Final Blog Entry for:
Integrating Computer Technology into the Curriculum
Instructor: Christina Noyes
UC Berkeley x359.5
Prompt: Summarize what you learned in the class, what technologies you plan to integrate into your curriculum and how you might accomplish this. What was the most valuable idea or application you learned from this course?
I learned a tremendous amount in this course, most of which I will need to keep on learning. Some technologies, tools, and applications I learned include: social networking, blogging, video editing, google docs, doc sharing, shutterfly, webquests, Web 2.0 tools, and many other links to helpful information and resources regarding technology and education.
When and if I return to classroom teaching, I will definitely use many of the links provided in the course, including links about how to cite sources, hotlinks, webquests, and so on. I will also review the sound literature on the theory and practice of integrating technology into the classroom. I found the literature for the course very thought provoking. The umbrella question as to how technology can be used to enhance and/or undermine educational goals surfaced in many of the articles provided.
The primary way I will use what I learned from this course is simply by having more resources to provide for students when I assign them individual and group research projects. The hotlists, for example, will be helpful. The Web 2.0 technologies will be important to know about, but I admit I will need to spend more time with those to take full advantage.
The other important topic I learned about in the course was Drugs and Alcohol Abuse, as I chose to focus on this for my web quest. This was a profound education for me, and I will definitely come back to this web quest in the future.
The idea and practice of sharing information was the most valuable part of the course. Whether it is through blogging, google groups, or doc sharing, I found this new form of interaction very useful. In this course alone, I have been exposed to great new ideas for what and how to teach.
Thanks everyone!
Tuesday, April 7, 2009
Sunday, April 5, 2009
Review of ELearning sites for kids
Review of ELearning sites for kids
Helen Perdue
Prepared for Course:
Integrating Computer Technology into the Curriculum
Instructor: Christina Noyes UC Berkeley x359.5
I approached my review of Elearning sites for kids as if I were one: a kid. I imagined myself as me, only 25 years younger. That would make me about 9 years old. Fourth grade. I could really imagine it. As a kid, I liked to play games. But I liked to play games that challenged my mind, and gave me the opportunity to succeed and have the 'ah-hah, I got it!' moment. Challenging guessing games like trivia and charades, or word games like boggle and scrabble, were my favorite. What would I have enjoyed (and benefited from) if Elearning sites were available to me at 9 years old? How might a teacher use these sites in the classroom today?
I chose to 'try out' and review 3 sites from over a dozen options (titles of 'links') that were provided by my tech ed instructor. Given my self described interests mentioned above, I chose 2 sites with the titles that sounded most appealing for my 'brain challenge' seeking self:
1) Brain Pop and 2) Fun Brain. For my 3rd option, I chose site with a title that might appeal to my more action-oriented male comrades: 3) Cyber Chase. (Even as a 9 year old I had a lot of guy friends and wanted to play with them. This site sounded like fun for that reason).
RESULTS AND REVIEW:
So, how did it go? Did I have fun? What worked? What didn't work? Could a teacher use these sites in their classroom? Could I? Why or why not?
1) Brain Pop:
Brain Pop was by far the most educationally sound site of the three that I chose. The subject matter was very educationally centered, with topics such as 'reading and writing', 'computer history', 'transportation', among others. The delivery of information is both in written text, images, and videos. There are options for accessing the information by 'trial membership', 'membership' and simply by being on the site. I was able to get information about 'computer history' as well as 'paraphrasing.' I was also able to find out about the site through the 'about us' link, which informed me that the activities were aligned with technology state standards. Hurray!
Well, hurray for an educator, at least. As a nine year old, I would have personally enjoyed this. I was a nerd for information and I wanted to 'be smart' the way adults were. With that said, I would not imagine that all kids would love this site. It was not very 'playful' in that it did not have a lot of games as much as information. For me, this was better. I would have loved it as a nine year old, and I certainly loved it a seasoned educator. Would I use this in the classroom? Definitely! This site is, in many ways, a more students friendly wikipedia of sorts. With the added videos, it provides more options for learning styles. While it is probably not every kids favorite, it is most definitely one to bookmark for parents and teachers.
Moving on...
2) Fun Brain provided various options for games, based on subject matter. The home page, as well as all other pages I navigated through, were like visual eye candy and very 'kid friendly.' Without any doubt, the creators of this site put a lot of time and investment into the research and application of effective images and digital design. With enough visual appeal, I decided to branch out and go for the 'arcade' option (as opposed to the reading option). I decided to approach this site in the company of a friend, who happens to by a male who loves arcades. I thought he could provide some additional perspective on the site.
