Course Portfolio

Somewhat unbelievably, the end of ED 517 has arrived. It's hard to believe, and even harder to believe that the summer is nearly over. On the positive side of all this though, after one year of AmeriCorps service and two years of substitute teaching, the classes I am taking now will earn me my Secondary English Teaching certification by this time next year. When I think about this fact, I wonder how it took me twelve years after graduating high school to find my way to this career, but I can only assume it was time well spent, exploring the world and doing things that only a young, single person can really get away with doing. I am excited to continue working with youth, and -- in particular -- at-risk teens who are filled with tons of talent but little confidence or motivation. ED 517 has been an important step towards many of my teaching goals, as one of my weakest points as a teacher has always been something of a resistance towards incorporating more technology into my lessons. Part of this has always had to do with the lack of reliable technological availability in the school district that I work in, forcing me to never need to rely on a computer to successfully teach a concept. However, the other part, in all honesty, rested on my own lack of confidence concerning my abilities with both software and hardware. So, getting such an eye-opening survey of better ways to utilize technology in the classroom and professionally has a great help to me, and really helped me put aside some of my previous discomforts and concerns.

As our final project, we have been assigned to pick our four favorite assignments and explain why the lesson was important to us and what we specifically learned from it. Each selection below contains an actual link to the assignment, so feel free to check it out and send your comments.

1) Inspiration Presentation on Hamlet

Being introduced to Inspiration was vaguely analogous to being introduced to the Deep Web, both of which were analogous to discovering the world is not flat. Inspiration is a fabulous software tool which allows for the creation of concept maps and other graphic organizers that can be used to present a broad amount of information while visually maintaining the connection between all of that information. What I think really grabbed me about Inspiration was how much it reflected the way I feel my own mind works -- I love to peel pack the layers of things and find the deeper connections among them, but I often have trouble keeping track of those connections. Although we learned some great ways to make PowerPoint presentations more non-linear in ED 517 as well, PowerPoint still didn't grab me the way that Inspiration did. To me, so much of educating young thinkers depends not so much on student's grasping, for example, a slide of information, but on them really understanding how the information on that slide relates to all of the other slides. Inspiration truly makes this a pivotal point of any lesson by its very design, and I'm fairly certain I'm going to use it a good amount in classroom presentations (assuming I can get access to a video projector!). I can imagine using Inspiration as a great tool for unfolding literary works and biographical information concerning writers, as well as using it as a way of display the writing process and how each step relates to all of the other steps. The Inspiration presentation I have linked above was my first attempt at mapping out a literary work, and I chose to focus on Hamlet. (Let it never be said I start with the easy stuff!) I'm really proud of this presentation because when I think about my own biggest struggles with Shakespeare (and literature in general), I realize that it can be really difficult to grasp higher-level themes and concepts contained in the work when you're too busy struggling to remember who each character is, how they are connected, where in the world the story is even taking place, etc. This concept map gives a clear synopsis of that basic information, as well as laying the groundwork for the exploration of some thematic elements. Enjoy!

*Note -- if you don't have Inspiration on your computer, I'm afraid you won't be able to view this one! I'm in the process of securing my version presently.

2) Excel Grade Book

I know many of you will be infinitely amused at this, considering how long Excel has been in existence, but this is really the first time I've ever used it (again, what an eye-opening class!) Excel is one of those programs I've always though must be incredibly useful, but I was also fairly resistant to figuring how how to actually use it. Somewhere in my nature, when I see lots of rows, columns, numbers, and formulas, my brain seems to immediately panic and start trying to make me remember all the words to "Born to Run" (by the one and only Bruce Springsteen) instead. However, in this particular case, that wasn't an option, as this was an assignment, and it had to be completed. As is usually the case when we try something we have long avoided trying, Excel wasn't so bad after all. In fact, I laughed out load at myself for having waited this long to try it, because I can see how it could have saved me a lot of number crunching in my financial life, and I most certainly see how I will utilize it as a teacher for keeping track of grades. Without hesitation, I would have to say that the best part of Excel is its inherent flexibility. First, it's not difficult at all to set up a basic spreadsheet of information, but perhaps even more importantly, it's even easier to later alter that spreadsheet to incorporate new and different information. (I can hear the eraser manufacturers shuddering as I speak!). The Excel presentation I did for this class was a basic grade book for a nine weeks period (bonus points if you can tell me what all the students have in common!). I had to use several of Excel's functions to get each row to properly calculate the total points and overall grade, but once I figured those functions out, figuring out each students grade was literally done in seconds. I also included a graph which shows the overall grades for the nine weeks, which could be a very useful way of visually monitoring a your difficulty level of a class. (For example, if everyone has a high B or A, perhaps the material is below their level. Or, conversely, if everyone is struggling, perhaps teaching strategies and material need to be seriously reconsidered.) Overall, finally getting over my "Excelphobia" was a great relief, and I look forward to using it in the future to afford myself more time for creation and instruction and less time for crunching number after number.

