L. Suzanne Shanks's Posts - Classroom 2.02024-03-29T14:15:21ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshankshttps://storage.ning.com/topology/rest/1.0/file/get/1949918459?profile=RESIZE_48X48&width=48&height=48&crop=1%3A1https://www.classroom20.com/profiles/blog/feed?user=lsshanks&xn_auth=noI Wonder ... About Work-Aroundstag:www.classroom20.com,2009-06-10:649749:BlogPost:3525412009-06-10T23:30:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
Today one of Clarence Fisher's thoughtful posts at his blog, Remote Access, caught my attention. The topic was work-arounds. As often happens, I found myself writing a response that grew and grew until it was too big for a comment. So I cut it in half and resolved to author my own post which builds upon what I understood Clarence to be saying:<br />
<br />
He wonders.<br />
<br />
Should we be teaching work-arounds as a digital skill?<br />
<br />
detourThose of us who teach in labs do it all the time: our challenges are things…
Today one of Clarence Fisher's thoughtful posts at his blog, Remote Access, caught my attention. The topic was work-arounds. As often happens, I found myself writing a response that grew and grew until it was too big for a comment. So I cut it in half and resolved to author my own post which builds upon what I understood Clarence to be saying:<br />
<br />
He wonders.<br />
<br />
Should we be teaching work-arounds as a digital skill?<br />
<br />
detourThose of us who teach in labs do it all the time: our challenges are things like internet filters, software permissions, hardware burnout, equipment failure, lost passwords, erased files, web outages, etc. One of my favorite, oft-quoted lines about teaching and technology by Dean Shareski is: “I don’t do boxes and wires. I do teaching and learning with the boxes and wires." That is my goal, my mantra, and my philosophy. However, if you work in a lab or an IT department, it can all too often devolve into merely dealing with boxes and wires.<br />
<br />
But Clarence reminds us it's all about problem solving, critical thinking, analyzing options, keeping a goal in sight, working through, over and around obstacles instead of focusing on them. I teach 11- to 14-year-olds so they come to me with some skills, but not as many as you might think. They can still implode when they get confused, like all learners do. I must help my students turn the potholes into detours instead of head-on collisions. I really nudge kids to learn work-arounds when, after a little direct instruction, I set them loose and they begin to encounter the roadblocks.<br />
<br />
I wonder aloud.<br />
<br />
What can you do to solve your problem?<br />
What have you tried so far?<br />
How can I help you become as independent as possible so you can do this when no one's around?<br />
Which part of the project/question/software do you already understand?<br />
What would you do if it were your cell phone, Nintendo DS, iPod, or MySpace?<br />
How can you make this happen a different way?<br />
If I promise your answer is there in front of you will you look again more closely?<br />
Can I give you hints or ask you a few questions since I'm not going to be handing you the answer?<br />
I wonder if other computers you've seen have a port, wire, button, plug, or click for that?<br />
<br />
As I'm sure you know from your own experience that at about this point they get very aggravated. There is gnashing of teeth. There is even whining. The discomfort can last for minutes, days or even over the course of the semester as I continue to sweetly demand that they think for themselves with minimal intrusion from me. Of course I encounter bugs myself, so I keep modeling work-arounds.<br />
<br />
Then one day they realize that they CAN find their own answers and they CAN make things work. ZING! Their confidence shoots up. It's so fun to watch when their face changes. It's even better when they take their new-found knowledge over to another student and help them make their own discoveries. I always feel a little stress adn guilt about holding out on them, but when they get it -- Wow! That's the magic that keeps us teaching. It has little to do with which tools we use or the content we teach, don't you think?<br />
<br />
I wonder.<br />
<br />
Isn't teaching work-arounds what all teachers should be doing with all students all the time, not just in digital environments?<br />
<br />
Clarence alludes to the fact that the very bugs we "work around" daily with the technology are the most frequent reason teachers use to avoid bringing their classes to the lab or trying electronically-enhanced lessons. (This excuse vies for supremacy with, "The lab is always full," "I have to prepare my kids for testing," "It's easy for you because you have a lab all to yourself," and "I don't have room for any computers.")<br />
<br />
I feel conflicted when I hear all the reasons. I know some are true or at least partially true, especially because Murphy's Law reigns in computer labs. I know it's intimidating. There are bound to be 1 or 2 things go wrong and there are very few support folks around to help when a carefully planned lesson gets derailed by hardware, software, printer, or internet problems. (They fail to realize that even we geeks have our tech learning curve stretched like a rubber band daily. I am humbled constantly by the flaws that show up in my lab and my practice!)<br />
<br />
On the other hand, the Glitch Excuse also rankles me because those same teachers will try new lessons, solutions and methods--except digital ones--in their own classrooms. They already write backup lessons in case things don't go well. They already know that old equipment like overheads can malfunction. They even take kids to the lab for computerized assessments when required to. But they've psyched themselves out about using tech for better, non-mandated electronics in their own everyday lessons. They've either surreptitiously or unabashadely refused to use the newfangled machinery because it can make a person feel uncomfortable, inadequate, or awkward.<br />
<br />
I wonder.<br />
<br />
Are they admitting that they are too afraid or too stubborn to change their thinking to fit a changing world?<br />
Where in that mindset is the dedication to lifelong learning?<br />
What are they modeling to their learners?<br />
Must they be perfect or have complete control of a situation before they can proceed? Is it not okay for them to make a mistake in front of others (even though they've done their best to prepare for contingencies)?<br />
<br />
I wonder.<br />
<br />
Can administrators in good conscience accept this kind of reasoning when it comes to embedding digital tools and 21st Century skills?<br />
<br />
Can a math teacher get away with saying, "I refuse to use those new manipulatives or calculators because I don't know how -- they might break"?<br />
Can a Social Studies teacher say, "I don't want to use maps or timelines. I don't like them."<br />
Can a reading teacher say, "I'm too old to read any other genres. They're too confusing!"<br />
Can I say, "Gee, I won't learn art or music; I'm just a computer teacher!"?<br />
<br />
I wonder.<br />
<br />
How can we create a shift in thinking for the adults?<br />
<br />
My enthusiastic response to Clarence' question is YES! We must teach work-arounds; it's problem solving and critical thinking at its best. We must prove to ourselves that when obstacles crop up they are opportunities and teachable moments, no matter the content or venue.<br />
<br />
I wonder.<br />
<br />
How will adults learn the work-arounds if they won't show up for the lesson?<br />
<br />
I have some ideas but that's another post for another day.<br />
Photo Credit: Chris D. Lugosz on Flickr http://farm4.static.flickr.com/3030/2805048271_90aa8bdedf.jpgProfessional Development Meme 2009tag:www.classroom20.com,2009-06-07:649749:BlogPost:3525392009-06-07T23:30:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
This meme is circulating around the edublogosphere and I thought it was very motivating. I first heard about it on Twitter, and then again from LoonyHiker at Successful Teaching and Clif Mims at ClifNotes. I wasn't tagged -- but they say anyone can participate! I invite all my readers to do so. (Are there any readers? LOL)<br />
<br />
FishEyeLearningDirections<br />
<br />
Summer can be a great time for professional development. It is an opportunity to learn more about a topic, read a particular work or the works of…
This meme is circulating around the edublogosphere and I thought it was very motivating. I first heard about it on Twitter, and then again from LoonyHiker at Successful Teaching and Clif Mims at ClifNotes. I wasn't tagged -- but they say anyone can participate! I invite all my readers to do so. (Are there any readers? LOL)<br />
<br />
FishEyeLearningDirections<br />
<br />
Summer can be a great time for professional development. It is an opportunity to learn more about a topic, read a particular work or the works of a particular author, beef up an existing unit of instruction, advance one’s technical skills, work on that advanced degree or certification, and finish many of the other items on our ever-growing To Do Lists. Let’s make Summer 2009 a time when we actually get to accomplish a few of those things and enjoy the thrill of marking them off our lists. Although this meme is somewhat US-centric because we have our long break in June and July, those overseas could still set some goals to reach before the next milestone, i.e. end of term, prior to next school year, before the next break, etc.<br />
<br />
The Rules<br />
<br />
* Pick 1-3 professional development goals and commit to achieving them this summer.<br />
* For the purposes of this activity the end of summer will be Labor Day (09/07/09).<br />
* Post the above directions along with your 1-3 goals on your blog.<br />
* Title your post Professional Development Meme 2009 and link back/trackback to http://clifmims.com/blog/archives/2447.<br />
* Use the following tag/ keyword/ category on your post: pdmeme09.<br />
* Tag 5-8 others to participate in the meme.<br />
* Achieve your goals and “develop professionally.”<br />
* Commit to sharing your results on your blog during early or mid-September.<br />
<br />
My Goals<br />
<br />
* Rework my personal and teaching sites into either blog or wiki formats. Having a static site has been a problem for a year or two; I can do better.<br />
* Present and share generously with other educators in my field as often as possible, especially in association with the Oracle Education Foundation. So far I have 1 lined up for Project-Based Learning and another on Digital Storytelling.<br />
* Move forward with a PLN/EdTech Learning cohort I started way back in March, along with participating in a new 21st Century Learning PLC just beginning in my school district.<br />
* Attend as many virtual National Educational Computing Conference and TIE Colorado sessions as possible since I can't go to either one this year.<br />
* Finish (at the very least) Brain Rules (John Medina), Classroom Habitudes (Angela Meiers), and Transforming Classroom Practice (Borthwick and Pierson).<br />
* Learn some basic HMTL and CSS so I can get better at WordPress and web design.<br />
* Learn from Twitter and my edtech blog reading lists but balance my screen time with life offline. This might be the most important goal of all.<br />
<br />
I Tag…<br />
<br />
(UNLESS you are already tagged or you are trying to unplug this summer)<br />
<br />
1. Anyone setting goals to reach before school starts again next fall.<br />
2. Anyone overseas setting goals to reach before end of term or next break.<br />
3. Kate Olson of Kate Says<br />
4. Marianne Stabile of A Teacher in Abu Dhabi<br />
5. Julia Fallon<br />
6. Scott Elias<br />
7. Chris Clementi at Kidsnetsoft<br />
<br />
Image credit: Trussville City Schools Curriculum and Instruction Department<br />
Reblog this post [with Zemanta]Internet Safety and Digital Natives - A Letter to Parentstag:www.classroom20.com,2009-04-17:649749:BlogPost:3525372009-04-17T23:30:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
Recent research shows that some of our most prevalent ideas about web safety are just plain wrong. The very small percentage of children who are victimized in ways related to the Internet are those who: enter private chat rooms, discuss topics of a sexual nature, or meet offline with strangers. Internet offenders pretended to be teenagers in only 5% of the crimes studied by researchers. Visiting popular social networking sites such as MySpace and Facebook do not appear to increase children’s…
Recent research shows that some of our most prevalent ideas about web safety are just plain wrong. The very small percentage of children who are victimized in ways related to the Internet are those who: enter private chat rooms, discuss topics of a sexual nature, or meet offline with strangers. Internet offenders pretended to be teenagers in only 5% of the crimes studied by researchers. Visiting popular social networking sites such as MySpace and Facebook do not appear to increase children’s risk of being victimized by online predators. American Psychological Association. 21 Feb 2008 http://www.apa.org/releases/sexoffender0208.html<br />
<br />
Internet Safety has been seen as avoiding sexual predators. That’s why it is becoming irrelevant to today’s adolescents. They feel adults’ way of treating the web (not to mention technology use in general, i.e. cell phones, email, and personal electronic devices) are archaic and obsolete. Kids already know what’s dangerous. (Sadly, some still do these things but I continue to teach about them anyway.) These facts are old news to teenagers whether we adults find it novel and shocking or not. Net Family News www.netfamilynews.org/<br />
<br />
We have the right, responsibility, and privilege to regulate our children’s digital lives. I am not condemning any family, school or district policies -- I merely suggest that we advise teens about ways to use the web safely to communicate, collaborate, connect globally, and stay safe. (We have an effective web filtering program in this district and we do not visit social networks at school.) District 11 Internet Policies www.d11.org/netservices/internet.htm<br />
<br />
Let’s support young people's constructive, educational, and enriching use of social media to participate in career development, cultural awareness, and democracy. Consider the role of social media our most recent presidential election! Educational Leadership Magazine http://www.ascd.org/publications/educational_leadership/nov08/vol66/num03/Footprints_in_the_Digital_Age.aspx<br />
<br />
Middle-schoolers may prefer not to discuss complex concepts like predation, copyright law, discretion, defamation, or dissemination of fact versus rumor. They might rather forget that the web is a very public place. But aren’t these issues crucially important and increasingly germane to the digital, multi-cultural, and global environment in which they will later live and work? In fact, they live in such a world right now. Electronics have been a part of our children’s lives since their birth; that is why they are called “digital natives.” Mark Prensky http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf<br />
