The following is a list of the NETS standards for Students & Teachers for grades 9-12. After each standard, I have provided a brief discussion comment regarding how close or far I am from meeting that particular grade level technology standard.
A. Re: National Education Technology Standards For Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
c.
use models and simulations to explore complex systems and issues.
d.
identify trends and forecast possibilities.
TO WHAT EXTENT DO I MEET THIS STANDARD? I think I am very close to meeting this standard with my students, as I assign a lot of group and individual projects that facilitate students’ use of technology as a means of producing creative work and developing innovative solutions and predictions. As an English teacher, my students do not use models and simulations as much in my class as they might in science, but as part of their cultural project related to Things Fall Apart, by Chinua Achebe, they use and analyze graphs and statistics.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.
develop cultural understanding and global awareness by engaging with learners of other cultures.
d.
contribute to project teams to produce original works or solve problems.
TO WHAT EXTENT DO I MEET THIS STANDARD? I meet this standard to the degree that my students do achieve this objective. That is, they do communicate and collaborate in the ways listed in a-d. With that said, their ability to do this is NOT because of what I have taught. They have learned how to do this elsewhere, thank goodness. The challenge here is for me to learn from them, and to be able to help all students be able to engage with each other. I am still a student when it comes to meeting this standard!
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a.
plan strategies to guide inquiry.
b.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d.
process data and report results.
TO WHAT EXTENT DO I MEET THIS STANDARD? I meet this standard in so far as the computer and internet are concerned. I especially teach toward this standard by taking students to the library for a unit on ‘research on the internet’ that is co-taught by the librarian. I am better at helping students select ‘information sources’ than ‘digital tools.’ I provide suggestions and models, rather than instruction. This is a great standard to address by collaborating with other teachers.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a.
identify and define authentic problems and significant questions for investigation.
b.
plan and manage activities to develop a solution or complete a project.
c.
collect and analyze data to identify solutions and/or make informed decisions.
d.
use multiple processes and diverse perspectives to explore alternative solutions.
d.
process data and report results.
TO WHAT EXTENT DO I MEET THIS STANDARD? I feel very strong in regards to this standard. I am much better at teaching these tools (of critical thinking, problem solving, and decision making), than I am at the technical tools.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.
advocate and practice safe, legal, and responsible use of information and technology.
b.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.
demonstrate personal responsibility for lifelong learning.
d.
exhibit leadership for digital citizenship.
TO WHAT EXTENT DO I MEET THIS STANDARD? I have not addressed this standard in a formal or comprehensive way, although I think it is a great one. I would like to research more on this topic and develop a unit on it. English and History teachers could find many ways to incorporate a ‘digital Citizenship’ unit as part of their teaching. One idea is to have students do research on this topic themselves.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.
understand and use technology systems.
b.
select and use applications effectively and productively.
c.
troubleshoot systems and applications.
d.
transfer current knowledge to learning of new technologies.
TO WHAT EXTENT DO I MEET THIS STANDARD? I do not meet or address this standard nearly enough. I can only facilitate students to learn on their own, as I myself am such a learner when it comes to Technology Operations and Concepts. I am trying to learn more and will definitely address this standard more in the future.
B. Re: National Education Technology Standards For Teachers grades 9-12
1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1,4)
TO WHAT EXTENT DO I MEET THIS STANDARD? I have tested and used digital games to demonstrate knowledge and skills related to curriculum content but I have NOT designed or developed one myself.
2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1,2)
TO WHAT EXTENT DO I MEET THIS STANDARD? I have met this standard with help from the librarian and students. It has always been student driven with other staff support.
3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3,6)
TO WHAT EXTENT DO I MEET THIS STANDARD? To some degree, I have met this standard. For my ‘Film as Literature’ course, I provided students with a list of equipment they could use to develop their own film and/or video. Again, I selected the digital tools and explained their purpose, but I did not teach ‘how to use them’ from a technical standpoint.
4. Employ curriculum-specific simulations to practice critical-thinking processes. (1,4).
TO WHAT EXTENT DO I MEET THIS STANDARD? I do this in many of my units. In terms of technology simulations, I have shown them. But I have not created them myself.
5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1,2,3,4)
TO WHAT EXTENT DO I MEET THIS STANDARD? I meet this standard to a large degree with research units related to novels such as Things Fall Apart, by Chinua Achebe and 1984, by George Orwell.