3) Personal Web Page

I'll be the first to admit that when I first started using the Nvu software required for this assignment, I really struggled with it. It wasn't nearly as intuitive as I had hoped it would be, but -- in many ways-- my struggles had more to do with myself than with the software. Early in the process, I became quite frustrated, and even somewhat obsessed, with getting a certain background to appear on my website. After literally ours of trying every imaginable thing, I gave up, beut not before nearly giving myself an aneurysm. Ironically, after a good night's sleep, I sat down an did an entire web page in no time, having a fresh pair of eyes and a clear head. Before I talk more about the actual website, I just want to point out that the most valuable lesson I learned during its creation had nothing to do with the actual program, but more to do with myself. Sometimes, when I encounter a problem and get quite frustrated by it, I really need to just walk away, take a break, and even sleep on it. The more aggravated I allow myself to become by simple obstacles, the more complex they seem to become. So, not to self -- "Relax -- you'll figure it out, eventually." Now, as far as the actual web page is concerned, it's what'd you'd expect for someone's first attempt. I'm not blow away by what I did, but I am nonetheless proud of it, because it really demystified alot of the web design process for me: things as simple as how a server works, uploading to it, a little bit of basic HTML, hyperlinking, etc. I feel much more confident to discuss such things with students in the future, and I can even see ow I might be able to utilize even the basic skills I garnered in creating my web page to invent some really unique assignments and projects for web-savvy students in the future. Again, this was just an introductory exercise, so don't expect to be amazed. I, however, was amazed just to learn how easy the process can be, and am excited to try to hone these skills for slightly more intensive projects in the future!

4) Professional Blog

You're looking at it!! It's a close race between Inspiration and this blog as to what my favorite ED 517 assignments were. I have to admit that I was (and, to some degree, still am) leery of having a blog, but I think my opinion has somewhat changed. I've had alot of fun exploring other people's takes on how to effectively use blogs as more than just a personal journal, but also as forums for professional development, policy debate, resource sharing ,and the like. Blogs certainly have their downfalls, most strikingly in their tendency to go the way of the op-ed (I'm guilty of this myself) and be somewhat ambiguous in citing sources, but they also bring a great deal of personality to often very dry topics. I don't know if I ever would have botheredd to create a blog without this class, and I'm interested to see if I can continue to challenge myself to use The New IdeaList for means other than broadcasting my daily life experiences/thoughts around the world. In ways, I think that wikis will really be the educational resource of the future, as open-source resources can easily keep up either our rapidly changing and complex world, but blogs will also play an important part in the discussion as well. Ideally, I'd like to see blogs used more effectively among educators, as a means to present and consider ideas, lessons, policy, technology, etc. While I'm uncertain of the best use of blogs in a classroom environment (mainly in regards to the lack of computer availability in my school district), i do think blogs can be a lively and fluid way for teachers. policymakers, parents, and others to all meet and discuss vital issues in education.

Conclusion

This class has really imparted new knowledge to me, and given me some great ideas for how to effectively use that knowledge as an educator. The image that accompanies my picture at the top of this post was sent to me some time ago by a friend, and it still brings a smile to my face. As a person who has a long standing relationship with music and writing, I always figured I'd end up somehow combining my love for expression with my love for helping others express themselves. This class has lead me to some new ways of expressing myself, and that means I now have more tools in the toolbox for helping both my peers and students organize, consider, and present their own thoughts and feelings. I am constantly looking for the humanity in every aspect of my life, and this class has definitely helped me to see that everything, including technology, can and should be utilized to help ourselves and others to have clearer communication and a deeper understanding of what it is to be human. With that in mind, I wish all of my classmates and Dr. McCullough the best in the future, and may we may we all see the record deals of our dreams, as well as discover and deliver the education of a lifetime.

System Crash.

Today's entry may be a little shorter. I have a feeling that if I let it go on too long, I may truly just let The New IdeaList become too much of an "op-ed"/personal journal blog. But fear not -- today's brief content does indeed relate to our intended topic of blogs/technology in the educational realm.