<br />
Teen Looking At FacebookTherefore, in my classes we discuss how to create and monitor one’s digital footprint and online reputation. I emphasize the permanence of anything sent, posted or emailed electronically. We talk about the dangers of posting personal information, vulgar, sexual, or crude items on their MySpace and Facebook accounts. They learn what sexting, cyber-bullying, and over-disclosure are and they know the consequences can be far-reaching. They are aware of copyright laws and how to abide by them. I point out current events and new regulations. I incorporate these more contemporary topics into practical and traditional technology lessons. http://en.wikipedia.org/wiki/Sexting<br />
<br />
www.cyberbullying.us<br />
<br />
As hard as it is for us to understand our children’s electronic world, I hope that we are trying to. Is your family having an exchange of ideas about these topics at home? I would strongly encourage that. My technology class alone -- once per year per student for 40 minutes for nine weeks -- can’t possibly influence your children’s behavior and opinions like a your loving attention and guidance can. I cordially invite you to bravely initiate candid family discussions about your children’s digital lives.<br />
<br />
A Few Resources<br />
<br />
https://edorigami.wikispaces.com/message/list/Understanding+Digital+Children+-+Ian+Jukes<br />
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www.iste.org/Content/NavigationMenu/ProfessionalDevelopment/WebinarSeries/20082009Webinars/Digital_Citizenship_for_Parents.htm<br />
<br />
www.mediafamily.org/<br />
<br />
www.digitalparents.org/<br />
<br />
www.amazon.com/Teens-About-Really-Important-Things/dp/0787943584/ref=sid_dp_dp<br />
<br />
Photo Credits<br />
Gated Internet http://farm4.static.flickr.com/3037/3031518495_a5467ffefd.jpg?v=0<br />
FaceBook Glasses http://farm4.static.flickr.com/3440/3292899689_e2a741fb4c.jpg?v=0\Lots Of Interactive Online Resourcestag:www.classroom20.com,2009-03-30:649749:BlogPost:3524462009-03-30T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
I've been home on medical leave for about 10 days now and just couldn't stay away from work/educational technology any longer. My substitute needed some inspiration for this week, so I spent some time finding a great deal of online, interactive educational sites for him and then grouped them according to middle school grade level curricula at our district. Some would require more lesson planning and/or supervision than others and many are well-suited for interactive white board use. Some are…
I've been home on medical leave for about 10 days now and just couldn't stay away from work/educational technology any longer. My substitute needed some inspiration for this week, so I spent some time finding a great deal of online, interactive educational sites for him and then grouped them according to middle school grade level curricula at our district. Some would require more lesson planning and/or supervision than others and many are well-suited for interactive white board use. Some are US-centric but my international readers will still find plenty to explore. If your school district’s web filter blocks streaming audio or video, web cams, etc., you will find you cannot use some of these. Some require the latest Flash or Shockwave updates. (Many thanks to http://mrssmoke.onsugar.com/2871369 who compiled the Museum portion of the list.)<br />
<br />
Most Grade Levels:<br />
<br />
Comic Creator: Lesson Plans http://www.readwritethink.org/materials/comic/ComicCreator.pdf<br />
<br />
The actual Comic Creator site http://www.readwritethink.org/materials/comic/<br />
<br />
NOVA scienceNOW - Sleep: The Sleep-Memory Connection Explore the stages of a good night's sleep and the research linking sleep to memory with this<br />
<br />
Rumor Control Explore the difference between harmless, hurtful and dangerous gossip in this online interactive game. Examine rumors that float by, toss harmful rumors in the trash and report dangerous rumors to the principal's office.<br />
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Story Strips Explore feelings and emotions by creating storyboards. Select scenarios, hair and eye color, and then complete dialogue boxes to illustrate how to communicate feelings.<br />
<br />
Interactive Museum Exhibits<br />
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American Museum of Natural History Presents Ology (Grades 2-8) Astronomy, Biodiversity, Genetics, Rocks and Minerals, Water.<br />
<br />
American Package Museum Art Gallery (Grades 3-12) Advertising, Art, Graphic Arts, American History.<br />
<br />
Benjamin Franklin Interactive Timeline (Grades 5-12) Founding Fathers, Government, Inventors, Science History.<br />
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Birth of the Internet from the National Science Foundation (Grades 6-12) Computer Apps, History, Technology.<br />
<br />
Churchill and the Great Republic from the Library of Congress (Grades 9-12) Biography, Cold War, European History, World War II.<br />
<br />
Colonial Williamsburg (Grades 4-12) African-American History, Colonial America, American Revolution, Native American.<br />
<br />
Dumbarton House for Kids (Grades 4-6) Colonial America, Founding Fathers, Post-Revolutionary War.<br />
<br />
Exploratorium’s The Science of Music (Grades K-12) Instruments, Music, Rhythm.<br />
<br />
Field Museum Online Exhibits (Grades 3-12) Ancient Civilizations, Art, Biomes, Chocolate, DNA, Evolution, Fossils, Genetics, Instruments, Map Studies, Mythology, Natural Disasters, Rocks and Minerals, Scientists.<br />
<br />
Frissiras Art Museum of Greece (Grades 6-12) Art.<br />
<br />
Humanities Interactive (Grades 5-12) Art, Ancient Civilizations, Exploration, Medieval History.<br />
<br />
Indianapolis Children’s Museum Interactives (Grades K-6) Art, Fossils, Rocks and Minerals, Skeletal.<br />
<br />
Indianapolis Museum of Art’s African Life Through Art (Grades 6-12) African Studies, Art.<br />
<br />
John F. Kennedy Library (Grades 6-12) JFK Presidency and Biography.<br />
<br />
Monet’s Sketchbooks (Grades 6-12) Art, French.<br />
<br />
Museum of Advertising and Design Online Exhibits (Grades 6-12) Advertising, Art, Cultural Studies, Graphic Designs, Journalism, 20th Century Music.<br />
<br />
Museum of Glass Virtual Hot Shop (Grades 3-12) Art.<br />
<br />
Museum of Human Disease (Grades 9-12) Biology.<br />
<br />
Museum of Modern Art’s Online Projects (Grades 3-12 depending on which project you launch) Art, Biographies, Cultural Studies, Graphic Design, Writing.<br />
<br />
Museum of Natural History Virtual Exhibits (Grades 2-12) African Studies, Ancient Civilizations, Atmosphere, Biomes, Exploration, Lewis and Clark, Latin America, Mammals, Native American Studies, Rocks and Minerals.<br />
<br />
Museum of the Moving Image (Grades 6-12) Computer Apps, Drama, Presidents, Technology, Video Production.<br />
<br />
NASA’s 50th Anniversary Online Museum (Grades 3-12) Astronomy, Cold War, History.<br />
<br />
National Archives Digital Vault Experience (Grades 5-12) American History 1754.<br />
<br />
National Gallery of Art Online Tours (Grades 3-12) Ancient Egypt, Art, Artist Biographies, Art History, European History, Photography.<br />
<br />
National Geographic’s Map Games created by the Indianapolis Children’s Museum (Grades 1-6) Ancient Civilizations, Map Studies, Presidents, Space.<br />
<br />
National Museum of Dentistry (Grades 1-4) Dental Healt<br />
<br />
National Zoological Park’s Conservation Central (Grades 1-5) Animal Habitats, Biomes, Conservation.<br />
<br />
Neave Planetarium (Grades 3-12) Astronomy, Exploration, Space.<br />
<br />
OrgainisMuseum Virtual Photo Art Gallery (Grades 8-12) Art, Photography, Graphic Design.<br />
<br />
Panasonic Design Museum (Grades 5-12) Advertising, Inventions, Technology.<br />
<br />
Philadelphia Museum of Art (Grades 6-12) Ancient Civilizations, Art, Cultural Studies.<br />
<br />
San Francisco Museum of Modern Art Interactives (Grades 6-12) Art, Biographies, Culture Studies, Photography.<br />
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Smithsonian’s The Presidency and The Cold War (Grades 9-12) Cold War, Desert Storm, Presidents, McCarthyism.<br />
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Techniquest Children’s Museum Interactives (Grades K-6) Art, Colors, Culture Studies, Symmetry.<br />
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Texas Forestry Museum’s Life in an East Texas Forest (Grades K-2) Habitat, Trees, Water Cycle.<br />
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The American Image (Grades 6-12) Art, Photography, World War II.<br />
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The Imperialism Museum (Grades 9-12) Falklands Conflict, History, The Cold War, World War I, World War II.<br />
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The Science Museum’s Learning Games (Grades 3-12) Energy, Forensic Science, Natural Resources.<br />
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Try Science (Grades 3-8) Computer Apps, Environmental studies, Technology.<br />
<br />
Virtual Hampson Museum (Grades 5-12) Art, Native American Studies.<br />
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Virtual Museum of Canada Interactive Games and Simulations (Grades K-12) Biomes, Gold Rush, Human Body, Magnetism, Music, Mystery Fiction, Space, World War I, World War II, Yukon.<br />
<br />
Virtual Museum of Textiles and Costume Design (Grades 9-12) Art, Drama, European History, FACS.<br />
<br />
Women of Our Time from the National Portrait Gallery (Grades 7-12) Biography, Culture Studies, Photography, Women’s Studies.<br />
<br />
6th Grade Topics<br />
<br />
POWERPLAY<br />
<br />
http://www.sciencenetlinks.com/interactives/powerplay.html<br />
<br />
PowerUp!<br />
<br />
http://www.sciencenetlinks.com/interactives/powerup.html<br />
<br />
Gravity Launch<br />
<br />
http://www.sciencenetlinks.com/interactives/gravity.html<br />
<br />
The Art of The Explosion Lesson Ideas<br />
<br />
http://artsedge.kennedy-center.org/content/3885/<br />
<br />
The Art of the Explosion site itself<br />
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http://artsedge.kennedy-center.org/fireworks/index.html<br />
<br />
A Dinosaur’s Ecosystem<br />
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http://www.nationalgeographic.com/xpeditions/activities/04/dinosaurs.html<br />
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Cut to the Heart Examine the function of the heart and facts about how the heart works. Identify the parts of the heart and the steps by which the heart pumps blood through the body.<br />
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Electric Heart: Operation Heart Transplant Explore the steps in a heart transplant operation by performing a heart transplant in this virtual operating theater.<br />
<br />
Grave Analysis Discover what a bioarcheologist was able to determine about the sex, age and other characteristics of an ancient battle victim by analyzing that person's well-preserved skeleton.<br />
<br />
Tour of the Heart Explore the anatomy of the human heart, chart circulation to and within the heart and examine heartbeat regulation with this interactive "tour" of the heart.<br />
<br />
7th Grade Topics<br />
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Marco Polo's Route to China and Back Game http://edsitement.neh.gov/M_Polo_flash_page.asp<br />
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Lesson Ideas for Shadow Puppets Site: http://artsedge.kennedy-center.org/content/3879/<br />
<br />
Shadow Puppets Site itself http://artsedge.kennedy-center.org/shadowpuppets/artsedge.html<br />
<br />
Xerxes March to Greece Game http://edsitement.neh.gov/Persian01_flash_page.asp<br />
<br />
Himalayan Hike Game http://www.pbs.org/wnet/nature/india/html/hike.html<br />
<br />
Secrets of Lost Empires II: Destroy the Castle Design a medieval trebuchet using knowledge of simple machines and projectile force. Adjust variables of weight, length, stability, distance and counterweight to destroy a castle wall.<br />
<br />
Death at Jamestown: Explore Jamestown Explore the places, events and people associated with the Lost Colony of Jamestown with this interactive timeline and map. Examine artifacts and remains excavated by archeologists and learn what conclusions can be drawn from them.<br />
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Witches Curse: Explore Salem Consider the biographies of both accusers and those accused of witchcraft with this interactive timeline and map of Salem village as it was in 1692. Discover how the judicial process was warped to suit public opinion and the judges.<br />
<br />
8th Grade Topics<br />
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Lesson about stories of Civil War soldiers’ wounds glowing at night: http://www.sciencenetlinks.com/sci_update.cfm?DocID=65<br />
<br />
Audio and other resources linked to this page<br />
<br />
Activities about American Reconstruction Period http://www.pbs.org/wgbh/amex/reconstruction/<br />
<br />
Analyzing the Evidence Examine the life of Abraham Lincoln through primary sources such as letters, photographs and paintings. Uncover clues that reveal biographical details about America's 16th President.<br />
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Life and Death in the War Zone: Military Medicine Through Time Investigate the history of military medicine from the Civil War to the Iraq War, and interpret archival photographs shot on and off the battlefield.<br />
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Saving the National Treasures: The Damage Done Compare the original Declaration of Independence document with the 1823 Stone Engraving of the Declaration. Explore the damage that has been done to the original over centuries of imperfect handling.<br />
<br />
Nazi Prison Escape: The Colditz Glider Examine airfoil aerodynamics and the history of the building of the Colditz Glider, constructed by two WWII POWs in a failed attempt to escape from a German prison in 1943. Fly a virtual glider in this online interactive activity.Back-To-School Tech Bytetag:www.classroom20.com,2008-08-08:649749:BlogPost:3524422008-08-08T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
I could give an excuse here about why I haven't been blogging, but the truth is I have never achieved blogging regularity and I especially wasn't motivated to do so during the summer. I continue to battle with the reality that I have nothing new to say - whenever I am inspired on a topic it seems that 5-10 people in the edublogosphere or Twitter have already discussed it and I rarely have a more original thought than theirs. I'm not sure what to do with that fact. I still plan to reflect here…
