn from one another.

                From my perspective, the partnering method is exactly the kind of classroom that I hope to someday lead. Students do their best and will be better prepared to further their education if they learn to teach themselves. Another advantage of partnering not mentioned in the text is that, students free to learn in new ways will be allowed to discover which ways work best for them, and thereby may be led to understand some of their own talents and self worth. These factors support the development of learners into effective workers and capable thinkers, with goals and means. It is the kind of individual that I would hope my class would enable students to become.

                While, at this moment, I have only a slight understanding of how I can implement this in Biology, I hope that my Chemistry and Physics courses will allows students as many opportunities with this learning style as I can incorporate and I believe I will begin some of these methods immediately with my fourth graders on Sunday Mornings.

                For Sunday Mornings, I plan on incorporating more small-group activities in which, instead of reading as we normally do, I will ask them a question and allow them to find the answer.  I feel that this will make them feel more empowered, as well as more respected if given time to work. I also believe the basic principles of Chemistry could be effectively studied and learned in small groups without significant lectures from myself as an instructor. I feel this will encourage more responsibility for that knowledge and a better understanding of it than lectures often bring.

                I am excited to apply the partnering method as the opportunity arises and I believe it is the style of learning that I strive to support as an educator.