The game we decided to play had many interactive options for the character (assuming it was the player) and the exploratory adventure of the game. It was somewhat fun to dress up the character and make choices, but there was never any sense of purpose, reason, or reward. After about 15 minutes into the game, I got tired and wanted to move on. What was the purpose in moving further (aside from my need to review the site)? My friend was more patient and saw it as 'simply having fun.' But even he agreed, there was no story line.
In conclusion, while this site gets an A+ for image appeal and user-friendly interactive options, it is not get the highest rating as an educational resource. With that said, I would not negate the site altogether. It would be more like a 'free-time' activity for those kids who love to explore and wonder. In the area of adventure, it wasn't half bad. In the area of learning, it was only half good.
Last but not least,
3) Cyber Chase was surprisingly the most fun and user-friendly all around. While there was much to explore and play that I did not indulge in (much was for members who 'log-in'), I did watch the video and play the game that was featured on their home page. The game was called "Lucky Star" and simply by the title and the 'easy to navigate' icons, I liked it from the start. As the game progressed, I realized that this was exactly what I was hoping for in the beginning. It was like a trivia challenge that required me to think, enabled me to respond, and provided me with the opportunity to win, to 'be a star.' Many of the questions were math oriented, challenging indeed, but I got them all right!
Okay, I will have to admit that part of what I liked about the game is that it was easy. Yes, it required me to think. But I did not 'learn' anything new as much as I refined my sharp thinking skills and got a little sense of reward for what I already knew.
Would I use this in the classroom? Sure. It was more of a game than a learning site, though. I would send kids there for fun and reinforcement of skills, as opposed to new learning.
Well, kids, off to play some games. What will it be now? How about scrabble, or musical chairs?
Helen Perdue
Prepared for Course:
Integrating Computer Technology into the Curriculum
Instructor: Christina Noyes UC Berkeley x359.5
I approached my review of Elearning sites for kids as if I were one: a kid. I imagined myself as me, only 25 years younger. That would make me about 9 years old. Fourth grade. I could really imagine it. As a kid, I liked to play games. But I liked to play games that challenged my mind, and gave me the opportunity to succeed and have the 'ah-hah, I got it!' moment. Challenging guessing games like trivia and charades, or word games like boggle and scrabble, were my favorite. What would I have enjoyed (and benefited from) if Elearning sites were available to me at 9 years old? How might a teacher use these sites in the classroom today?
I chose to 'try out' and review 3 sites from over a dozen options (titles of 'links') that were provided by my tech ed instructor. Given my self described interests mentioned above, I chose 2 sites with the titles that sounded most appealing for my 'brain challenge' seeking self:
1) Brain Pop and 2) Fun Brain. For my 3rd option, I chose site with a title that might appeal to my more action-oriented male comrades: 3) Cyber Chase. (Even as a 9 year old I had a lot of guy friends and wanted to play with them. This site sounded like fun for that reason).
RESULTS AND REVIEW:
So, how did it go? Did I have fun? What worked? What didn't work? Could a teacher use these sites in their classroom? Could I? Why or why not?
1) Brain Pop:
Brain Pop was by far the most educationally sound site of the three that I chose. The subject matter was very educationally centered, with topics such as 'reading and writing', 'computer history', 'transportation', among others. The delivery of information is both in written text, images, and videos. There are options for accessing the information by 'trial membership', 'membership' and simply by being on the site. I was able to get information about 'computer history' as well as 'paraphrasing.' I was also able to find out about the site through the 'about us' link, which informed me that the activities were aligned with technology state standards. Hurray!
Well, hurray for an educator, at least. As a nine year old, I would have personally enjoyed this. I was a nerd for information and I wanted to 'be smart' the way adults were. With that said, I would not imagine that all kids would love this site. It was not very 'playful' in that it did not have a lot of games as much as information. For me, this was better. I would have loved it as a nine year old, and I certainly loved it a seasoned educator. Would I use this in the classroom? Definitely! This site is, in many ways, a more students friendly wikipedia of sorts. With the added videos, it provides more options for learning styles. While it is probably not every kids favorite, it is most definitely one to bookmark for parents and teachers.
Moving on...
2) Fun Brain provided various options for games, based on subject matter. The home page, as well as all other pages I navigated through, were like visual eye candy and very 'kid friendly.' Without any doubt, the creators of this site put a lot of time and investment into the research and application of effective images and digital design. With enough visual appeal, I decided to branch out and go for the 'arcade' option (as opposed to the reading option). I decided to approach this site in the company of a friend, who happens to by a male who loves arcades. I thought he could provide some additional perspective on the site.