6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4,5,6)
TO WHAT EXTENT DO I MEET THIS STANDARD? I do this as part of my own process of developing curriculum, but it could be more formalized.
7. Design a Web site that meets accessibility requirements. (1,5)
TO WHAT EXTENT DO I MEET THIS STANDARD? I have not done this at all, but I would like to.
8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3,5)
TO WHAT EXTENT DO I MEET THIS STANDARD? Yes, I do model this for students as part of units that incorporate research and citing of resources.
9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1,5)
TO WHAT EXTENT DO I MEET THIS STANDARD? I have not done this, but I would like to.
10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4,6)
TO WHAT EXTENT DO I MEET THIS STANDARD? I do not do this myself, but I get help from our district tech support and other staff and students.
Friday, March 13, 2009
Tuesday, March 10, 2009
Reflections on 'The McKinsey Report on Education"
Helen Perdue
Reflections on the Forum: McKinsey Report on Education
March 10, 2009
As someone who recently left the ‘traditional classroom teaching’ profession after 8 years as an English and History teacher in California public schools, the problem of (and solution to) teacher retention in the United States school system is 'close to home'.
Listening to the Forum: McKinsey Report on Education podcast was both refreshing (therapeutic) and disheartening. As I listened to the discussion based on a McKinsey study and report which suggests that ‘attracting, training, and retaining good teachers’ is the main thing needed to improve education I found myself thinking: Finally! The educational professionals who spoke on the forum supported this premise with specific examples based on their experience, as would I. But I must say it was one of the first times I have heard this perspective discussed and statistically defended in a public forum.
Like Dave Iverson (the forum host) said himself, the focus of educational reform discussion is more often about issues such as resources (or lack there of), funding, program implementation, and accountability (re: No Child Left Behind). When the topic of “teacher retention” does arise, the proposed solutions seem to revolve around financial bonuses and rewards. Furthermore, these rewards are often for teachers who are willing to sacrifice even more of their time or energy, by working longer hours or in more troubled schools.
I mean, let's get real: Do token financial awards really solve the deeply embedded value (or lack there of) of teachers in our society? Not the ones that we have seen thus far.
Certainly if you raised teachers salaries from a median $50,000/year to a $150, 000/year (why not?), then you would. Why? Because as a society and culture (deeply entrenched with capitalistic values), we equate financial success with professional success. If you are driving around in a used car, renting a studio apartment, and staying living at your parent’s house during the summers, then you are NOT regarded as successful. Well, I hate to tell you folks, but that is what many young teachers are doing.
So for a few years, a young idealistic teacher might choose this profession regardless of the financial limitations, almost like a ‘peace corps’ mission. Not so bad, at least for awhile. And for those that stay in it long enough, the placement on the ‘salary scale’ will increase and the retirement benefits will be good enough to make it ‘worth sticking it out.’ Maybe. But it won’t be because you are thriving in a top-notch profession.
So what resources would I need to stay with (or return to) the teaching profession? I would need a combination of time, money and work-load that would make it possible for me to be (and feel) like a successful professional educator.
I did not leave the teaching profession because of the salary. Granted, if the salary was significantly higher, I would have stayed. But the real reason I left was because I felt a desire to live, grow, learn, and succeed in a positive environment. Mainly, I wanted to feel that if I worked hard enough, I could accomplish my professional task. Furthermore, I wanted to be able to pursue learning opportunities and give adequate time to the students who deserved and needed my attention. Not only did my students need me to prepare for class and grade their papers, they needed me to come in well rested, with a positive attitude, and with new inspiration and ideas about how to teach.
The load of a high school English teacher, full time, never seemed to allow for those opportunities. At least, it would not allow for this and also provide time to have friends, a family, and a healthy body. And let’s face it, our society measures success not only on your financial position, but also on the status of your family, health and happiness.
So here I am, finally taking the courses to clear my teaching credential. But I am not teaching. I am, however, giving myself time to read, reflect, and learn. Wouldn’t it have been wonderful if I had the chance to do this while also teaching?
Alan Miller, a high school teacher who spoke on the forum, talked about ‘teachers needing more training.’ To my own surprise, I found myself agreeing with most of what he said. While I spent years in school to receive my teaching credential and Masters in Education before entering the classroom, I was truly ill equipped to tackle the challenges that came my way as a teacher. As Miller notes, most teachers are not trained on how to use an instructional aid. That was certainly true for me. ('Who is that?' I wondered as she walked into my class room after 3 weeks of instruction. I did not even know that we had an instructional aid, much less what her purpose was or what my responsibility was. She didn't seem to know either).