I could give an excuse here about why I haven't been blogging, but the truth is I have never achieved blogging regularity and I especially wasn't motivated to do so during the summer. I continue to battle with the reality that I have nothing new to say - whenever I am inspired on a topic it seems that 5-10 people in the edublogosphere or Twitter have already discussed it and I rarely have a more original thought than theirs. I'm not sure what to do with that fact. I still plan to reflect here or journal about books, professional development, etc. My goal is to blog more as I get into the swing of a new U.S. school year.<br />
<br />
I haven't given up on Project Based Learning. I have studied several chapters beyond where I was supposed to begin working with a group to collaborate on units. Without a group with which to collaborate, I have decided to put this project on hold until school starts and I find those colleagues. The book is excellent and I continue to encourage everyone to read it. I am also pestering my District PD people to let me lead a study because that would not only help other teachers, it would give me a network of local, real-life educators to collaborate with. This has been sadly unavailable to me, even though I have tried to persuade a few to consider it. Logistics get in our way, as I have mentioned before, as I am an elective teacher on a different schedule than the content-area teachers. In addition, I have only half of each teacher's class during any one quarter.<br />
<br />
More soon on Disrupting Class.Status Updatetag:www.classroom20.com,2008-07-30:649749:BlogPost:3524412008-07-30T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
I could give an excuse here about why I haven't been blogging, but the truth is I have never achieved blogging regularity and I especially wasn't motivated to do so during the summer. I continue to battle with the reality that I have nothing new to say - whenever I am inspired on a topic it seems that 5-10 people in the edublogosphere or Twitter have already discussed it and I rarely have a more original thought than theirs. I'm not sure what to do with that fact. I still plan to reflect here…
I could give an excuse here about why I haven't been blogging, but the truth is I have never achieved blogging regularity and I especially wasn't motivated to do so during the summer. I continue to battle with the reality that I have nothing new to say - whenever I am inspired on a topic it seems that 5-10 people in the edublogosphere or Twitter have already discussed it and I rarely have a more original thought than theirs. I'm not sure what to do with that fact. I still plan to reflect here or journal about books, professional development, etc. My goal is to blog more as I get into the swing of a new U.S. school year.<br />
<br />
I haven't given up on Project Based Learning. I have studied several chapters beyond where I was supposed to begin working with a group to collaborate on units. Without a group with which to collaborate, I have decided to put this project on hold until school starts and I find those colleagues. The book is excellent and I continue to encourage everyone to read it. I am also pestering my District PD people to let me lead a study because that would not only help other teachers, it would give me a network of local, real-life educators to collaborate with. This has been sadly unavailable to me, even though I have tried to persuade a few to consider it. Logistics get in our way, as I have mentioned before, as I am an elective teacher on a different schedule than the content-area teachers. In addition, I have only half of each teacher's class during any one quarter.<br />
<br />
More soon on Disrupting Class.Three Things I'm Itching to Talk Abouttag:www.classroom20.com,2008-06-19:649749:BlogPost:3524402008-06-19T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
It's only mid-June and I have already attended an international train-the-trainer event (held in the U.S.), presented at a tech conference, and am eagerly anticipating my state's big tech conference next week. I'll be facilitating some online and face-to-face trainings this fall so I'm preparing for those. And oh yes, I'm looking forward to teaching in my own air-conditioned classroom!<br />
<br />
As you can see, I am totally pumped very enthused about the coming year and all that I hope my district, my…
It's only mid-June and I have already attended an international train-the-trainer event (held in the U.S.), presented at a tech conference, and am eagerly anticipating my state's big tech conference next week. I'll be facilitating some online and face-to-face trainings this fall so I'm preparing for those. And oh yes, I'm looking forward to teaching in my own air-conditioned classroom!<br />
<br />
As you can see, I am totally pumped very enthused about the coming year and all that I hope my district, my clients, and I can accomplish around embedded technology and 21st century skills. There are about a million conversations I wish we could engage our teachers, students, and school boards in. Since a million may be a little overly ambitious, I narrowed the field to three for today.<br />
<br />
Recently my district's Director of Learning Resource Services invited me to share some of my ideas about professional development and 21st Century teaching and learning with her. She may regret this in a matter of days, so I struck while the iron was hot and proposed three topics that I wanted to toss in the incubator right away.<br />
<br />
First, I believe it should be an earliest priority to have teachers begin to build their own Professional Learning Networks/Communities both on- and off-line so that they can start to use some of new digital tools & skills themselves as they prepare to use them with students. I have spent the last couple of years cultivating my own PLN and offered to teach a class to help others do so. (There's so much more to say, but then the proposal would have gotten way too long.)<br />
<br />
Second, I proposed book studies of some excellent PD books. A few which immediately came to mind are listed below. (A few Twitter friends were gracious enough to suggest even more titles that I hope to recommend soon. Thank you @akamrt, @ricktanski, @dserrato)<br />
<br />
1. "Reinventing Project-Based Learning - Your Field Guide to Real-World Projects in the Digital Age" by Suzie Boss and Jane Krause, ISTE Press.<br />
<br />
http://www.iste.org/source/orders/isteproductdetail.cfm?product_code=reinvt<br />
<br />
http://www.amazon.com/Reinventing-Project-Based-Learning-Real-World-Projects/dp/156484238X/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1213562443&sr=8-1<br />
<br />
2. "Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms" by Will Richardson, Corwin Press.<br />
<br />
http://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412927676<br />
<br />
3. "Raw Materials for the Mind: 3rd Edition" by David Warlick, The Landmark Project.<br />
<br />
http://www.amazon.com/Raw-Materials-Mind-David-Warlick/dp/0966743210<br />
<br />
I hope I get to be an instructor for at least one of these studies as I am bound to learn even more than the participants that way.<br />
<br />
Finally, since I had mentioned earliest priorities I wanted to mention earliest obstacles. Unfortunately, I know from experience that one of the earliest obstacles to teachers as they strive to integrate digital tools on school machines will be dealing with roadblocks thrown up by web filters. Obviously the filtering system is necessary and important--I'm not going to lobby for anything rash. I really have become convinced that caution is wisdom: we might proceed only as boldly as our most conservative constituents would comfortably proceed.<br />
<br />
It is, of course, a given that we should only be accessing sites and network resources which are justifiably linked to achievement, standards, and instruction. However, our teachers will definitely run up against blocks nearly every time they try to access legitimate, academically-worthy web 2.0 sites or keywords, like wiki, social network, blog, mp3, streaming audio, video, etc. either for their own learning or in doing activities with students. There is much legitimate educational content that must be read, saved, or downloaded at home and then converted, printed, or uploaded to school because of the filters. The point is, I shudder to think of how quickly we can turn off teachers new to these tools if we don't work the filter/block problems out ahead of time whenever possible.<br />
<br />
What kind of a professional development or learning experiences are we going to provide for teachers and students -- frustration or fascination?<br />
<br />
I understand that filtering is a huge issue which cannot be resolved by one committee, one school board, or even one country, but it is increasingly critical and essential to begin a journey toward resolving it if our professional development and teaching activities are to be successful. Perhaps your district is already having discussions about changing policies to reflect changing instruction?<br />
<br />
(In the meantime, it will continue to be necessary to check every domain at least a few times before every activity and leave time for the process required to pursue an unblock.)<br />
<br />
So far I've nominated three conversations I wish I could have this fall: Building Professional Learning Networks, Great Texts by Leaders In The Field, and Internet Filters.<br />
<br />
What are your thoughts? What conversations do you think every district must have A.S.A.P.?Where Are We Running Now?tag:www.classroom20.com,2008-06-19:649749:BlogPost:3524392008-06-19T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
I wrote recently to a couple of the higher-ups in my district to ask about next year's 21st Century Learning plans and directions because I had heard nothing since the first and only mention of it (within my hearing) last April. You already know about that Summit if you've been reading my blog.<br />
<br />
The back-story is that I have not been able to get anyone from the district to provide me with any kind of mission or goal statement about educational technology for at least two years because of a…
I wrote recently to a couple of the higher-ups in my district to ask about next year's 21st Century Learning plans and directions because I had heard nothing since the first and only mention of it (within my hearing) last April. You already know about that Summit if you've been reading my blog.<br />
<br />
The back-story is that I have not been able to get anyone from the district to provide me with any kind of mission or goal statement about educational technology for at least two years because of a major shift in energy, time, resources, and personnel to all things testing and data-related. I am just another computer specials teacher at one school in a large well-respected, district so I'm certainly far from any position of influence and I do understand my rung in the food chain. (I sometimes think elective teachers may rate even lower than content or homeroom teachers. LOL) Woman happy laptop's workingBut I have high hopes about being an agent of positive change if possible, at least in my own classroom if not my own district, so I keep pushing, asking, and learning.<br />
<br />
Here is the substantive portion of my email. I was aiming for respectful and professional. You'll have to be the judge of whether I achieved that goal:<br />
<br />
As I attend conferences and engage in some additional self-styled professional development this summer, I am beginning to consider next year's plans. I'm wondering what the vision or plan is with regard to 21st Century skill-building for the next year or two, especially at the middle level. If there were any directives, suggestions, or ideas issued after the Summit last April on how we will move forward, I missed them.<br />
<br />
Would you be so kind as to fill me in on how the District wants to move forward? I want to be well-prepared, design my curriculum, and have intelligent discussions with my administrators around vision and professional development in this area. I believe I have some elements already in place but need to be sure I'm building in the right direction and staying on the same page as you and the Board.<br />
<br />
One of them replied with this. The only changes I have made are to spell out words abbreviated in the original response and to remove the name of a neighboring district:<br />
<br />
Professional Development - We will be working with the Professional Development Department and Instruction Department to put together training on use of 21st century tools and skills. The main idea is to create opportunities for staff to think differently about the way they are instructing our children (not textbook based) but 21st century based: inquiry/project based learning, student creations, critical thinking, use of technology to engage them in learning, etc.<br />
<br />
Another way is also a type of professional development (21st Century Educator program) - this is an idea that we borrowed from xxxxxx County to embed professional development. The idea is to provide tools to teachers to create best-practice 21st Century lessons that start with the standard and engage students in learning.<br />
<br />
I will keep you in mind as we move forward. If you have ideas, please share.<br />
<br />
I was gratified to get this response and will be mulling it over in the next few days. A few thoughts have already sprung to mind but I doubt they are ready for airing quite yet. Soon. But what are your reactions?<br />
<br />
Photo credit: http://www.techdoctorcompany.com/images/photos/happy_woman.gifPBL REFLECTIONS - Introduction/Prologuetag:www.classroom20.com,2008-06-15:649749:BlogPost:3524382008-06-15T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
Where are you starting your journey with PBL? I’m already excited about PBL and have done parts of it before; never in a formal sense that included all the usual steps. I think many elementary-trained teachers do this instinctively but it is more rare to think like that at the junior high level. In the era of true “middle school” there was a lot more teaching with integrated units & projects, so although that’s sort of gone away in the era of high-stakes testing (at least around here), I’ve…
Where are you starting your journey with PBL? I’m already excited about PBL and have done parts of it before; never in a formal sense that included all the usual steps. I think many elementary-trained teachers do this instinctively but it is more rare to think like that at the junior high level. In the era of true “middle school” there was a lot more teaching with integrated units & projects, so although that’s sort of gone away in the era of high-stakes testing (at least around here), I’ve had a chance to participate in the past.<br />
