Archive for

September, 2008

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A reader’s questions

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Melissa recently asked me some questions about blogging with students, so I thought I would answer them here. Thanks for asking and giving me an opportunity to share what I do!

-What tool do you use for your
student blogs? Is it secure? I am up against admin that want to make
sure that our kids are safe using blogs and I have to battle with them
not understanding the richness of a read/write web.

It depends upon what you mean by secure, Melissa. I use 21 Classes, which allows me to set up a teacher's blog with links to all the students' blogs. No one but students may leave comments, but anyone may read what they say. I am beginning to see some dialogue back and forth between the students, but this mostly happens when I give them time in class to respond. Also, their blogging to date has been assignment driven. For example, I ask them to respond to a reading or answer a question.

I hope to move to a different form of blogging second semester, when I will give them more leeway. In fact, I hope they will begin using the blog as a place to reflect on class or school issues.

Our entire English department has embraced NCTE's literacy standards that encourage us to use the technology tools that allow us to collaborate, create, and publish in a connected environment. Of course, we do try to protect students' online profile by not using last names or pictures on the site.

- What type of lesson do you do with your students prior to launching the blog? Blog etiquette…etc.?

We typically do at least one session with all Upper School students on "developing a positive online presence," where we talk about the trail of footprints they can leave behind. Before we begin blogging in class, we talk about not using first and last names in ninth grade. (Older students are obviously taught/treated differently.) We also spend time talking about how we respond to one another–and discussing how writing online is different from communicating face to face.

I don't know that I have protected my students from any possible scenario they might face. But I also believe this is the time to use these experiences to teach them how to handle being online. Most are there anyway; whatever we can do to guide them in managing information, connecting and networking with friends and others, and thinking about the kinds of images they are creating for themselves will benefit them down the road.

One of those days……

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  • This morning, I tried to get my 9th grade students logged into Diigo, and it was blocked.
  • My colleague unblocked it right away, and then my bookmarking tool wouldn't work for the students.
  • I then tried to show them to use Wordle to see how often they used certain words in their short stories, but many students couldn't get java loaded on their laptops to make it work.
  • During my sixth-grade tech class, the students were ready to upload their photos to Animoto and compare the design and choices of technique to PhotoStory. At the exact moment they were ready to upload, Animoto went down. Is it EVER down?
  • This afternoon, I prepared to start grading the students' drafts of short stories, which they had sent me via MS Word, and I realized I would need to download the documents from my Gmail account to my Mac's Text Edit program, then copy and paste the stories into Mac's Pages in order for me to add comments.
  • The yearbook's online design program wouldn't create the kind of split screen photo the editor wanted so we had to call tech support. No luck.
  • After school, I tried to show several teachers Voice Thread, and I was so tired, I couldn't remember how to add students to the education account we have.
  • At dinner, I said to my husband, "You know, opening up a textbook and asking the students to read and answer questions in their notebook sounds pretty good right now."

Tomorrow's gonna be better.

Searching the web

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Common Craft does it again. Check out this video on web search strategies:

What’s Your Excuse?

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Running with my iTouch

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Photo by Meredith_Farmer
Attribution-NonCommercial-NoDerivs License

Though some days I feel like I am running around in circles, I have found a way to catch up with my podcasts.

I listen to them while I run!

One has become more meaningful now that I have met one of the podcasters. This morning I tuned into Alex Ragone's and Arvind Grover's EdTechTalk "21st Century Learning," and I was totally able to dissociate from the run and enjoy listening. Alex, a teacher from the Collegiate School in NY, and I met at our PLP's first face to face meeting here on Sept 8. What a pleasure to touch base with another thoughtful teacher from my "network."

At one point in the podcast, one of them mentioned a recent NY Times article and quoted the last lines about the impact of participating in social/educational networks:

Laura Fitton, the social-media consultant, argues that her constant
status updating has made her “a happier person, a calmer person”
because the process of, say, describing a horrid morning at work forces
her to look at it objectively. “It drags you out of your own head,” she
added. In an age of awareness, perhaps the person you see most clearly
is yourself.

This comment resonates with me as it is one of the reasons I worked to include our school in the Powerful Learning Practice year-long professional development opportunity this year. My own learning, both about myself and teaching in general, is enriched by various social media in which I participate. Writing about what it means to prepare our students to work and live online helps me see more clearly and share with others. Participating in Twitter, Nings, and Diigo gives me instant access to what others are thinking about similar issues and "drags me out of my own head."