Now, do I need to go back to school to learn how work with an instructional aid? No. There is a better way. Take Japan, for example. Catherine Lewis, a distiguished research fellow and guest on the forum said the teaching profession is highly regarded in Japan and the process by which teachers enter the profession is highly sophisticated. According to Lewis, a process called ‘lesson study’ is followed in most Japanese schools. Teachers have a chance to collaboratively develop curriculum and observe students’ response to the curriculum in depth. In essence, there is collaborative on the job training; teachers learn from other teachers. To me, that makes a lot more sense.
Miller agrees with the idea of collaboration, but insists that we need to totally restructure our ‘school day’ if we want teachers to truly collaborate and learn from each other. I would have to agree. As Miller notes, programs such as BTSA exist to help new teachers work with veteran teachers, but as all new teachers would attest, there is simply not enough time to endure and benefit from such a process while simultaneously teaching a full load.
So, how do we attract top quality people to the teaching profession in the first place? Tim Daily, who works for the New Teacher Project, says you have to think about the over all job market. Is the profession highly selective? Does it allow individuals to be successful and to advance their craft over time? Is there a career ladder that inspires a teacher to advance? These are questions college graduates are advised to consider as they determine their professional track.
Catherine Lewis asserts that even if teachers are attracted to the profession, there is still a “tremendous” turnover. Based on her comparative observations of the educational culture in Japan, Lewis adds that a collaborative experience with other teachers helps put the “professional part” back into teacher.
I agree with all of the speakers on this forum, as I think they each provide a sound perspective on various aspects of the same issue: Our educational system needs help. Attracting and retaining quality teachers is key, and the solution to a high turnover is multifaceted.
Certainly, smaller class size does make for a better teaching and learning environment. Iverson (the forum host) questions whether this is the only factor. Of course, it is not. But this should not be an 'either/or' discussion. A proper educational system (and a culture’s values around it) should include all factors that support it to be strong and effective. Small class size, higher teacher salaries, better resources, more time for collaboration and reflection, opportunities for professional growth, and a deep transformation of cultural values are all part of the picture.
Perhaps one day, I will go back into the classroom. But for now, I am looking for professional opportunities that will inspire me to work 'on behalf' of education, from the outside in. From the inside, I will feel trapped; I fear if I return, I may never get out.
Reflections on the Forum: McKinsey Report on Education
March 10, 2009
As someone who recently left the ‘traditional classroom teaching’ profession after 8 years as an English and History teacher in California public schools, the problem of (and solution to) teacher retention in the United States school system is 'close to home'.
Listening to the Forum: McKinsey Report on Education podcast was both refreshing (therapeutic) and disheartening. As I listened to the discussion based on a McKinsey study and report which suggests that ‘attracting, training, and retaining good teachers’ is the main thing needed to improve education I found myself thinking: Finally! The educational professionals who spoke on the forum supported this premise with specific examples based on their experience, as would I. But I must say it was one of the first times I have heard this perspective discussed and statistically defended in a public forum.
Like Dave Iverson (the forum host) said himself, the focus of educational reform discussion is more often about issues such as resources (or lack there of), funding, program implementation, and accountability (re: No Child Left Behind). When the topic of “teacher retention” does arise, the proposed solutions seem to revolve around financial bonuses and rewards. Furthermore, these rewards are often for teachers who are willing to sacrifice even more of their time or energy, by working longer hours or in more troubled schools.
I mean, let's get real: Do token financial awards really solve the deeply embedded value (or lack there of) of teachers in our society? Not the ones that we have seen thus far.
Certainly if you raised teachers salaries from a median $50,000/year to a $150, 000/year (why not?), then you would. Why? Because as a society and culture (deeply entrenched with capitalistic values), we equate financial success with professional success. If you are driving around in a used car, renting a studio apartment, and staying living at your parent’s house during the summers, then you are NOT regarded as successful. Well, I hate to tell you folks, but that is what many young teachers are doing.
So for a few years, a young idealistic teacher might choose this profession regardless of the financial limitations, almost like a ‘peace corps’ mission. Not so bad, at least for awhile. And for those that stay in it long enough, the placement on the ‘salary scale’ will increase and the retirement benefits will be good enough to make it ‘worth sticking it out.’ Maybe. But it won’t be because you are thriving in a top-notch profession.