<br />
I’m totally comfortable with the idea of embedding the technology and incorporating 21st Century Skills but I am a novice at finding collaborators and working together long-distance. I admit it feels a little daunting now but I know that it will only get more comfortable with practice. Last year I took an extended graduate-level class through the Oracle Ed. Foundation that was all about PBL and collaboration. In fact, I am now trained to facilitate that course. Thankfully I already have a ready pool of projects to join and colleagues to work with through www.Think.com and Oracle is making it easier and easier to use PBL with their tools.<br />
<br />
Dog Imposter Among CatsI feel that if I don’t get serious about finding a way to do serious collaborative projects (rather than the small facsimiles I’ve done so far) then I will essentially be a professorial imposter. Of course I want to do them for lots of other reasons...<br />
<br />
I have a strong online PLN to whom I turn for inspiration, ideas, and feedback. I have loads of colleagues here in my local offline network but few of them teach with PBL or collaboration. Honestly, it is logistically very, very difficult to collaborate at my school due to the nature of my job. I am almost the only teacher using tech (other than Smart Boards) and I teach it all day as an elective class. So, it is imperative that I find teachers outside of my building to collaborate with because I need the experience of doing it via web tools.<br />
<br />
The other teachers think all my tech talk is invalid because I don’t teach in a content-area classroom (although I did that for 10 years, thank you). I’m hoping the technology picture in my District and building will begin to change this year. I hope I can be more persuasive in recruiting colleagues than I have been in the past (definitely a learned skill) and/or that our staff will get some encouragement from administration to tackle some PBL and 21st Century Skills. However, when it comes down to it, I am responsible to improve my own skills to persuade others, communicate with them, and mentor them when they are ready. I take responsibility for the fact that I have done a poor job of this in the past or more of my staff would be interested in and attracted to embedding tech by now. It isn't my job to recruit them or even support them but as a professional in this field I feel an obligation to do so for the kids' sake.<br />
<br />
Enough for now.<br />
<br />
Photo credit: http://www.feralcare.org/images/imposter.jpgREFLECTIONS ON RE-INVENTING PROJECT-BASED LEARNINGtag:www.classroom20.com,2008-06-15:649749:BlogPost:3524372008-06-15T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
During the next few weeks I’ll be writing quite a few posts about my journey through the book Reinventing Project-Based Learning – Your Field Guide to Real-World Projects in the Digital Age by Suzie Boss and Jane Krauss. I determined that studying the book would be part of my Self-Styled Summer Professional Development Plan. Many of you have heard of the book and have been exposed to these two talented ladies’ work. I was lucky to participate in an Elluminate! session with them via Bud Hunt's…
During the next few weeks I’ll be writing quite a few posts about my journey through the book Reinventing Project-Based Learning – Your Field Guide to Real-World Projects in the Digital Age by Suzie Boss and Jane Krauss. I determined that studying the book would be part of my Self-Styled Summer Professional Development Plan. Many of you have heard of the book and have been exposed to these two talented ladies’ work. I was lucky to participate in an Elluminate! session with them via Bud Hunt's CyberCamp last week. Here's the blog post from Reinventing PBL and here's the podcast in which Bud discusses the book.<br />
<br />
I would recommend the book highly. You can purchase it from ISTE for $24.45 (members) or Amazon for $31.95. In any event, these entries may not interest anyone but me, so I hope you’ll skim right past them if you wish. (This is not to presume that any of my posts interest others!)Tech Byte: Technology Vision and Changetag:www.classroom20.com,2008-06-08:649749:BlogPost:3524362008-06-08T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
I was honored to present at the Technology and Teaching Conference last week in Bismarck (notes in previous post). I also had the opportunity to attend several great sessions by leaders in the field. I will be sharing some of the information I gleaned with you. Much of the material in today's Byte is derived from a session by Chris O'Neal who works at the University of Virginia. I'd like to publicly thank him for the insights and resources he presented. (More about Chris.)<br />
<br />
Let's be honest. A…
I was honored to present at the Technology and Teaching Conference last week in Bismarck (notes in previous post). I also had the opportunity to attend several great sessions by leaders in the field. I will be sharing some of the information I gleaned with you. Much of the material in today's Byte is derived from a session by Chris O'Neal who works at the University of Virginia. I'd like to publicly thank him for the insights and resources he presented. (More about Chris.)<br />
<br />
Let's be honest. A few burning and legitimate questions come up over and over again from education's gatekeepers and school staffs regarding the integration of technology and 21st Century Skills (which are not solely related to technology.**) Even the most enthusiastic technologist knows that very little will change around school technology practice unless we address these issues:<br />
<br />
1. What research proves that embedding technology into the curriculum will work to improve our students' achievement and school experience?<br />
<br />
2. What is our vision for using technology to teach content and 21st Century Skills?<br />
<br />
3. What do we need to know about best practices in this area if we are to move forward?<br />
<br />
These engender additional questions, resistance and objections that must be resolved if any vision is going to become reality. Perhaps you have heard these in your own building or district:<br />
<br />
@ All those bells, whistles and computer or web projects are showy and fun. But what do they have to do with real learning, increasing attendance, raising our test scores, and meeting standards?<br />
<br />
@ How will we prioritize our budget to include equipment, training, access, and support in a way which satisfies our constituents?<br />
<br />
@ Many of my students don't have computers or internet access at home. How can I teach equitably and effectively in light of those two issues?<br />
<br />
@ What I’m doing is working. Why should I change the way I teach?Tug of war<br />
<br />
@ I'd like to use technology more often but how? Why don't we get more training?<br />
<br />
@ How can I teach with technology when things malfunction and I have little or no technical support? Who will help me?<br />
<br />
@ You think I have room left on my plate for yet another thing to learn or teach? Show me how this is possible.<br />
<br />
Obviously I cannot answer all of these deep questions here; however, I want to direct you to three exemplary resources that can help you find data and answers to those critical inquiries.<br />
<br />
The Pew Internet Research Project. "Pew Internet explores the impact of the internet on children, families, communities, the work place, schools, health care and civic/political life. The Project is nonpartisan and takes no position on policy issues." They study the impact of the internet in the following areas and more:<br />
<br />
Online Activities & Pursuits<br />
<br />
1. Internet Evolution<br />
2. Technology & Media Use<br />
3. Education<br />
4. Work.<br />
<br />
The Association for Supervision and Curriculum Development The ASCD does not focus exclusively on technology or 21st Century Skills. Is is "a community of educators, advocating sound policies and sharing best practices to achieve the success of each learner." They offer quite a bit of information about:<br />
<br />
1. Research<br />
2. Curriculum<br />
3. Professional Development.<br />
<br />
The Center for Applied Research in Educational Technology. "CARET bridges education technology research to practice by offering research-based answers to critical questions." There are some excellent resources here, among other things, about essential conditions and priorities which must be in place as educators work to develop a vision for technology integration in their district, school, or department. Like ASCD, they have data about:<br />
<br />
1. Student Learning<br />
2. Curriculum and Instruction<br />
3. Professional Development.<br />
<br />
Education Leaders Online. This is Chris' RESOURCES page which has links to the following wikis about these topics:<br />
<br />
1. School 2.0<br />
2. Leadership<br />
3. Leadership Web Links<br />
<br />
I hope that you will visit these sites as you consider the coming school year. Please feel free to contact me to discuss these issues in more detail.<br />
<br />
**21st Century Skills<br />
<br />
21st Century FrameworkA. Critical Thinking - Investigation, research, reasoning.<br />
<br />
B. Creativity - Highlight provocative issues, perform in-depth analysis, encourage, excite, explore.<br />
<br />
C. Teamwork - Collaboration in small groups, work on sub-projects, co-present, work as a whole class, evaluate self and teams.<br />
<br />
D. Cross-Cultural Understanding - Handle diverse teams, be aware of and define issues or questions that may come up, sensitivity<br />
<br />
E. Communication - Stay in touch about multiple products, give frequent feedback, seize opportunities for mutual learning<br />
<br />
F. Technology - Use the tools and tricks which are available to us.<br />
<br />
G. Self-Direction - Maintain interest, display intrinsic motivation<br />
<br />
All the best wishes for a spectacular June!<br />
<br />
Photo credits:<br />
http://www.gameshire.com/artwork/photos/tug-of-war.jpg<br />
http://www.21stcenturyskills.org/index.php?Itemid=120&id=254&option=com_content&task=viewPresentation Notes: Think.com - Bismarck TNT Conferencetag:www.classroom20.com,2008-06-04:649749:BlogPost:3524352008-06-04T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
The show linked here does not include narration but you will find the notes below my contact information.<br />
<br />
The address of the wiki with all the notes and the slideshow is http://thinkoef.wikispaces.com<br />
<br />
Contact:<br />
<br />
Suzanne Shanks, MA<br />
Classroom Teacher,<br />
Technology Integration Coach<br />
PO BOX 8256<br />
Colorado Springs, Colorado<br />
<br />
On Think.com: Ms. Shanks<br />
www.d11.org/mann/computerliteracy<br />
http://2020nexus.edublogs.org<br />
www.Thetechtrainer.org<br />
http://del.icio.us/suzanne31381<br />
Twitter: lsshanks<br />
Presentation…
The show linked here does not include narration but you will find the notes below my contact information.<br />
<br />
The address of the wiki with all the notes and the slideshow is http://thinkoef.wikispaces.com<br />
<br />
Contact:<br />
<br />
Suzanne Shanks, MA<br />
Classroom Teacher,<br />
Technology Integration Coach<br />
PO BOX 8256<br />
Colorado Springs, Colorado<br />
<br />
On Think.com: Ms. Shanks<br />
www.d11.org/mann/computerliteracy<br />
http://2020nexus.edublogs.org<br />
www.Thetechtrainer.org<br />
http://del.icio.us/suzanne31381<br />
Twitter: lsshanks<br />
Presentation Notes<br />
<br />
Slide 1<br />
<br />
<br />
Intro<br />
<br />
<br />
<br />
Slide 2<br />
<br />
<br />
<br />
<br />
<br />
<br />
Slide 3<br />
<br />
<br />
-An Annual Competition<br />
-Teams Of Kids And Adult Coaches Build Innovative And Educational Websites To Share With The World.<br />
-Learn Research, Writing, Teamwork, And Technology Skills And Compete For Exciting Prizes.<br />
-A Project-based Learning Experience To Students And Teachers Across The Globe.<br />
-Everybody Wins By Having Their Completed Websites Published In The Thinkquest Library, A Rich Online Resource Visited By Millions Monthly.<br />
-Thinkquest Live Is Annual Event Honoring The Competition’s Winning Teams.<br />
-Students And Coaches From All Over The World Come Together To Celebrate Their Achievements In Style.<br />
-Some Team Members Meet In Person For The Very First Time, Having Only Collaborated From Distant Locations To Build Their Website.<br />
<br />
<br />
<br />
Slide 4<br />
<br />
<br />
7 Minute Movie (Germany) explaining Think.com<br />
(Mistakes, if any, in editing are mine, not Oracle’s.)<br />
<br />
<br />
<br />
Slide 5<br />
<br />
<br />
Who’s in the audience?<br />
What were they hoping to find out today?<br />
<br />
<br />
<br />
Slide 6<br />
<br />
<br />
Besides the learning benefits,<br />
<br />
My students cannot wait to get accounts.<br />
I can use it as a very effective incentive.<br />
<br />
<br />
<br />
Slide 7<br />
<br />
<br />
My kids message me before, during, and after school.<br />
<br />
They message me when I’m out of town, when they’re home sick, and even on school breaks.<br />
<br />
I learn things about them and develop relationships that would never have come to light at schoo.<br />
<br />
Quiet students jump right in and get to have a voice.<br />
<br />
<br />
<br />
Slide 8<br />
<br />
<br />
I rarely have a student who shows less than excitement about working in think.<br />
<br />
<br />
<br />
Slide 9<br />
<br />
<br />
You don’t carry home a stack of papers, posters and notebooks. Students don’t either.<br />
<br />
<br />
<br />
Slide 10<br />
<br />
<br />
Why should you care? I know you want to take away something you can actually use – this is not a “commercial.”<br />
<br />
<br />
<br />
Slide 11<br />
<br />
<br />
Students will consider most work a reward if it’s connected to Think in some way.<br />
<br />
Students will do it nights, weekends, and even on summer vacations if allowed to do so.<br />
<br />
<br />
<br />
Slide 12<br />
<br />
<br />
<br />
<br />
<br />
<br />
Slide 13<br />
<br />
<br />
With<br />
ü Parents<br />
ü Students<br />
ü Teachers<br />
ü (Collaborators)<br />
ü The Global Community--- There are 54 countries and organizations involved in Think.com and Think.Quest<br />
<br />
<br />
<br />
<br />
Slide 14<br />
<br />
<br />
Upload a variety of different file types to display student work or build e-portfolios:<br />
<br />
Photos Documents<br />
Presentations Audio<br />
Video Web Links<br />
<br />
<br />
<br />
<br />
Slide 15<br />
<br />
<br />
Log in anywhere with internet access as often or as little as you wish, depending on your access to a lab and/or the internet.<br />
<br />
Classroom, Library, Lab, Home<br />
Friend’s house, Relative’s house, Coffee Shops<br />
<br />
~ FOR MIDDLE SCHOOLERS I don’t even have to give a lesson on more than the finest points about Think.com. The kids pick it up right away because it’s intuitive and they like to help each other.<br />
