A few nights ago, I posted a comment comparing Twitter to a cyber-pulse, or a constantly pumping generator of thoughts and reflections composed by members of a global virtual community. In response, I received a comment posing this question: Could it be said that we’ve become better communicators when we take part (even as an observer) to many, many different conversations? As I scrolled through facebook updates and tweets posted by users with names like Flirtygurl89, I considered George W. Bush’s infamous speeches and Joe Biden’s flubbed commentary. I compared these to Mr. Darcy’s letter to Elizabeth Bennet which symbolized my imagined correspondence typical of yesteryear. Or Abraham Lincoln’s Gettysburg Address, written on a napkin during a train ride without the input of speechwriters or dream teams. Had technology really made us better communicators?
As I prepared to write my final post, I began to look at modern communication in a more positive light. Before writing, I looked through my classmates’ blogs for inspiration. Upon reflection, I realized that as a whole, I knew more about the background and interests of my classmates in 554 than those of the members of any other class I had taken so far in my graduate coursework. I had seen my peers’ photostories and prezis and read some of their pages and posts. Through technology, we had all communicated in a manner that felt universal, yet customized. These technologies gave me unique insights into the lives and thoughts of my fellow students. Nevada’s obvious devotion for her children was showcased in her projects, Mike’s connection to literature was illustrated in his Macbeth photostory, and elegant Alexis’s love for dance was colorfully demonstrated in her final post complete with the Youtube Wedding Dance. Technology had certainly made our class better communicators. We had all easily used it to accommodate and cater to our individual learning styles and unique interests.
In light of this, I feel an obligation to allow my students to express themselves using the technologies with which we have become acquainted. Before this class I only half-heartedly embraced technology in the classroom, because I only knew of a tiny percentage of the wide array of applications and devices available to teachers. Comic-life, photostory, prezis, blogs, wikis – the options are abounding and constantly continue to expand. With so many options available to students it seems almost easy (or at least much easier) for educators to differentiate instruction. Technology provides us with so many medians for recording our thoughts or personalizing our learning: Podcasts for audio-learners, videos for visual learner, even flip cameras that allow kinesthetic learners to physically act out concepts and ideas.
The cyber-pulse is gaining strength by the day as new blogs and posts and links continue to appear, marching to an ever-quickening rhythm, and it refuses to be confined to social networking. As educators we need to pick up our speed to even attempt to keep up in a twenty-first century world. This doesn’t mean that our core ideas, concepts, or values need to be altered. We just need to change the way we present them. I still believe that the notion that we have become better communicators is up for discussion (with strong arguments on both sides). Regardless, we need to adjust our communication and presentation styles to suit the best means currently available for sharing new material if we want to keep up with our students. Besides, what are great communicators but those who use any and all means available to spread their ideas in a creative and meaningful way? Maybe right now a present-day Mr. Darcy is twittering a modern Elizabeth Bennet a beautifully constructed tweet.
When we began talking about podcasts today I immediately doubted their practical classroom application. I half-heartedly scrolled through the slide share. I justified my lack of enthusiasm by mentally reviewing all the great technologies I’d become familiar with over the past two weeks and concluded it was better to stay away from any more new ideas lest I become overwhelmed. This evening I worked up a luke-warm interest and checked out Podomatic. I typed in “social studies” in the search box and was shocked by the number of hits my search generated. The first linked I clicked was more or less what I expected, a teacher reading a lecture on the American Revolution. No sounds, very little animation. As I listened, I considered all the ways this lecture could be improved upon. Wouldn’t it be wonderful if a teacher added sound effects before important facts? And the teacher sounded so awkward and direly serious. Theme music might take the edge off a little.
I ran a new search, and it took me about thirty seconds to find podcasts with these improvements. They were really good! I think I’m an audio learner, and I really enjoyed being able to scroll back and re-listen to speaker when I had missed something. I also enjoyed the pauses the teacher provided after posing a question to allow students to mentally respond, before he gave the correct answer. Here’s a link to one that was pretty well done. Ancient Egypt This podcast was entertaining, but not over-the-top or distracting. The information was presented in a clear, concise, and coherent manner, and the music added to learning experience.
The Information R/evolution Youtube video (below) argued that as a result of the advent of the web and its consequent widespread application, it is no longer necessary or practical to use structured organizational systems to store information. Upon reflection, I am not entirely convinced I agree. Even though the days of the Dewey-decimal system have passed, there still is an urgent need to organize the vast and disparate information available online.
The Information R/evolution Youtube video was an interesting reflection on storing and sharing information on the web. As we delve deeper into the twenty-first century, the Dewey Decimal System and card catalogues have become obsolete. Our knowledge is no longer confined by physical restrictions such as the amount of room available for storing books on shelves or in backpacks. We have access at our fingertips. According to the video, the need for organizing information in a complex hierarchy is fading fast. Links replace categories.