So what resources would I need to stay with (or return to) the teaching profession? I would need a combination of time, money and work-load that would make it possible for me to be (and feel) like a successful professional educator.
I did not leave the teaching profession because of the salary. Granted, if the salary was significantly higher, I would have stayed. But the real reason I left was because I felt a desire to live, grow, learn, and succeed in a positive environment. Mainly, I wanted to feel that if I worked hard enough, I could accomplish my professional task. Furthermore, I wanted to be able to pursue learning opportunities and give adequate time to the students who deserved and needed my attention. Not only did my students need me to prepare for class and grade their papers, they needed me to come in well rested, with a positive attitude, and with new inspiration and ideas about how to teach.
The load of a high school English teacher, full time, never seemed to allow for those opportunities. At least, it would not allow for this and also provide time to have friends, a family, and a healthy body. And let’s face it, our society measures success not only on your financial position, but also on the status of your family, health and happiness.
So here I am, finally taking the courses to clear my teaching credential. But I am not teaching. I am, however, giving myself time to read, reflect, and learn. Wouldn’t it have been wonderful if I had the chance to do this while also teaching?
Alan Miller, a high school teacher who spoke on the forum, talked about ‘teachers needing more training.’ To my own surprise, I found myself agreeing with most of what he said. While I spent years in school to receive my teaching credential and Masters in Education before entering the classroom, I was truly ill equipped to tackle the challenges that came my way as a teacher. As Miller notes, most teachers are not trained on how to use an instructional aid. That was certainly true for me. ('Who is that?' I wondered as she walked into my class room after 3 weeks of instruction. I did not even know that we had an instructional aid, much less what her purpose was or what my responsibility was. She didn't seem to know either).
Now, do I need to go back to school to learn how work with an instructional aid? No. There is a better way. Take Japan, for example. Catherine Lewis, a distiguished research fellow and guest on the forum said the teaching profession is highly regarded in Japan and the process by which teachers enter the profession is highly sophisticated. According to Lewis, a process called ‘lesson study’ is followed in most Japanese schools. Teachers have a chance to collaboratively develop curriculum and observe students’ response to the curriculum in depth. In essence, there is collaborative on the job training; teachers learn from other teachers. To me, that makes a lot more sense.
Miller agrees with the idea of collaboration, but insists that we need to totally restructure our ‘school day’ if we want teachers to truly collaborate and learn from each other. I would have to agree. As Miller notes, programs such as BTSA exist to help new teachers work with veteran teachers, but as all new teachers would attest, there is simply not enough time to endure and benefit from such a process while simultaneously teaching a full load.
So, how do we attract top quality people to the teaching profession in the first place? Tim Daily, who works for the New Teacher Project, says you have to think about the over all job market. Is the profession highly selective? Does it allow individuals to be successful and to advance their craft over time? Is there a career ladder that inspires a teacher to advance? These are questions college graduates are advised to consider as they determine their professional track.
Catherine Lewis asserts that even if teachers are attracted to the profession, there is still a “tremendous” turnover. Based on her comparative observations of the educational culture in Japan, Lewis adds that a collaborative experience with other teachers helps put the “professional part” back into teacher.
I agree with all of the speakers on this forum, as I think they each provide a sound perspective on various aspects of the same issue: Our educational system needs help. Attracting and retaining quality teachers is key, and the solution to a high turnover is multifaceted.
Certainly, smaller class size does make for a better teaching and learning environment. Iverson (the forum host) questions whether this is the only factor. Of course, it is not. But this should not be an 'either/or' discussion. A proper educational system (and a culture’s values around it) should include all factors that support it to be strong and effective. Small class size, higher teacher salaries, better resources, more time for collaboration and reflection, opportunities for professional growth, and a deep transformation of cultural values are all part of the picture.
Perhaps one day, I will go back into the classroom. But for now, I am looking for professional opportunities that will inspire me to work 'on behalf' of education, from the outside in. From the inside, I will feel trapped; I fear if I return, I may never get out.
Friday, March 6, 2009
Copywrite and copy rights?
As noted in the article Fair Use and Copywrite For Teachers, the issue of copywrite law enforcement receives little public attention. Should it receive more?
As an educator for nearly a decade, I can say that I have never given copywrite law much thought. I suppose my reasoning is both a lack of education and a (perhaps unworthy) sense that ‘laws need not apply to teachers’ who are doing nothing more than trying to educate our youth.
Perhaps I should learn more. And why? To protect my own legal position? To protect the sales of others’ literary production?