<br />
<br />
<br />
Slide 16<br />
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OEF pays for everything and they have very high quality standards.<br />
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Slide 17<br />
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When I first started there was no PROJECTS space, size limits for uploads were inordinately small, there were sticky-notes instead of messages, and there was email (which is eliminated this month). Oracle keeps adding functionality, safety precautions, etc. as needed.<br />
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Upcoming Enhancements<br />
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Safety Issues.<br />
Many of us have been anxious to use the "whole" web but have come to appreciate the beauty of a protected web like Think.com. We must be as conservative and concerned as our most cautious parent.<br />
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Discuss flag tools, content review tools, account settings, etc.<br />
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TO ENROLL YOU MUST BE:<br />
An Accredited Primary And Secondary Schools, Districts Or Local Education Authorities (Leas), And Educational Organizations.<br />
Filtering, Content Checking, Flagging, Forbidden vocabulary, etc.<br />
Only An Employee Of A School, District, Or Educational Organization May Enroll.<br />
Individual Students Should Not Enroll; Students Can Only Obtain Accounts Through Their School.<br />
No one may log on unless they are a member. The only public pages are the Parents Pages.<br />
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Slide 20<br />
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1. 21st Century Skills<br />
2. Safety and Netiquette<br />
3. Information Literacy<br />
4. Media Literacy<br />
5. Social and Cross-Cultural Skills<br />
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Slide 22<br />
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52 additional countries and organizations now participate in Think.com, for students and teachers to collaborate:<br />
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1. READING AND WRITING STANDARDS ARE SUPPORTED<br />
2. TECHNOLOGY STANDARDS ARE EMBEDDED<br />
3. ANY OTHER STANDARDS CAN BE INCLUDED IN ANY LESSONS/PROJECTS.<br />
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(There is an awesome project environment to support their lessons)<br />
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Take everything you know about teaching that works and apply that to think.com.<br />
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Many lessons you do on paper can be done or at least posted online.<br />
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Slide 27<br />
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Critical Thinking - Investigation, research, reasoning.<br />
Creativity - Highlight provocative issues, perform in-depth analysis, encourage, excite, explore.<br />
Teamwork - Collaboration in small groups, work on sub-projects, co-present, work as a whole class, evaluate self and teams.<br />
Cross-Cultural Understanding - Handle diverse teams, be aware of and define issues or questions that may come up, sensitivity<br />
Communication - Stay in touch about multiple products, give frequent feedback, seize opportunities for mutual learning<br />
Technology - Use the tools and tricks which are available to us.<br />
Self-Direction - Maintain interest, display intrinsic motivation<br />
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Slide 28<br />
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Project Learning Cycle<br />
Manage is an ongoing part of the entire Cycle. It includes process design, implementing the project, deadline setting, and preparations to launch the project, monitoring progress and work flow, revising plans and helping with conflict resolution. It includes intervening mid-cycle as necessary and ongoing Assessments.<br />
Define means to discuss the essential question and tasks with teachers and students. It includes clarifying the problem, issues, and varying perspectives on the problem. It is a companion step to the Project Design feature. This phase is less than 25% of the cycle.<br />
Plan is about breaking the project into manageable pieces. Roles are assigned and timeline written. Resource availability, class schedules, holidays, etc. are planned for.<br />
Do is the majority of the Cycle, probably more than 50% of it. It means to create produces, research the problem, experiment, interview others, take surveys, make prototypes, gather, author, and view multimedia, and to assess the group's progress at the Milestones.<br />
Review is akin to the Evaluation feature. It includes reflection and Plus/Deltas on the process for both the group and the individuals.<br />
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Slide 29<br />
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Slide 30<br />
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PROJECT BASED LEARNING<br />
The Essential Question Authentic, engaging, meaningful, relevant, real-world.<br />
Project Design Include students to gain student ownership, K-W-L, activities that support the question, make a plan that addresses the problem<br />
Work Plan Tasks, milestones, deadlines, timelines, benchmarks.<br />
Project Management Guide, mentor, monitor, oversee collaboration. Provide structure and feedback as necessary.<br />
Culminating Products + Artifacts Presentations, papers, exhibits, models, etc. Demonstrate knowledge and skills in more than one area. Presented to a wider audience.<br />
Assessment Use a mixture of formative, performance, and summative to assess standards, content knowledge, multi-modal, differing levels on Bloom's Taxonomy.<br />
Evaluation Scheduled reflection, analysis, discussion with students. Revisit essential questions, content knowledge, outcome, process.<br />
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Slide 45<br />
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Refer to the country menu at http://www.think.com to see if Think.com is available in your country.<br />
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1. A teacher or school administrator completes the online application.<br />
2. We review the application and verify that the school is accredited.<br />
3. The school contact is now ready to create accounts.<br />
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Slide 46<br />
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Thanks, Questions, etc.<br />
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PROJECT BASED LEARNING LINKS<br />
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These are stored on my Del.icio.us (http://del.icio.us/suzanne31381/PBL).<br />
I will keep adding more resources there over time so check often for new links.<br />
<br />
1. PBL Internet Sites<br />
2. Problem-based Learning in Virtual Interactive Educational Worlds (PREVIEW) : JISC<br />
3. BIE: Project Based Learning: Handbook: Introduction to Project Based Learning<br />
4. Module Three - Merit Program 2008 - Krause Center for Innovation<br />
5. Enquiry Problem Based Learning project.pdf (application/pdf Object)<br />
6. UD PBL: Problem-Based Learning<br />
7. Tools for facilitating PBL? (Techlearning blog)<br />
8. 25 Tools, Technologies, and Best Practices : March 2006 : THE Journal<br />
9. Virtual School House / Introduction<br />
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Project, Problem, and Inquiry-Based Learning<br />
1. Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age: Books: Suzie Boss; Jane Krauss<br />
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See also the same at Scribd http://www.scribd.com/doc/3202100/Intro-Hour - no movies/audio<br />
and Slideshare http://www.slideshare.net/lsshanks/intro-hour/ - no movies/audio/wrong fonts. (Project Based Learning notes are included.Tech Byte: Telling Stories With Google Mapstag:www.classroom20.com,2008-05-29:649749:BlogPost:3524342008-05-29T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
Everybody's Using Google Maps to Tell Digital Stories - And Not Just in Geography Class.<br />
<br />
Tech Bytes LogoThis week's Tech Byte gives you a chance to try a taste of a great, free online resource for making map(s) which tell a digital story.<br />
<br />
Below is an excerpt from an excellent tutorial by Technology Integration Facilitator Silvia Tolisano from her blog "Langwitches." She is an amazing blogger who has written quite a few other excellent tutorials about edtech. I hope that someday my blog can be…
Everybody's Using Google Maps to Tell Digital Stories - And Not Just in Geography Class.<br />
<br />
Tech Bytes LogoThis week's Tech Byte gives you a chance to try a taste of a great, free online resource for making map(s) which tell a digital story.<br />
<br />
Below is an excerpt from an excellent tutorial by Technology Integration Facilitator Silvia Tolisano from her blog "Langwitches." She is an amazing blogger who has written quite a few other excellent tutorials about edtech. I hope that someday my blog can be as useful and insightful as hers. First, a couple of terms you will need to be familiar with:<br />
<br />
"Digital Storytelling" denotes using new digital tools to help ordinary people tell their own 'true stories' in a compelling and emotionally engaging form. These stories usually take the form of a relatively short story (less than 8 minutes). Educators use it as a method of building engagement and multimedia literacy. They can include web-based stories, interactive stories, hypertexts, and narrative computer games. (The information featured today is Part V in Silvia's series about Digital Storytelling.)<br />
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Mashups are a combinations of various media like video, web sites, audio, links, etc. .<br />
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Helpful and explicit instructions, screen shots, and examples of how to create a free GoogleMaps account (and use it) are included in her post, which I now quote:<br />
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DIGITAL STORYTELLING WITH GOOGLE MAPS<br />
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"Understanding is directly related to being able to connect new material, facts, ideas, and concepts to previously learned knowledge.... Thanks to a company named Google, we no longer are confined to a photo album, a world map with push pins or a heavy family atlas to connect stories and images from around the world. Thanks to Web 2.0 tools, we can mash-up media, such as photos, videos, audio, and links that take us to explore further to TELL a story in more detail and with more connections to the world around us than ever before. We can invite others to collaborate in telling a story that has many perspectives, memories, or meanings.<br />
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How can you or your students write a story with a map?<br />
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1. Create a Scavenger Hunt around the World<br />
2. Use an image of a place anywhere on Earth or your own backyard as a story starter<br />
3. Map the settings of a book you are reading<br />
4. Write a collective "Where have you been this summer" as a class<br />
5. Follow a biography of an important character in history and events that influenced or were influenced by him<br />
6. Tell the story of learning and where that took place in your classroom in a school year.<br />
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Check out what these example sites that use maps to tell a story:<br />
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* Google LitTrips<br />
This site is an experiment in teaching great literature in a very different way. Using Google Earth, students discover where in the world the greatest road trip stories of all time took place …<br />
* Find a Story-Map a Story- Tell a Story<br />
There is an interesting relationship between place, story and community. As we revisit these places in our memory, we realize how stories naturally attached themselves to places from our past and how they shape us in the present."<br />
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I dare you to visit "Digital Storytelling With Google Maps"!<br />
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With many thanks to Langwitches.Tech Byte: Online Reputation--Who's Watching Yours?tag:www.classroom20.com,2008-05-27:649749:BlogPost:3524332008-05-27T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
Today our Tech Byte gathers inspiration from Jeff Utecht, a widely known and respected educator and presenter who teaches in China. He discovered that his school's Wikipedia entry had incorrect information in it so he writes about the broader implications of that. (FYI - this week's Byte is not about wikis again.)<br />
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reputation_look.jpgJeff's post begets another equally important question, "What is your personal online reputation?" I am frequently in the business of teaching youngsters to take…
Today our Tech Byte gathers inspiration from Jeff Utecht, a widely known and respected educator and presenter who teaches in China. He discovered that his school's Wikipedia entry had incorrect information in it so he writes about the broader implications of that. (FYI - this week's Byte is not about wikis again.)<br />
<br />
reputation_look.jpgJeff's post begets another equally important question, "What is your personal online reputation?" I am frequently in the business of teaching youngsters to take care what they post on the internet because college admissions offices and employers will Google them (as will prospective dates) and that the information they post on the web is preserved there forever. Maybe we adults should check into what's out there about us. Have you Googled yourself lately? It isn't vanity, it's sanity. Links to that issue follow the Utecht excerpt.<br />
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Schools take control or forfeit your profile<br />
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from The Thinking Stick by Jeff Utecht<br />
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"Who is controlling your school’s online profile?<br />
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In my presentation to educators I usually say:<br />
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You need to take control of your online presence, because if you don’t…someone else will!<br />
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Schools need to understand where students go to get information about their school.<br />
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Schools need to understand that if you don’t control the school’s profile students will.<br />
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How is your school represented on Facebook?<br />