As we all struggle to define 21 century literacy skills, I often look to my new friend Elizabeth Helfant at MICDS, who articulates her school's vision so well. One of our PLP team goals is to participate fully in our online virtual network, sharing our thoughts about this shift in learning. Elizabeth points to this research:

Early evidence (Labbo, 1996; Labbo & Kuhn, 1998), as well as
logical deduction from current trends, suggests that the new literacies
will be ever more dependent on their social construction than
traditional literacies.  It will be impossible for every child to
become expert in every new technology for information and communication
that appears. As networked information resources become more extensive
and complexly structured, and as ICTs continue to change with some
frequency, no one person can be expected to know everything there is to
know about the technologies of literacy; these technologies will simply
change too quickly and be too extensive to permit any single person to
be literate in them all.  Each of us, however, will know something
useful to others. 

This is why I stay (sometimes it feels like living) online, trying to collaborate and connect. I have the opportunity this year to practice what I've been preaching, and I hope to post more about moving my English 9 class forward with NCTE's Literacy Skills in mind. Perhaps I will be able to share something useful to other English teachers forging ahead toward this exciting but capricious future.

In the meantime, our PLP team is off to a great start this year. I have been watching and hearing about:

Carey's students flying around Google Earth and creating Voice Threads in Spanish
Katie's students discovering that their political blogs aren't really "blogs to nowhere." (Can you lend a hand with a comment?)
Jennifer's students learning to voice their opinions and reflect as they work on a new style of writing.
Susanne's students presenting in AP English using a variety of tools to enhance their learning.

This is an exciting time to be a teacher.

Why Twitter?

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Wes Fryer shared a great slideshare tutorial today that helps answer the question: Why Twitter?
Since I seem to get the question all the time, I thought I would share it here, too!

Another blog to nowhere…..

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That was the comment one of our history teachers relayed to me from one of her students after she introduced blogging to them.
Yes, we've been trying to get the students to blog, to share their thoughts online. For good reasons, I believe. But the student's concern is valid. If no one reads the blog or comments, why bother? In this teacher's case, the blogs are political, and the students would benefit from having others participate.

Yet, my colleague Jennifer uses blogs for different purposes–one is to create a year-long record of a student's thoughts about what he or she has read. I use blogs for sharing within a class, to extend our classroom conversations. But at this point, I'm not sure I want "outsiders" commenting on my ninth-graders blogs. Both reasons are valid, yet I have heard others argue absolutes: blogs should never be used in a closed environment or without the ability to comment.

So how do we create community and audience for beginning bloggers? I'm not the first to talk about this. And I don't necessarily have any innovative ideas.

In both cases above, students within a class are able to read and discuss each others ideas. I do know that if we treat the blog like homework that gets turned in
and checked off in the gradebook, where only the teacher sees it, then
students probably won't see any value.

What makes a class blog a success? Any ideas? And what about students who express real discomfort with having to put their ideas out there?

Choices

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Choices
What a day. Today was our kick-off, the first face-to-face meeting with school teams in our Powerful Learning Practice, led by Sheryl Nussbaum Beach and Will Richardson.
Actually some of us began last night with dinner at the Kenmore Inn, and it was a fun opportunity to meet, chat, and think about what this year would bring.
This morning began with Will's keynote (with Skype calls from friends in Australia) and then Sheryl's explanation of the year's plan and process. The afternoon brought us RSS, Ning, and Eluminate.
As I arrived home today exhausted but excited about all that we had shared, I had dinner to make, a dog to walk, mail to sort, and appointments to set.
What did I do? Login to Google Reader and start checking my lastest RSS feeds instead.
Why?
Because I can. Well, my dog wasn't thrilled, but I could make the choice because I don't have children at home, I"m not coaching this year, and I love what I do.
As I said to Sheryl as I was leaving, I am passionate about the research, the sharing, and the learning. So today was an amazing day for me.
I do recognize that many teachers there have other obligations. And their passion may show in other areas: cooking, gardening, or woodworking. I want to take care this year to protect people's time (and my own) and maintain a balance so we don't lose this enthusiastic start to the year.
But tonight, I'm staying online.