Okay, let’s get real. Both the copywrite law and the enforcement of that law is altogether fuzzy stuff. Published literature on the topic does not suggest otherwise. (http://home.earthlink.net/~cnew/research.htm, http://www.utsystem.edu/ogc/intellectualproperty/ccmcguid.htm
As an educator for nearly a decade, I can say that I have never given copywrite law much thought. I suppose my reasoning is both a lack of education and a (perhaps unworthy) sense that ‘laws need not apply to teachers’ who are doing nothing more than trying to educate our youth.
Perhaps I should learn more. And why? To protect my own legal position? To protect the sales of others’ literary production?
Okay, let’s get real. Both the copywrite law and the enforcement of that law is altogether fuzzy stuff. Published literature on the topic does not suggest otherwise. (http://home.earthlink.net/~cnew/research.htm, http://www.utsystem.edu/ogc/intellectualproperty/ccmcguid.htm
Podcast Reviews: This American Life and How Stuff Works
Helen Perdue
Podcast Review:
This American Life, Chicago Public Radio (#375, Bad Bank, 3/1/09)
March 6, 2009
This American Life: Podcast Favorite by Chicago Public Radio
Today I downloaded a Podcast to my computer for the first time. And then, I listened to it. Well, most of it. And after making this selective choice of content and time, I can attest to its value, and my membership to popular opinion (at last!)
The American Life must is listed as number 2 the ‘podcast favorites’ for a good reason. this show, or at least this episode of the show, provided me with more understanding about the current economic crisis than I've had to date. Rather than numbers and stats, the program broke down the vocabulary used in sound-bite reporting (on the topic) to a level that most of us can truly grasp.
The premise of the episode is that 'the news is confusing.’ The reporter began the program by quoting several mainstream daily news updates on the economy, all of which use terminology that the average lay person would not be able to understand. Then, he brought in experts in the field to explain what the terminology means and how it relates to the current situation.
An explanation of a doll-house company 'in crisis, for example, is no more distant from my reality than an example of a fortune 500 and/or stock market story. And it sure provided a platform for some good jokes. I was learning about the economy and laughing at the same time! Imagine that?
So is there any downside to this week’s Podcast “All American Life”? Well, the show is an hour. Same amount as a news show, right? But I only got through half of it in one sitting. This, of course, is not all doom to the show. As I now have the show in my podcast library, I can come back to it anytime.
And I probably will. If I really want to know what I am talking about when the topic of 'the economy' arises over conversation, then this is the show I want to listen to. Beyond facts, it provides understanding, and then some. When you can combine genuine education about the economy with a few laughs in the midst, you’ve done right by me. And apparently, I am not the only one.
Thanks, Guys!
Helen Perdue
Review of 2 other Podcasts downloaded from i-tunes:
1) How stuff works. com 'Stuff your mother never told you' 3/4/09
And
2) How stuff works.com 'Stuff you did not learn in history class' 3/4/09
Both of these podcasts were disappointing, at best.
The first podcast from 'stuff your mother never told you' included two women talking about the issue/question as to whether women like to (or are good at) negotiating. From start to finish, the women speakers offended my position as a woman. Although the facts were interesting and relevant (eg. Women make 80% of what men make) the tone and content of the podcast reinforced images of the ‘dumb girl’ in the work force.
The second was a contemplation of the truth and value of religious documentation, under the misleading title of ‘Stuff you Missed in History Class.’ A guy and a girl were talking about ‘Noah’s arch’ and a few other biblical references. Their bottom line message: Its all about your faith.
To some degree, I agree. Faith is important. But this podcast made me want nothing to do with it.
Survey says: Thumbs down on the 'How Stuff Works' podcasts!
Podcast Review:
This American Life, Chicago Public Radio (#375, Bad Bank, 3/1/09)
March 6, 2009
This American Life: Podcast Favorite by Chicago Public Radio
Today I downloaded a Podcast to my computer for the first time. And then, I listened to it. Well, most of it. And after making this selective choice of content and time, I can attest to its value, and my membership to popular opinion (at last!)
The American Life must is listed as number 2 the ‘podcast favorites’ for a good reason. this show, or at least this episode of the show, provided me with more understanding about the current economic crisis than I've had to date. Rather than numbers and stats, the program broke down the vocabulary used in sound-bite reporting (on the topic) to a level that most of us can truly grasp.