The game we decided to play had many interactive options for the character (assuming it was the player) and the exploratory adventure of the game. It was somewhat fun to dress up the character and make choices, but there was never any sense of purpose, reason, or reward. After about 15 minutes into the game, I got tired and wanted to move on. What was the purpose in moving further (aside from my need to review the site)? My friend was more patient and saw it as 'simply having fun.' But even he agreed, there was no story line.
In conclusion, while this site gets an A+ for image appeal and user-friendly interactive options, it is not get the highest rating as an educational resource. With that said, I would not negate the site altogether. It would be more like a 'free-time' activity for those kids who love to explore and wonder. In the area of adventure, it wasn't half bad. In the area of learning, it was only half good.
Last but not least,
3) Cyber Chase was surprisingly the most fun and user-friendly all around. While there was much to explore and play that I did not indulge in (much was for members who 'log-in'), I did watch the video and play the game that was featured on their home page. The game was called "Lucky Star" and simply by the title and the 'easy to navigate' icons, I liked it from the start. As the game progressed, I realized that this was exactly what I was hoping for in the beginning. It was like a trivia challenge that required me to think, enabled me to respond, and provided me with the opportunity to win, to 'be a star.' Many of the questions were math oriented, challenging indeed, but I got them all right!
Okay, I will have to admit that part of what I liked about the game is that it was easy. Yes, it required me to think. But I did not 'learn' anything new as much as I refined my sharp thinking skills and got a little sense of reward for what I already knew.
Would I use this in the classroom? Sure. It was more of a game than a learning site, though. I would send kids there for fun and reinforcement of skills, as opposed to new learning.
Well, kids, off to play some games. What will it be now? How about scrabble, or musical chairs?
Web Safety; Real and Virtual Prevention
Web Safety; Real and Virtual Prevention
Helen Perdue
April 4, 2009
Educating students about Web Safety must be tackled from many vantage points. There is, of course, the idea of restricting access and usability of certain websites and programs. Parents and teachers may have tools for monitoring what students are able to see and do on specific computers. Plenty of tools for how to promote internet safety are available on educational forums such as www.connectsafely.org . Videos and guidelines for how to set privacy on facebook settings, for example, may help unwanted intruders.
http://www.connectsafely.org/code/code/index.php?option=com_content&task=blogsection&id=23&Itemid=124
But in many ways, this is a band-aid approach. It reminds me of the 'parent control' options that were sold as part of a TV cable package back when 100+ television channels was the new and exciting (if not risky) item on the tech market. Now, with the many interactive capabilities with the internet, the issue is not only about what students see, but it is also about what they do with others. And the case of safety, it may be may be more about what others do with them.
Cyber-bullying is a growing phenomenon that has raised much concern, as well as speculation. According to Anne Collier, cyber bullying must be clearly defined and taken with a grain of salt. (http://www.connectsafely.org/code/code/index.php?option=com_content&task=view&id=1322&Itemid=118)
I somewhat agree. I mean, when all of this interaction is transmitted through 'virtual' screens, does it really warrant concern for a child's safety? Certainly. But it may not be the kind of (physical bullying) in which a child remains helpless. But support is needed. The solution is less about controlling student's access and more about empowering them with the critical thinking and psychological tools that will give them more power to resist unsafe engagement and interaction. ( http://www.connectsafely.org/code/code/index.phpoption=com_content&task=view&id=970&
Itemid=118)
As with watching television, I think the best thing we can do is teach students how to find joy and fulfillment (in both activities and relationships) that do not depend so much on the computer. Time together, in person, with family and friends is fundamentally different than virtual interaction. And I believe, it is an essentially preventative method for combating WebSafety. If students feel safe and loved outside of the cyber-world, then that world will have less power over them.
With that said, I am very assured to know there is plenty of attention given to the matter of WebSafety, in terms of research and support. www.connectsafely.org has enough resources alone to answer most questions and provide ample advice and support for how to understand and address the topic. But like many of the resources available online, there may be too much to tackle for one parent to grab hold of. I can only imagine my mother trying to navigate through that site, much less narrow down the scope enough to take any tangible action. Forget about it.
So here in lies my greatest concern, for both teachers and parents, and our collective approach to dealing with WebSafety. There is SO much out there, both in terms of safety risks as well as methods to minimize and treat them, that I cannot help but wonder how in the world we can come to a collective moral, ethical, educational, and punitive approach to dealing with the issues as they arise.
The public high school that I taught at, for one, does not have any rules, regulations, or education forums that are followed by all teachers. I don't even recall any 'optional' ones. What they do have, like many schools, is a technical measure of 'blocking' certain sites. That helps, but only to the degree that it restricts. It does not educate or empower students with how to handle unsafe web interactions when they do arise.