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How is your school represented on Wikipedia?<br />
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How can your school leverage these places as communication avenues?<br />
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How can your school leverage these social-networks for learning?<br />
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If someone at your school isn’t asking these questions…isn’t actively creating and managing your school’s online presence then the school is allowing students past/present/future to create it for them.<br />
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If school’s are not going to adopt and take these spaces seriously…then they will allow these social places to run the school’s image. Someday I have a feeling that will ruin a school, an administrator, or a teacher. We are only at the beginning of the use of these tools. Take control now or forfeit your online profile to others."<br />
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For the rest of the entry go to http://www.thethinkingstick.com/?p=677<br />
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And about personal online profiles and reputations:<br />
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Wikipedia's entry on "online reputation"<br />
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http://en.wikipedia.org/wiki/Online_reputation<br />
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Lifehacker's "Manage Your Online Reputation"<br />
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http://www.lifehacker.com/357460/manage-your-online-reputation<br />
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A blog all about online reputation management<br />
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http://www.onlinerepmanagement.com/<br />
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Technology Review's "Startup TrustPlus plans to help users build up an online reputation."<br />
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http://www.technologyreview.com/Biztech/19358/<br />
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Parents’ Universal Resource Experts Founder Sue Scheff Discusses Online Reputation<br />
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http://sueschefftruth.wordpress.com/category/reputation-defender/<br />
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NPR on "Repairing a Bad Online Reputation"<br />
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http://www.npr.org/templates/story/story.php?storyId=19200898<br />
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Photo credit: http://www.bioteams.com/images/reputation_look.jpg21st Century Learning Lost in Spacetag:www.classroom20.com,2008-05-16:649749:BlogPost:3524322008-05-16T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
I remember back on April 4 when my district held a big fancy festival with all kinds of local dignitaries, Superintendents, Apple sales reps, smartboard sales reps, document camera reps, etc.: the 21st Century Learning Summit. Four teachers from every school were paid substitute time so they could go. I was lucky enough to be one of them. It was impressive, but just one day and a few mini-seminars on podcasting, web site/blog hosting, that kind of thing. Just a taste of TwoPointOh topics. I was…
I remember back on April 4 when my district held a big fancy festival with all kinds of local dignitaries, Superintendents, Apple sales reps, smartboard sales reps, document camera reps, etc.: the 21st Century Learning Summit. Four teachers from every school were paid substitute time so they could go. I was lucky enough to be one of them. It was impressive, but just one day and a few mini-seminars on podcasting, web site/blog hosting, that kind of thing. Just a taste of TwoPointOh topics. I was thinking, "Hey, we're kinda late to this party, but at least we're here. Yay!"<br />
<br />
Since the Summit there has been no follow-up whatsoever. None. Nada. Not a single word, email, newsletter, nothing.<br />
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What did they expect teachers new to Web 2.0 and 21st Century Skills do with the bits of introductory information they got that day without directives for the future, without support, without further training? I'm just sayin'.<br />
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Do I dare write the organizers, including the Deputy Superintendent whose son has been in my classes and say, "What the heck?" (Well, maybe not quite in those terms.)<br />
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The good news is that I have a new principal who actually reads my emails about tech and is interested in starting to do some math podcasting next year. Too bad no one from the math team has responded....<br />
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Photo credit: http://science.punchstock.com/images/galleries/space/bxp46219.jpgNBC News Launches Social Learning Networktag:www.classroom20.com,2008-05-14:649749:BlogPost:3524312008-05-14T18:00:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
NBC News now has a community for middle and high school learners. NBC Learn,the educational arm of NBC News, has partnered in the project: a patented, MIT developed, cue card-based platform called iCue (Immerse, Connect, Understand, and Excel). The site will be a combination media player, game arcade, discussion forum, note-taking space, and trading card venue. The students can watch streaming videos from NBC News and flip the stories' Cue-Cards over to find out more and discuss the…
NBC News now has a community for middle and high school learners. NBC Learn,the educational arm of NBC News, has partnered in the project: a patented, MIT developed, cue card-based platform called iCue (Immerse, Connect, Understand, and Excel). The site will be a combination media player, game arcade, discussion forum, note-taking space, and trading card venue. The students can watch streaming videos from NBC News and flip the stories' Cue-Cards over to find out more and discuss the stories.<br />
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cuecardMIT will be studying the project to see if it really can help students learn, build critical thinking and 21st-century communication skills.<br />
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The launch has a collection of games and activities centered on the 2008 presidential elections but iCue will eventually have content for U.S. history, U.S. government, politics and language & composition (English).<br />
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http://www.icue.com via eSchool NewsTech Bytes For The Tech-Starvedtag:www.classroom20.com,2008-05-14:649749:BlogPost:3524302008-05-14T17:30:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
I'm starting a new habit of sending what I'm calling Tech Bytes; short, informative email snacks about tech. Sometimes I'll quote other articles or blogs and sometimes I'll write my own content--whatever I can to to whet the appetite or increase knowledge. My audience will be friends, family, and educators who have shown a craving or slight hunger for tech-knowledge. I don't know if anyone will actually read these but I'm sending them anyway. It's not really any different than blogging; we are…
I'm starting a new habit of sending what I'm calling Tech Bytes; short, informative email snacks about tech. Sometimes I'll quote other articles or blogs and sometimes I'll write my own content--whatever I can to to whet the appetite or increase knowledge. My audience will be friends, family, and educators who have shown a craving or slight hunger for tech-knowledge. I don't know if anyone will actually read these but I'm sending them anyway. It's not really any different than blogging; we are compelled to do it whether someone reads or not. Here's your first byte:<br />
<br />
More to Wikis Than Wikipediafrom THE NEW YORK TIMES<br />
May 14, 2008 Marci Alboher<br />
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"By now pretty much all of us (and even our parents) have used Wikipedia to look something up. And my guess is that many of us know a bit about how Wikipedia works: Users, with some restrictions, can edit the encyclopedia’s posts so that it is always evolving to reflect new information and questions about accuracy.<br />
<br />
But have you ever seen or used any other kind of wiki? If the answer is no, it may be about time to add wikis to the tools you use to work collaboratively with others. For those of you who say, “First she was plugging video chat, when will she realize that I don’t want to learn another new type of technology?” just indulge me. Take a few minutes to watch the video below (made by Common Craft, a company that makes lots of these nifty short videos). It will give you some ideas on why you may want to use wikis and how easy they are to set up.<br />
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As a teaser, I’ll tell you that using wikis has been known to reduce the number of e-mails you receive."<br />
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JUMP TO THE REST OF THE ARTICLE INCLUDING A SHORT VIDEOAttachment and Losstag:www.classroom20.com,2008-04-27:649749:BlogPost:3524292008-04-27T17:30:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
Don't tell anyone, but this cheerful but aloof teacher had a serious moment of grief yesterday. It happens every year--don't tell me you haven't experienced it, too. These kids I've known since they were 11 and who are now 14, going off to high school, saying goodbye. . . it makes my eyes leak! A lot! Sometimes I even have to hide from them for a few minutes on the last day of school; I don't think it will help ease their transition for them to see me this way. Now I've admitted it. I'm…
Don't tell anyone, but this cheerful but aloof teacher had a serious moment of grief yesterday. It happens every year--don't tell me you haven't experienced it, too. These kids I've known since they were 11 and who are now 14, going off to high school, saying goodbye. . . it makes my eyes leak! A lot! Sometimes I even have to hide from them for a few minutes on the last day of school; I don't think it will help ease their transition for them to see me this way. Now I've admitted it. I'm seriously attached to them. That's all there is to it. Letting go an extra month early this year doesn't help.It's Almost a Wraptag:www.classroom20.com,2008-04-22:649749:BlogPost:3524282008-04-22T17:30:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
Many of you know that my school has been working an extra 65 minutes a day this year so we could clear out early for the demolition/remodel. Now we are conducting all the activities that happen at year end at the same time as we are conducting all the activities that happen in April. A couple of us were chatting today in the counseling office how great it might be to have a job that was only 50 hours a week (and no homework beyond that would be awesome, as well!). Obviously we are tired and so…
Many of you know that my school has been working an extra 65 minutes a day this year so we could clear out early for the demolition/remodel. Now we are conducting all the activities that happen at year end at the same time as we are conducting all the activities that happen in April. A couple of us were chatting today in the counseling office how great it might be to have a job that was only 50 hours a week (and no homework beyond that would be awesome, as well!). Obviously we are tired and so are the kids. 12-14 hour days for the adults are taking their toll.<br />
<br />
So I found myself choking up a bit when I read this lovely email from our school secretary, with whom I am always trading word-nerd websites and blogs. (Check out my del.icio.us links about words.) Her name is Elaine Taravella and she is the best mom, secretary, nurse, comic, poet, disciplinarian, and person you could have in a front office. This quote tells a lot about our year, and I don't know if it will mean anything to the rest of the world, but I enjoyed it:<br />
<br />
It’s a Wrap!!<br />
<br />
We’re nearing the day when we enter that last grade, pack that last box, wish our students fond (well, mostly fond) farewells and get down to the serious business of summer.<br />
<br />
Though condensed and sometimes frenetic, we’ve had a good year—we became a high-achieving school, made AYP, and made a home for many students who’d found themselves without a school.<br />
<br />
(Our neighboring school closed because of poor achievement--meaning we inherited over 100 students, 30 of whom are ELL, most of whom are at-risk, and our principal left us mid-year to re-open that building as a charter school.)<br />
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We’ve been singled out for recognition by the community we serve and held up as a model by the District of which we’re a part. We’ve pretty much rocked.<br />
<br />
As we approach the end of 2007-08, we need to make some time to pat each other—and ourselves—on the back, to take pride in things accomplished and plan a bit for things to come.<br />
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And she goes on to enumerate several staff and PTA fetes to come next week. Only 7 more teaching days, 1 weekend, and 2 more teacher work days in which to clean out our rooms and hit the road until early August. If I live through the next two weeks, life will be oh-so-sweet.Screen-Free Week Attempttag:www.classroom20.com,2008-04-21:649749:BlogPost:3524272008-04-21T17:30:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
**UPDATE**<br />
<br />
I only lasted 2 days. Oops.<br />
<br />
I heard about Screen Free Week through a post on Jeff Utecht's U Tech Tips. The idea is to abstain from using any screen except for must-do work tasks. Apparently the event happens once a year. Because I am someone who struggles with work-life-web balance, it seemed like an inspired idea. TV zombieNo Twitter. No reading non-work blogs. No personal email (except for emergencies, in which case, wouldn't phone call would be better anyway?). No random web…
**UPDATE**<br />
<br />
I only lasted 2 days. Oops.<br />
<br />
I heard about Screen Free Week through a post on Jeff Utecht's U Tech Tips. The idea is to abstain from using any screen except for must-do work tasks. Apparently the event happens once a year. Because I am someone who struggles with work-life-web balance, it seemed like an inspired idea. TV zombieNo Twitter. No reading non-work blogs. No personal email (except for emergencies, in which case, wouldn't phone call would be better anyway?). No random web surfing. No wasted hours in front of the idiot box.<br />
<br />
For a week. I will try. See you after April 27th. Thanks, Jeff!<br />
<br />
Cartoon credit: http://www.iconoclastbooks.com/images/tv_turn_off2.jpg4..3..2..1..Blast Off to Summer!tag:www.classroom20.com,2008-04-20:649749:BlogPost:3524252008-04-20T17:30:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