The premise of the episode is that 'the news is confusing.’ The reporter began the program by quoting several mainstream daily news updates on the economy, all of which use terminology that the average lay person would not be able to understand. Then, he brought in experts in the field to explain what the terminology means and how it relates to the current situation.
An explanation of a doll-house company 'in crisis, for example, is no more distant from my reality than an example of a fortune 500 and/or stock market story. And it sure provided a platform for some good jokes. I was learning about the economy and laughing at the same time! Imagine that?
So is there any downside to this week’s Podcast “All American Life”? Well, the show is an hour. Same amount as a news show, right? But I only got through half of it in one sitting. This, of course, is not all doom to the show. As I now have the show in my podcast library, I can come back to it anytime.
And I probably will. If I really want to know what I am talking about when the topic of 'the economy' arises over conversation, then this is the show I want to listen to. Beyond facts, it provides understanding, and then some. When you can combine genuine education about the economy with a few laughs in the midst, you’ve done right by me. And apparently, I am not the only one.
Thanks, Guys!
Helen Perdue
Review of 2 other Podcasts downloaded from i-tunes:
1) How stuff works. com 'Stuff your mother never told you' 3/4/09
And
2) How stuff works.com 'Stuff you did not learn in history class' 3/4/09
Both of these podcasts were disappointing, at best.
The first podcast from 'stuff your mother never told you' included two women talking about the issue/question as to whether women like to (or are good at) negotiating. From start to finish, the women speakers offended my position as a woman. Although the facts were interesting and relevant (eg. Women make 80% of what men make) the tone and content of the podcast reinforced images of the ‘dumb girl’ in the work force.
The second was a contemplation of the truth and value of religious documentation, under the misleading title of ‘Stuff you Missed in History Class.’ A guy and a girl were talking about ‘Noah’s arch’ and a few other biblical references. Their bottom line message: Its all about your faith.
To some degree, I agree. Faith is important. But this podcast made me want nothing to do with it.
Survey says: Thumbs down on the 'How Stuff Works' podcasts!
Preparing our Youth for Tough Economic Times
Note: This is a fictitious blurb written for Health Ed class
Helen Perdue
Albany Tribune
3-3-09
Preparing Our Youth for Tough Economic Times
It seems to be what everyone is talking about these days: the economic crisis. I read it in the news, I hear it over dinner, I get emails about it from my friends, and I even hear it from the personal trainers at the gym? What do they say? Most of them share stories. Some are about how they are loosing their jobs, but most are about how they are handling the stress. Stress about what? For the most part, it is stress about the unknown, about what we fear might happen, and about what we cannot control.
Well, one thing we can control is how we influence our youth in handling this period of ‘economic stress’ that is permeating every aspect of our culture. Our schools play a role, and so do we. While a certain degree of stress can increase student learning, higher degrees of stress can prevent students from learning altogether (3). Teachers, school support staff, and parents can play an important role in making sure students do not fall trap to the negative ‘stress factor’ by supporting the proposed Coordinated School Health Program for Albany Unified School District.
What is the Coordinated School Health Program and how can it help students succeed in school? The Coordinated School Health Program (CSHP) consists of 8 components including: 1) Health Education 2) Physical Education 3) Health Services 4) Nutrition Services 5) Counseling and Psychological Services 6) Healthy School Environment 7) Health Promotion for Staff 8) Family/Community Involvement. If the proposed initiative is passed, students will have access to resources and support that will help prevent and treat student stress. While the initiative targets the health component of education, its implementation and success will have a critical influence on students’ academic achievement as well.
Studies show that school-related stress is the most prevalent, untreated cause of academic failure in our schools. It is believed to afflict 6 to 10 million children a year. Stress levels tend to increase over time, and can result in problems far surpassing academics, including emotional distress and disorders. (1)
Experts agree that effective stress management requires a "whole child" approach which addresses the child's attitude, behavior, skills and circumstances (1, 2). The Coordinated School Health Program would do just that. An integrated approach to supporting youth in our schools will also take the load off teachers and parents alone. They, too, will benefit from the program.
While we may not be able to solve the problems of the economy, we do have the opportunity to join forces to reduce our own stress level in our community. Everyone of us knows why the housing prices are so high in this town: It is because the schools are so great.
Keep up the good work, Albany. Support the Coordinated School Health Program so we can be right by one of the biggest investments we have made!
Sources:
1) Rubenzer, Ronald L. Source: ERIC Clearinghouse on Handicapped and Gifted Children. Reston VA. ED295396, 1988.