Sorry, Beau. There's always the backyard!!Beau

Uploaded on July 31, 2008
by ♥Sage

Zonbu? No thanks…

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When my parents started having trouble with their PC, I found myself  spending quite a bit of time on the phone with them answering questions. Not that I minded. But as you know, it's very difficult to trouble-shoot when you don't see the screen.
"It's asking me to do something," my mother would say.
"Well, what's it saying?" I would ask.
"I don't know, I already clicked and it's gone."
Sigh.
So when I saw Zonbu, the machine that claims to …

"works for you — there's nothing to install, no software to configure,
and nothing to update — ever. Your computer is always up-to-date with
the latest software releases and always free of malicious viruses,
spyware and malware."

What could be better, I thought. Plus, the reviews were strong. The package was this: buy a box for $100 and pay $15 month. The service fee would support the software updates, virus protection, and backups automatically. The biggest benefit, I thought, was that it would all happen seamlessly. No more questions from my parents!

No such luck. Because it is a linux-based machine, the interface was confusing. And there were "questions" because my mother kept calling to ask me why it wasn't "just working" as I claimed it would or what did it mean " to do such and such." She wondered why it didn't "look like" her old machine.

 Finally, after several months, the machine kept freezing, which would prompt a, "it won't let me in!"

 I determined long-distance that it must be a bad wireless router, so I had my parents purchase another. That wasn't it.

Finally I contact Zonbu for support. I was surprised to learn there was no phone support at all–surprised since they were paying $15 month for SUPPORT. We played email tag for a few weeks, but help was not forthcoming. My emails were answered quickly, which was positive, but the advice was not.

"Go buy a PS2 keyboard connector to see if that helps."
What? I have a USB keyboard. I need to buy something else?

No thanks, I responded via email. I cancelled my mother's account, paid the $200 fee, and bought her a Dell. At least I can try to speak "Windows" long distance.

Nothing is easy these days.

Lesson learned.

Not a lone voice

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We are in week two of the new school year, and I don't feel like I'm hitting my stride yet. Oh, I'm enjoying my classes, and most of the kids are responding positively. They are blogging, and I'm reading. We are sharing ideas, and they are politely taking notes and following my directions.
But I want more.
I haven't been able to step aside yet. I am so used to leading, pointing, asking, questioning…and waiting for a response. In this Introduction to Genres course, we have been reading and
discussing short stories with the goal of each student writing one
himself. Yet, I am eager for them to find a reason this matters beyond the requirements of the syllabus.  I want to find a way to make this process more meaningful for them…to help them understand the value in a good story, the value in knowing how to tell a good story.
Tonight, I was having trouble falling asleep, so I decided to catch up on my RSS feeds. With my new teaching position, I just haven't had much time for anything other than my classes lately.
I was zipping through the feeds when suddenly Presentation Zen caught my eye:"Obama delivers a speech like a symphony." Could it be? A Dan Pink reference?
But wait, there's more.
"What makes a good story?" Garr Reynolds asks. Story? As in "how to tell?" I read on.

"In a great story — and in a great speech — there is ebb and flow, there is silence and there may be thunder."

He references Bruce Block's book, "The Visual Story," writing:

"the author
uses these three basics of story — Exposition, Climax, Resolution — to
show the link between visual structure and story structure. To
illustrate this link in terms of intensity he shows a story-structure
graph; the story intensity refers to the amount of conflict that builds
in the middle. Generally, a good story grows in intensity as it
progresses. Block draws a line that is jagged because a story's
intensity will rise and fall even though the overall direction of the
intensity is building up and toward a climax. The resolution, says
Block, "…is a place for the story to finish…the audience needs time
to recover from the intensity of the climax and reflect on the story's
conflict."

See, that's what we're doing in class right now. Reading short stories and learning about the form and structure because we–that is, the students–will each write their own stories, based on a common theme and characters."

In his post, Reynolds dissects Obama's speech and explains how it much like a good story–of the best kind. Here, he jots down his ideas:
Story

And there they are. The terms we have been using in class.
In real life. Used to talk about a powerful story.
So, I will be sharing this with them, and I'll play some of the acceptance speech in class, too–not for political reasons, but so they know their teacher isn't the ONLY one talking about exposition and conflict these days.
What do you think? Will it matter to them?