Like most teachers, I never spent much time on the topic. Perhaps I should. I think the key is, however, to balance the amount of time spent on the internet, and on internet related topics, with some time and experience off-line. Good ol fashion books and socratic seminars are soon to be a lost art. What about an afternoon at the park with your high school sweetheart, guitar and flowers? Real ones. Imagine: no texting or beeping going off in the middle of your first kiss?
Okay, perhaps I am going too far into the realm of pre-internet nostalgia. In truth, I do not think we need to revert back to the 'good ol days' of when I was in high school and we didn't have cell phones or emails. But for our health sake, I think it is very important that students are empowered with options for love and safety that have nothing to do with being online. Real live human love, interaction and protection will always be important for safety, I think.
Helen Perdue
April 4, 2009
Educating students about Web Safety must be tackled from many vantage points. There is, of course, the idea of restricting access and usability of certain websites and programs. Parents and teachers may have tools for monitoring what students are able to see and do on specific computers. Plenty of tools for how to promote internet safety are available on educational forums such as www.connectsafely.org . Videos and guidelines for how to set privacy on facebook settings, for example, may help unwanted intruders.
http://www.connectsafely.org/code/code/index.php?option=com_content&task=blogsection&id=23&Itemid=124
But in many ways, this is a band-aid approach. It reminds me of the 'parent control' options that were sold as part of a TV cable package back when 100+ television channels was the new and exciting (if not risky) item on the tech market. Now, with the many interactive capabilities with the internet, the issue is not only about what students see, but it is also about what they do with others. And the case of safety, it may be may be more about what others do with them.
Cyber-bullying is a growing phenomenon that has raised much concern, as well as speculation. According to Anne Collier, cyber bullying must be clearly defined and taken with a grain of salt. (http://www.connectsafely.org/code/code/index.php?option=com_content&task=view&id=1322&Itemid=118)
I somewhat agree. I mean, when all of this interaction is transmitted through 'virtual' screens, does it really warrant concern for a child's safety? Certainly. But it may not be the kind of (physical bullying) in which a child remains helpless. But support is needed. The solution is less about controlling student's access and more about empowering them with the critical thinking and psychological tools that will give them more power to resist unsafe engagement and interaction. ( http://www.connectsafely.org/code/code/index.phpoption=com_content&task=view&id=970&
Itemid=118)
As with watching television, I think the best thing we can do is teach students how to find joy and fulfillment (in both activities and relationships) that do not depend so much on the computer. Time together, in person, with family and friends is fundamentally different than virtual interaction. And I believe, it is an essentially preventative method for combating WebSafety. If students feel safe and loved outside of the cyber-world, then that world will have less power over them.
With that said, I am very assured to know there is plenty of attention given to the matter of WebSafety, in terms of research and support. www.connectsafely.org has enough resources alone to answer most questions and provide ample advice and support for how to understand and address the topic. But like many of the resources available online, there may be too much to tackle for one parent to grab hold of. I can only imagine my mother trying to navigate through that site, much less narrow down the scope enough to take any tangible action. Forget about it.
So here in lies my greatest concern, for both teachers and parents, and our collective approach to dealing with WebSafety. There is SO much out there, both in terms of safety risks as well as methods to minimize and treat them, that I cannot help but wonder how in the world we can come to a collective moral, ethical, educational, and punitive approach to dealing with the issues as they arise.
The public high school that I taught at, for one, does not have any rules, regulations, or education forums that are followed by all teachers. I don't even recall any 'optional' ones. What they do have, like many schools, is a technical measure of 'blocking' certain sites. That helps, but only to the degree that it restricts. It does not educate or empower students with how to handle unsafe web interactions when they do arise.
Like most teachers, I never spent much time on the topic. Perhaps I should. I think the key is, however, to balance the amount of time spent on the internet, and on internet related topics, with some time and experience off-line. Good ol fashion books and socratic seminars are soon to be a lost art. What about an afternoon at the park with your high school sweetheart, guitar and flowers? Real ones. Imagine: no texting or beeping going off in the middle of your first kiss?
Okay, perhaps I am going too far into the realm of pre-internet nostalgia. In truth, I do not think we need to revert back to the 'good ol days' of when I was in high school and we didn't have cell phones or emails. But for our health sake, I think it is very important that students are empowered with options for love and safety that have nothing to do with being online. Real live human love, interaction and protection will always be important for safety, I think.
Friday, March 13, 2009
Standards for Technology in Education; Am I Meeting NETS?
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.
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.
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!
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