2) Elkind, D. The Hurried Child: Growing Up Too Fast Too Soon. Reading, MA. Addison Wesley, 1981.
3) Yerkes, Robert M., and J. D. Dodson. "The Relation of Strength of Stimulus to Rapidity of Habit-Formation." JOURNAL OF COMPARATIVE AND NEUROLOGICAL PSYCHOLOGY 18 (1908).
Helen Perdue
Albany Tribune
3-3-09
Preparing Our Youth for Tough Economic Times
It seems to be what everyone is talking about these days: the economic crisis. I read it in the news, I hear it over dinner, I get emails about it from my friends, and I even hear it from the personal trainers at the gym? What do they say? Most of them share stories. Some are about how they are loosing their jobs, but most are about how they are handling the stress. Stress about what? For the most part, it is stress about the unknown, about what we fear might happen, and about what we cannot control.
Well, one thing we can control is how we influence our youth in handling this period of ‘economic stress’ that is permeating every aspect of our culture. Our schools play a role, and so do we. While a certain degree of stress can increase student learning, higher degrees of stress can prevent students from learning altogether (3). Teachers, school support staff, and parents can play an important role in making sure students do not fall trap to the negative ‘stress factor’ by supporting the proposed Coordinated School Health Program for Albany Unified School District.
What is the Coordinated School Health Program and how can it help students succeed in school? The Coordinated School Health Program (CSHP) consists of 8 components including: 1) Health Education 2) Physical Education 3) Health Services 4) Nutrition Services 5) Counseling and Psychological Services 6) Healthy School Environment 7) Health Promotion for Staff 8) Family/Community Involvement. If the proposed initiative is passed, students will have access to resources and support that will help prevent and treat student stress. While the initiative targets the health component of education, its implementation and success will have a critical influence on students’ academic achievement as well.
Studies show that school-related stress is the most prevalent, untreated cause of academic failure in our schools. It is believed to afflict 6 to 10 million children a year. Stress levels tend to increase over time, and can result in problems far surpassing academics, including emotional distress and disorders. (1)
Experts agree that effective stress management requires a "whole child" approach which addresses the child's attitude, behavior, skills and circumstances (1, 2). The Coordinated School Health Program would do just that. An integrated approach to supporting youth in our schools will also take the load off teachers and parents alone. They, too, will benefit from the program.
While we may not be able to solve the problems of the economy, we do have the opportunity to join forces to reduce our own stress level in our community. Everyone of us knows why the housing prices are so high in this town: It is because the schools are so great.
Keep up the good work, Albany. Support the Coordinated School Health Program so we can be right by one of the biggest investments we have made!
Sources:
1) Rubenzer, Ronald L. Source: ERIC Clearinghouse on Handicapped and Gifted Children. Reston VA. ED295396, 1988.
2) Elkind, D. The Hurried Child: Growing Up Too Fast Too Soon. Reading, MA. Addison Wesley, 1981.
3) Yerkes, Robert M., and J. D. Dodson. "The Relation of Strength of Stimulus to Rapidity of Habit-Formation." JOURNAL OF COMPARATIVE AND NEUROLOGICAL PSYCHOLOGY 18 (1908).
Podcasts in Education? Fantastic Potential, but Easy as 1-2-3?
I think there is fantastic potential for the use of podcasts in education. As notes in the article “FAQ’s: Podcast Fans” (www.apple.com/itunes/whatson/podcasts/fanfaq.html), a Podcast can include several of the most common types of media, and can be used to offer many types of programs. Audio and visual media, for example, can be combined in an podcast to transmit a lecture that is both rich in content and delivery.
So why is this important for education? As most educators know, students employ a variety of learning styles. Most students (and people in general) learn best when information is delivered not only verbally, but also visually. Students also learn best when they can interact with, and relate to, the content matter. The more proactive, and interactive, those students can be during the learning process, the better.
The method of using an RSS file to syndicate content provides even more opportunities for students to learn about topics in a proactive and interactive manner. They can, essentially, share with each other what they have learned by providing links to the content on their RSS file. (http://searchenginewatch.com/2175271).
But as I mentioned above, I think there is fantastic potential for the use of podcasts in education. But how easy and realistic is it that teachers and students will have access to the education and resources to do this. While podcasts are free to download, the access to the technology and education in order to use them to their greatest potential may not be.