It’s an interesting idea, and quite honestly, I have never thought about this before. Of course, the change in the way we store information is apparent. Almost everyone has noticed the disappearance of card catalogues in favor of computers, and the idea of looking in an encyclopedia for information is almost laughable, but I have never reflected on the deeper implications. Could we no longer need to organize our knowledge by categories? Could everything be miscellaneous? (See next post for further reflection.)
Today Cindy, Nevada, and I presented on Smartboard. Our presentation went as planned. My group seemed well-prepared, and I enjoyed working with them. Smartboards are interactive whiteboards that provide features including handwriting and touch recognition, save functions, and digital ink. They are the twenty-first century alternative to the whiteboard or chalkboard.
I demonstrated example lessons for our class. I had a limited amount of time, and there were a few features that I didn’t get a chance to exhibit, but I don’t recall any major functions that were left out. Upon reflection, I think I should have included the audience in my demo. Ideas I could have considered include calling volunteer up to write their names or to move the fish in the counting lesson.
I am excited to apply the skills I learned in the classroom when I get my Smartboard. However, I am a little concerned about setting the Smartboard up on my own. If anyone has ever set up a Smartboard, their suggestions would be much appreciated!
Today we were introduced to Voicethread and Twitter. I did not like using Voicethread, because I didn’t like hearing my own voice and felt strange speaking into a microphone. As a twenty-first century teacher, I might need to adjust to hearing my recorded voice, but I’m not quite there yet. Also, I missed the smooth transitions and the music in Photostory. Photostory is more user-friendly and fun.
Reflections on Twitter
I am not sold on using Twitter as a tool to enhance student learning or as web application to communicate with parents. I don’t think I have enough parents that would check Twitter to make it worth my while to update it. I already update schoolnotes.com nightly and respond to a number of emails. If I promote Twitter, I would have to update it often. If the kids were really into reading my tweets I would be more enthusiastic, but I don’t have reason to believe my students are on Twitter, and I’m not sure I should be the one to introduce them to yet another social networking site.
I think Twitter is a great tool for administrators. I would love it if my principal had Twitter and updated it every so often with things I needed to remember or important dates. However, I’m not sure if other teachers and parents would check administrative tweets enough to make the effort worth my principal’s time. However, in a large school Twitter could be a fantastic tool.
On a personal level …
I have been a member of Twitter for a couple months. A friend that was really into social networking convinced me to join. From the moment I logged on I was mesmerized. People felt free to share mundane details about their lives; details that might be too trivial to share in normal conversations are freely broadcasted without reserve. And … I read the updates with enthusiasm…Jessica Simpson thinks it’s important to love yourself? Great. My friend is headed to Thursday in the Square. Fantastic! I wanted more. But why?
There is a rhythm to the updates. It feels like a cyber pulse. It’s not that I care about what these people are doing, but I am interested in the pace of their day. It makes me feel like I’m not alone as I juggle work and school engagements. As I move from one thing to another without much rhyme or reason, I feel like I’m part of a gigantic, confused twitter world filled with endless anecdotes and errant thoughts. Even if I don’t post, this makes my own fleeting ideas and confused reflections fit in somewhere.
I am having some trouble coming up with a good idea for the “nature of standards” activity. The idea of using any of the VA social studies standards to create a lesson is overwhelming. There are so many worthwhile concepts, and midnight is quickly approaching. I’ve finally settled on reworking a lesson plan I wrote last fall on the Great Depression. Not sure if I’m going to stick with this as my final lesson plan idea, but it’s a start.
Activity:
1. Choose a standard for a core content area (would be great if you use a standard you are addressing as part of your lesson plan). Find VA Standards here
2. Unpack Standard
3. Create a few essential questions to support the standard
4. Detail a few teaching strategies you would use with your students to address the standard
5. List ways that technology support your instruction
6. Create a post on your blog sharing all of this
7. Comment on at least one other blog post (choose from the Blogroll)
1. VUS.9 The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 by explaining the causes of the Great Depression, its impact on the American people.
2. Verbs: demonstrate, emerging, explaining, impact
Nouns: United States, domestic events, causes, Great Depression, impact, American people
3. What was the most significant cause of the Great Depression? How did the decisions of a small group of people affect the larger American populace?
4. Teaching Strategies:
- Students will use work in groups to “choose their own adventure” using Prezi with music and voice settings. This will help visual/spatial learners and audio learners.
- Using Questions as a Method for Teaching- Students will respond to essential question for this lesson in order to gain information to allow them become informed respondents to the overall question: What was the most significant cause of the Great Depression
- Student based Inquiry- Problem based learning that encourages the student to respond to the given questions. Students should be able to respond to this question upon completion of the lesson.
5. Technology: Prezi to make choose your own adventure Prezi, smartboard, blog to record class thoughts after activity