I've been making a lot of plans that, God willing, will come to fruition in the next few months. I've never had such a busy summer schedule, despite the fact that it will be a month longer than usual.<br />
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Early Release May 2. Counting down! My colleagues and I have been stuffing, cramming, double-booking, and overlapping all of April and May's activities into one month, so I've been more busy than usual with end-of-year ceremonies, testing, etc. Oh, yes, and we're still trying to teach. There will…
I've been making a lot of plans that, God willing, will come to fruition in the next few months. I've never had such a busy summer schedule, despite the fact that it will be a month longer than usual.<br />
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Early Release May 2. Counting down! My colleagues and I have been stuffing, cramming, double-booking, and overlapping all of April and May's activities into one month, so I've been more busy than usual with end-of-year ceremonies, testing, etc. Oh, yes, and we're still trying to teach. There will be a Staff Development day on the 25th on which we all can start packing up our rooms so they are clean by May 9--that's when the contractors come to demolish and remodel parts of our building. So, my blog here is necessarily a second or fifth priority. But stay tuned anyway--maybe I'll have more time when my day job slows down! Ahem, that is, in exactly 14 more teaching days. Not to rub it in.<br />
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Chicago Skyline21st Century Learning Facilitator's Institute. I'm really looking forward to going to this training by Oracle Education Foundation's Think.com in Chicago the day after I finish my teacher work days. I plan to learn as much as possible so I will be qualified to present and facilitate more effectively at conferences and at school, but especially to be an official instructor the next time Oracle holds an institute -- hopefully they'll invite me to one overseas! While I'm in Chicago I'll have the opportunity to see some family, too.<br />
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Teaching and Technology Conference. I'll have a chance to practice my facilitator skills in early June in Bismarck, North Dakota. I'm eagerly anticipating my chance to see David Warlick there as he is the keynote speaker. My little session is just one hour but the conference would be worth attending whether I got to present or not.<br />
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Technology in Education - Colorado. This may not happen (for me) in late June as my librarian and I had hoped. Our building has seemingly re-directed the conference funding to Response-to-Intervention and Positive Behavior Support.<br />
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Summer School. I've accepted a position teaching at a nearby Performing Arts and Sciences middle school during the month of July. We'll work with struggling, at-risk, and incoming middle schoolers. You might have already guessed that. ;) I am excited about teaching in a different building for a few weeks and getting to know some new students. About half the attendees will actually attend my home school next August so we will have a chance to bond a little. That's always good. Plus, I'll be teaching Reading, which I haven't had a chance to do for a couple of years; a bonus.<br />
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Downtown VancouverVancouver. My birth mother and step-father live in beautiful Vancouver and have invited me to come up for a few days in August. The closest I've been is to Victoria, B.C. Vancouver itself should be wonderful. More on that later. Here's a link their neighborhood, West Vancouver.<br />
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I hope I'll be back here to this blog before all of the above is over. But I'll take this chance to wish everyone Happy Spring! and Enjoy Your Summer!Conferences, 21st Century Learning, And Using the Live Webtag:www.classroom20.com,2008-04-20:649749:BlogPost:3524222008-04-20T17:30:00.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
My school district held a very nice 21st Century Learning Summit yesterday. It was great to hear tools I'd been trying to use and navigate for a couple of years suddenly being openly discussed and introduced to my colleagues. I don't feel I learned anything "new," yet it thrilled me to be there anyway because I've been waiting and waiting for someone to discuss Web 2.0, etc.<br />
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For instance, we were given the article on Digital Natives v. Digital Immigrants by Mark Prensky, which was published in…
My school district held a very nice 21st Century Learning Summit yesterday. It was great to hear tools I'd been trying to use and navigate for a couple of years suddenly being openly discussed and introduced to my colleagues. I don't feel I learned anything "new," yet it thrilled me to be there anyway because I've been waiting and waiting for someone to discuss Web 2.0, etc.<br />
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For instance, we were given the article on Digital Natives v. Digital Immigrants by Mark Prensky, which was published in 2001 yet is still a good conversation-starter. We were shown Karl Fisch's Shift Happens* as well. I have to admit I had mixed feelings because these resources are great, exciting, and hopefully will start the fire in my locale but we are SO late to the party. Not that I'm complaining--I am so glad we've finally arrived and that perhaps my online professional learning network will finally connect with my offline professional learning network. And more importantly, perhaps the way school's done in my district will improve and change. We have a great district but so many of the things we do are antiquated. There is now suddenly a big push for 21st Century learning and I'm all for it!<br />
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Speaking of conferences, learning, and Live Web, I was sort of live-blogging the event (after all, the general in charge of the North American Space Command was the speaker) via Twitter. Let me share with you a comment I left on Ewan McIntosh's most recent column, "Please, turn your mobiles on." In the comment I discuss how quickly I got connected with another educator via mobile phone and how that allowed us to start sharing resources immediately.Colorado Conversations: Learning 2.0tag:www.classroom20.com,2008-03-28:649749:BlogPost:1237552008-03-28T22:15:21.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
If you just found me because of a Learning 2.0 connection, welcome.<br />
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I’m at the end of a great conference in Denver organized by Bud the Teacher (Bud Hunt). I believe Karl Fisch had a lot to do with setting it up as well, so thanks to them both. How energizing and encouraging to be surrounded by 100 or so other geeky, web 2.0, mostly Colorado educators! I have met several people who have felt as I have–that they were the only ones in this part of the country besides Karl and Bud who were…
If you just found me because of a Learning 2.0 connection, welcome.<br />
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I’m at the end of a great conference in Denver organized by Bud the Teacher (Bud Hunt). I believe Karl Fisch had a lot to do with setting it up as well, so thanks to them both. How energizing and encouraging to be surrounded by 100 or so other geeky, web 2.0, mostly Colorado educators! I have met several people who have felt as I have–that they were the only ones in this part of the country besides Karl and Bud who were attempting to do School 2.0. Of course that was never true, but this has been my first opportunity to connect face to face with these folks and see that they are real, take names, converse… Even connecting with others via Twitter and the edublogosphere takes time; you only find friends and colleagues gradually by expanding the layers of your network. I’ve also met two school board members here; it gives me a lot of hope to see them learning, caring, and advocating for technology as a tool for learning. So I’m loving today!<br />
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We were tweeting, Ustreaming, live chatting, live blogging and all kinds of things all at once. Although my head is spinning a little and I feel as though I may now have ADHD, it was great.<br />
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I attended two sessions about Personal Learning Networks and/or Professional Learning Communities. I know that maintaining and developing my PLE is critical until I have peers within my local, physical community (and even afterward). I’ve picked up some strategies I may be able to use to develop a local community, like starting an “innovation group” comprised of people who voluntarily attend in order to further their effective use of technology in the classroom. Perhaps we won’t cause a revolution in my district, or even a tech revival in my own school, but I can find like-minded individuals from whom I can learn and with whom I can share.<br />
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(At the end of this post you will find some links to the blogs of a few of the excellent presenters and generous attendees.)<br />
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As important as all of the above is, I am finding it most rewarding personally to have time to reflect with and off of others on what is happening in my local education community, especially my own school. I have mentioned here in my blog that there have been tiny signs of life materializing in the district’s ed tech community (if there is such a thing). I realize today that via the District Literacy Coordinator and the District Media Specialist Coordinator we are getting glimpses of possibilities for Web 2.0 applications. Perhaps this means that someday these tools will be unblocked for students and used widely in core content classrooms instead of just in “Computer Class.” Right now a select number of literacy coaches have been granted access to experiment with PBWiki, so that’s real progress.<br />
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Therefore, I am starting to feel as though I can live in the land of the hopeful rather than the land of the frustrated at work. And I’m sure you, my friends, and my family will be happy to hear it; I have moaned and groaned quite long enough!!<br />
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On a slighly different note, I hope to blog soon on the outcome of my first round of digital storytelling projects at school. We are in the middle of the final stage: actually creating the movies with MovieMaker, Animoto, Voki, Gizmo, etc. More on that later.<br />
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Attendees and Presenters from Learning 2.0<br />
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Dan Maas, CIO<br />
Ferrill’s Blog<br />
Gaffney’s Personal Blog<br />
Global Learners<br />
John’s School Board Weblog<br />
Learning and Laptops<br />
Learning is Change. » What is LiC?<br />
Library Power<br />
Lynx Technology - Little Elementary<br />
M A G E E’s Blog<br />
Meyer Time For Change<br />
Micki’s Blog<br />
Moritz’s Blog<br />
Mr Fisher’s Global Learner Blog<br />
Mr. Lewis’ World Learners<br />
Nancy Scofield’s education blog<br />
Ramblings of a Technology Coordinator<br />
St Vrain Science<br />
SwitchSpace<br />
Syers’ Blog<br />
Teaching and Learning in…<br />
Teaching to Learn-Learning to Teach<br />
The dancing librarian<br />
Web 2.0 in the classroomMore News About Movement (Of My Blog, That Is)tag:www.classroom20.com,2008-03-28:649749:BlogPost:1237512008-03-28T22:14:48.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
If you are looking for my personal blog about Ed Tech, you have found it! And the cross-posting location is http://2020nexus.edublogs.org.<br />
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I was hoping to use my old blog space (thetechtrainer.edublogs.org) as one of my classroom teaching sites. However, even though the blog itself isn’t blocked at school, the editor is. So are all wikis. What more can I say? Denied again by the whims of Websense and the Powers That Be.<br />
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I’m still using Learn With Tech with my students, although I find that…
If you are looking for my personal blog about Ed Tech, you have found it! And the cross-posting location is http://2020nexus.edublogs.org.<br />
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I was hoping to use my old blog space (thetechtrainer.edublogs.org) as one of my classroom teaching sites. However, even though the blog itself isn’t blocked at school, the editor is. So are all wikis. What more can I say? Denied again by the whims of Websense and the Powers That Be.<br />
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I’m still using Learn With Tech with my students, although I find that since it has no interactivity I am no longer satisfied with it. The great news is that I can access, edit and publish at work. I’m working out how to make my sites more participatory while respecting the confines given to me by my employers.<br />
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I have another static professional site for my own personal use, The Tech Trainer.org, which has been sadly neglected and is quickly becoming out of date. I will be attempting to update that or redirect it soon.<br />
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I can only maintain so many spaces, sites, and blogs, so look for me to consolidate as much as possible in the coming months at 2020Nexus.org.Shake It Up!tag:www.classroom20.com,2008-03-28:649749:BlogPost:1237502008-03-28T22:13:11.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
Happy Valentine’s Day to everyone!<br />
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First I’ll just say that there has been a lot of talk around here about a big snow coming. But as I look out my window I hardly even see wind, much less the several inches that were predicted. Sigh. I must admit I was hoping for a snow day. We haven’t had one yet this year, despite a lot of very cold weather, small snows, and near misses. We’re ready. It would have been a great Valentine’s Day present.<br />
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Our staff just got word yesterday that our principal is…
Happy Valentine’s Day to everyone!<br />
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First I’ll just say that there has been a lot of talk around here about a big snow coming. But as I look out my window I hardly even see wind, much less the several inches that were predicted. Sigh. I must admit I was hoping for a snow day. We haven’t had one yet this year, despite a lot of very cold weather, small snows, and near misses. We’re ready. It would have been a great Valentine’s Day present.<br />