Thankfully, Apple provides a tremendous amount of support for educators to learn and teach the use of technology in the classroom, and of podcasts in particular (http://www.apple.com/education/teachers-professors/mobile-learning.html). With that said, Apple’s ‘1-2-3 step’ process to ‘providing amazing educational content’ via Apple technology, may not be as easy for some as it is for others. I myself was quite humbled (if not ashamed) as an educator when I read the statement ‘There is nothing difficult about it’ after they explain that ‘you can shoot videos of your lectures or classes, record audio, make podcasts, and design sophisticated slideshows.’
I suppose it wouldn’t be so difficult if you teach at a school that provides teachers and students with Macs, a Mac lab, and ample time for preparing how to teach and learn with the Apple tools. Even when I did have a Mac and many of my students had access to computers, re-adapting my curriculum and understanding how to use the Apple devices was not as easy as 1-2-3. It takes time. And for a high school English teacher, you may need all the time you have for reading the literature you are teaching and grading the papers that students are writing.
In conclusion, as valuable as the use of podcasts (and other Apple learning tools) can be for educators, I do not think it is as easy to learn how to incorporate them into the daily lesson plans for full time (English) teachers as Apple may have us thinking. Even as I take the time to spend 4 Saturdays in a ‘Technology in Education’ course, I realize I will only touch upon the basics. Learning how to download a podcast will be useful. Learning how to ‘shoot videos of your lectures or classes, record audio, make podcasts, and design sophisticated slideshows’? It would be useful to learn all that, but in the amount of time I have, learning all of that will most definitely be difficult.
How will I use pocasts in education? At this point, I will do my best to understand them enough to provide students with the opportunity to use and make them as part of their research assignments. But I don't think I will be teaching them as much as they will be teaching me. I will stick to the analysis of literature and the completion of sentences and thoughts.
Anyone read a chapter novel lately? Oh, don't tell me: You downloaded one on a podcast!!:-)
So why is this important for education? As most educators know, students employ a variety of learning styles. Most students (and people in general) learn best when information is delivered not only verbally, but also visually. Students also learn best when they can interact with, and relate to, the content matter. The more proactive, and interactive, those students can be during the learning process, the better.
The method of using an RSS file to syndicate content provides even more opportunities for students to learn about topics in a proactive and interactive manner. They can, essentially, share with each other what they have learned by providing links to the content on their RSS file. (http://searchenginewatch.com/2175271).
But as I mentioned above, I think there is fantastic potential for the use of podcasts in education. But how easy and realistic is it that teachers and students will have access to the education and resources to do this. While podcasts are free to download, the access to the technology and education in order to use them to their greatest potential may not be.
Thankfully, Apple provides a tremendous amount of support for educators to learn and teach the use of technology in the classroom, and of podcasts in particular (http://www.apple.com/education/teachers-professors/mobile-learning.html). With that said, Apple’s ‘1-2-3 step’ process to ‘providing amazing educational content’ via Apple technology, may not be as easy for some as it is for others. I myself was quite humbled (if not ashamed) as an educator when I read the statement ‘There is nothing difficult about it’ after they explain that ‘you can shoot videos of your lectures or classes, record audio, make podcasts, and design sophisticated slideshows.’
I suppose it wouldn’t be so difficult if you teach at a school that provides teachers and students with Macs, a Mac lab, and ample time for preparing how to teach and learn with the Apple tools. Even when I did have a Mac and many of my students had access to computers, re-adapting my curriculum and understanding how to use the Apple devices was not as easy as 1-2-3. It takes time. And for a high school English teacher, you may need all the time you have for reading the literature you are teaching and grading the papers that students are writing.
In conclusion, as valuable as the use of podcasts (and other Apple learning tools) can be for educators, I do not think it is as easy to learn how to incorporate them into the daily lesson plans for full time (English) teachers as Apple may have us thinking. Even as I take the time to spend 4 Saturdays in a ‘Technology in Education’ course, I realize I will only touch upon the basics. Learning how to download a podcast will be useful. Learning how to ‘shoot videos of your lectures or classes, record audio, make podcasts, and design sophisticated slideshows’? It would be useful to learn all that, but in the amount of time I have, learning all of that will most definitely be difficult.
How will I use pocasts in education? At this point, I will do my best to understand them enough to provide students with the opportunity to use and make them as part of their research assignments. But I don't think I will be teaching them as much as they will be teaching me. I will stick to the analysis of literature and the completion of sentences and thoughts.
Anyone read a chapter novel lately? Oh, don't tell me: You downloaded one on a podcast!!:-)
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