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Our staff just got word yesterday that our principal is leaving next week to start up a new magnet school. We’re all a little shocked because it happened very suddenly (from our viewpoint). They’ve made a great choice by promoting our Assistant Principal to the lead job. Yet I can’t decide how I feel about the whole thing.<br />
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I’m apprehensive. The last changeover proved to be an incredibly difficult transition for us and the growing pains lasted a couple of years. I dread the coming unknown because of that experience. I don’t fool myself; it could be very challenging.<br />
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However, isn’t that a good thing, really? This may be the just the change I’ve been seeking, albeit from totally unexpected quarters. It’s not about personalities–I’m not casting aspersions on my boss. It’s about the bigger picture: school climate, ed tech, my own professional growth, career paths, etc. I’ve been frustrated. I’ve traveled about as far as I could under the present conditions. I’ve hit many closed doors and dead ends. I’ve done an awful lot of work on my own to avoid stagnating in the position, the school, the district. So I’m quite hopeful. At least it’s got me curious enough to stay, wait, and see!<br />
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So I’ll take this change as a gift, embrace the forward movement, and charge ahead. Wish me luck!Valentine's Day Passion Quilt Memetag:www.classroom20.com,2008-03-28:649749:BlogPost:1237472008-03-28T22:12:28.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
Miguel Guhlin is sending around a Valentine’s Day meme asking folks to post a picture symbolizing” what they are most passionate about for kids to learn in schools today.” I wasn’t tagged; I just saw the tweet, but here’s my entry.<br />
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“Its Future is in our Hands” by aussiegall<br />
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<p style="text-align: left;"><img alt="" height="500" src="http://storage.ning.com/topology/rest/1.0/file/get/1974048477?profile=original" width="471"></img></p>
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Sure, it seems like a cliche’ but I do feel zealous about it. I’m concerned with teaching students to consider the environment and our physical earth when they make choices, but…
Miguel Guhlin is sending around a Valentine’s Day meme asking folks to post a picture symbolizing” what they are most passionate about for kids to learn in schools today.” I wasn’t tagged; I just saw the tweet, but here’s my entry.<br />
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“Its Future is in our Hands” by aussiegall<br />
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<p style="text-align: left;"><img src="http://storage.ning.com/topology/rest/1.0/file/get/1974048477?profile=original" alt="" width="471" height="500"/></p>
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Sure, it seems like a cliche’ but I do feel zealous about it. I’m concerned with teaching students to consider the environment and our physical earth when they make choices, but it must follow that I’m committed to teaching them to be global citizens and interact peaceably, respectfully, and productively with all races, nationalities, religions and cultures, whether they do it digitally or f2f right in their own cities and towns. I wish they would know that you don’t have to agree with someone to respect them. And I pray that educators all over the world will try to do the same thing.<br />
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I don’t know if I’m supposed to tag 5 people if I’m not tagged. I’m going out on a limb and doing so.<br />
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I want to include Apace of Change, Damian Bariexca, if he has time (but there’s a toddler and a new babe in the house).<br />
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dy/dan, Dan Meyer.<br />
Bud The Teacher, Bud Hunt.<br />
Sherry Technically Speaking, Sherry Crofut.<br />
Do I Dare Disturb the Universe, Scott Elias.<br />
The Swivel Chair, Simon Power.Moving My Other Blog...tag:www.classroom20.com,2008-03-28:649749:BlogPost:1237422008-03-28T22:08:43.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
I’m gradually moving all my blogs, web pages, etc. to a new space and concurrently wiping out any old material under the previous name “The Tech Trainer.” The blog wherein I cross-post from here is http://2020nexus.edublogs.org. Watch that blog space for updates and improvements.<br />
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You will also be able to find me soon at 2020Nexus.com and associated domains.
I’m gradually moving all my blogs, web pages, etc. to a new space and concurrently wiping out any old material under the previous name “The Tech Trainer.” The blog wherein I cross-post from here is http://2020nexus.edublogs.org. Watch that blog space for updates and improvements.<br />
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You will also be able to find me soon at 2020Nexus.com and associated domains.Can It Be A New Year and January Gone Already?tag:www.classroom20.com,2008-03-28:649749:BlogPost:1237412008-03-28T22:07:02.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
I haven’t been here in a few weeks. I haven’t been able to corral any particular thoughts that were worth blogging about. Could it be because I’m taking a spreadsheet class, a web design class, a data-driven instruction class, and an Italian class, plus another regular meeting once a week? I’ve been reading my RSS feeds just enough to find gadget news for my students (they love it when I take a few moments of class to show them new gadgets, online services, or mini-videos). Of course I followed…
I haven’t been here in a few weeks. I haven’t been able to corral any particular thoughts that were worth blogging about. Could it be because I’m taking a spreadsheet class, a web design class, a data-driven instruction class, and an Italian class, plus another regular meeting once a week? I’ve been reading my RSS feeds just enough to find gadget news for my students (they love it when I take a few moments of class to show them new gadgets, online services, or mini-videos). Of course I followed what happened at CES and MacWorld, but that’s about it. I’ve barely had time to skim my favorite educational blogs or Twitter.<br />
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It was a very strange week at school. One of our kids, a former gang member trying to go straight after 4 years in jail, was arrested burglarizing houses. So he’s off to incarceration again. He was starting to make some progress. We had a plan in place to get him on the fast track to high school (he was already 15). I just hope some of the success he had with us taught him 1) there are some adults who care and can be trusted; and 2) he has some intelligence and capabilities beyond succeeding in the gang life. I suppose I should be grateful he won’t be here to pull any more of our kids into his lifestyle, but I’m not. We wanted to bring him back from the brink. We just don’t save all of them.<br />
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Then there was the incident with of a couple of my students who were involved in a nasty love-affair-breakup-thing, which they wrote about all over their class web sites. I had to delete their accounts because they violated our school’s User Agreement. That wasn’t so unusual. Drama is an everyday fact of life in middle school. What was unusual that this very public exchange was between two girls. Girls who are 13 years old. I don’t find it shocking that they are gay, but I do find it surprising that they were willing to be so public about it. We know our kids are dating, experimenting, and emotionally volatile in middle school, but this relationship was really in-your-face. I sincerely wish it hadn’t happened online with the tools I provided. It doesn’t really help my cause. Let’s pray there’s not a backlash because of one incident. And that next time it happens on MySpace instead! (grin)<br />
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That’s all I can process for today. I suppose I’ll be able to come up for air around the middle or end of this month. We’ll see. Until then, ciao!I Have A Dreamtag:www.classroom20.com,2008-03-28:649749:BlogPost:1237402008-03-28T22:06:26.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
I have a dream. I have a dream of a day when all our children, no matter what color, creed or nationality, will work, learn, grow, and play together online inside our schools!<br />
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Martin Luther King, Jr.’s birthday is next week. I am not being flippant or hinting that my work is anywhere near as important his was. This post is my homage to his brilliance, leadership, inspiration and sacrifice. Our country is a different and profoundly better nation because of his influence. Rest in Peace.
I have a dream. I have a dream of a day when all our children, no matter what color, creed or nationality, will work, learn, grow, and play together online inside our schools!<br />
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Martin Luther King, Jr.’s birthday is next week. I am not being flippant or hinting that my work is anywhere near as important his was. This post is my homage to his brilliance, leadership, inspiration and sacrifice. Our country is a different and profoundly better nation because of his influence. Rest in Peace.Where To Go, What To Do, My Next Missiontag:www.classroom20.com,2008-03-28:649749:BlogPost:1237392008-03-28T22:05:59.000ZL. Suzanne Shankshttps://www.classroom20.com/profile/lsshanks
There’s been a lot of talk in the edublogosphere about possibly leaving the classroom for higher-level positions, consulting, and the like. The discussion continues to challenge me about my practice, my career, my future and my mission more than ever. I’ve been seeking direction on a personal level since I became an empty-nester, so it follows that I would do it professionally as well.<br />
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I have some possible long-range goals and have previously made some attempts to move toward reaching them,…
There’s been a lot of talk in the edublogosphere about possibly leaving the classroom for higher-level positions, consulting, and the like. The discussion continues to challenge me about my practice, my career, my future and my mission more than ever. I’ve been seeking direction on a personal level since I became an empty-nester, so it follows that I would do it professionally as well.<br />
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I have some possible long-range goals and have previously made some attempts to move toward reaching them, i.e. trying out online teaching, considering new degrees, considering changing fields, working for corporations who serve education and the field of educational technology, etc. I’ve encountered dead ends thus far. (All my readers, friends, colleagues and family have suffered at least a little from my frustration and disappointment in this area. Sorry about that!)<br />
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However, I haven’t given up and I definitely haven’t decided to pursue any certain course of action yet. I’m still hopeful. And I’m still defining short-term goals in the meantime.<br />
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Right now I’m reflecting, planning, dreaming, and scheming on how I can best use this gift of an extra month off that’s coming to me this summer. The budget determines that I must work at something this year since I did take last summer off completely. That’s a reality. I would like to do something more meaningful or more career-building than just teach summer school, though I may do that, too. At times I think I should get a brainless minimum wage job with adults only, but that’s a short-sighted attitude that I know is frivolous.<br />
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As far as careers in educational technology, I predict there will not be huge or earth-shattering steps forward (in most American states) toward embedded technology for learning or improved achievement until our national obsession with test scores, and test scores alone, has played itself out. We have yet to see the full impact of NCLB and it’s wily twists and turns. I’m all for data-driven instruction; I’m just not sure high-stakes testing should be our only priority. Certainly that issue has been endlessly debated by much brighter minds than mine. Still, I don’t sense that a plethora of schools are looking to add technology coordinator jobs or training professionals. If any of you readers have ideas, disagreements, or counsel about that, I would welcome same.<br />
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I undoubtedly have my educator heroes who do great work here in the States and there are some luminaries out there: Wes Fryer, CoolCatTeacher, Tim Tyson, Will Richardson, Bud The Teacher, Mr. Moses, Dave Warlick, Scot Elias, and several others. They are my inspiration and they model for me professionalism, community, collegiality, excellent practice, and total commitment to our cause. If any of them read this: THANK YOU! You keep me going when I think my professional desert will dessicate me completely! (I also garner much from some overseas folks whom I will mention from time to time.)<br />
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I hope upon hope that I will be able to not only tap into some of that online goodness these people share with us, but also contribute something of value to it. I am still learning how to network and collaborate online with my cohorts around the world. I am clumsy and I do it in fits and starts. I’m not sure if my efforts are laughable or progressing. I’m rarely sure if I’m connecting or offending. I know my blogging attempts are pure fumbling in the dark right now. Does everyone start this way or am I just inept? In the past I thought I was pretty socially savvy, but this online community-building is very different. That course I took a few years about online teaching, learning, and leading doesn’t seem to be doing me much good…. Believe it or not, I am presently reading Social Intelligence by Daniel Goleman, the author of Emotional Intelligence, and I may write a post about that in the future. I’m sure that future communications online will be cogent, inspiring, winsome, and brilliant.<br />
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For today, all I can do is bloom where I am planted, keep my ear out for opportunities, try to serve others, learn, blog, teach, Tweet, and continue to fight the good fight. Most of all, I can trust in Him to lead me.