The long and short of it is this: I'm troubled. OK, now I'll clarify. I am absolutely positive that technology can be used for the forces of good in the world of education. I've already seen a handful of ways via a class I am currently taking at Clarion University of Pennsylvania, in which I've gotten the opportunity to explore how blogs, wikis, the Invisible Web, Inspiration, PowerPoint and much more can be applied both in the classroom and among educators.

And I'd be a fool to say I haven't seen the utility and potential in these tools. (And there, I may have hit upon something for myself: these are tools. These programs and devices are not the basis of effective teaching or meaningful learning, but I see how they could, in this day and age of ours, be a valuable part of it.) But here is my difficulty: it's July 28, 2007. The summer is now two-thirds over, and because I have chosen to finally get my PA teacher's certification online (thus allowing me to maintain my current job at the Wilkinsburg Academy), I find myself spending mind-boggling hours in front of a computer, typing and reading and pointing and clicking and copying and pasting before I've even really fully read what I just copied and pasted. ( I know, horrible behavior). But here's the reason: this is the medium I am required to learn through for these classes, and so the assignments are, of course, centered around interfacing with and utilizing computer skills. However, what I am discovering is that -- while I can easily see how software like Inspiration and PowerPoint can make for more interesting classroom presentations -- I am growing more and more leery about the use of blogs and wikis for students. And the reason for that is because I myself am not too excited to interact in virtual terms anymore than I have to.

I know the situation would be different when using these tools as supplements to an actual classroom, in that students and teachers would already know one another, and so the isolation I am currently feeling from my classmates and professors would perhaps not exist. Also, real world conversations could continue discussions that began online, thus permitting for the development of actual interpersonal skills.

For now, I'm going to just accept that these are tools I should, as an educator, be aware of and willing to experiment with. Just because I do not consider myself a "computer person", there is no reason I cannot use computers to enhance students' educational experiences. Do I have much of a desire to create more reasons for myself to sit in front of a computer? Not really, but I will, if it means a better opportunity for students to learn. Also, and as a final note, none of these concerns really relate to how I feel concerning the use of blogs or wikis among educators. I still see them as a huge resource, albeit one that I cannot honestly say I would want to be responsible for consistently maintaining, updating, and monitoring.

Now, to lessen these technological woes, I think I might head out into this rainy, hazey July evening and go listen to some friends play music, talk to some people I haven't seen for awhile, and enjoy some good food and drink. Sometimes, it feels so good to shut the laptop, walk away, and remember to be here in this world that surrounds you.

And that, my dear readers, is a lesson we could could all stand to learn as often as possible.

Know No Bounds.

I've spent some time over the last few days considering (and discussing) the utility of blogs in the educational arena. In truth, I've had some difficulty separating my previous notions of how people seem to use the internet from the manner in which educators might choose to do so. I have long since felt that blogs inevitably seem to go the way of the "op-ed" journal, where opinion reigns supreme and citing of reliable references is limited. Equally, I am generally of the opinion that human beings already spend too much of their professional and leisure time being sedentary in front of one technological gadget or another, and so it's difficult for me to become overly excited about the notion of giving myself, fellow educators, or students one more reason to do so. In fact, if anything, I find myself often feeling like the classroom is one of the few places left where there is truly the potential for complete interaction between humans, and -- in turn -- a rare opportunity to learn from one another.

Of course, it's more complicated than that, as computers in the classroom certainly do not totally deny this human interaction -- they merely seem to sometimes provide an opportunity for interfacing with machines more than people. In these terms, I often wonder if we are creating classrooms that will produce technologically savvy citizens, but citizens who lack a great deal of the interpersonal skills that the truly (human) interactive classroom can offer. My good friend Paul, who is probably the most tech savvy person I know, actually sent me an amazing database of articles concerning technology and computers in the classroom, which can be found at this link. Below, I've also included two of my favorite quotes from an article from that database entitled "A New Assessment of Computers in the Classroom", by Steven Talbot, in which he assesses the main conclusions of the book Flickering Minds: The False Promise of Technology in the Classroom and How Learning Can Be Saved, by Todd Oppenheimer:

** Computer technology will not go away. The challenge for schools is to reject fads and use the tools sensibly. Generalizing: "technology is used too intensely in the younger grades and not intensely enough -- in the proper areas -- in the upper grades". The failure in the upper grades is that students are given no deep understanding of the technology, but instead are allowed to occupy themselves with the "hot programs of the moment".

** The computer fad has temporarily blinded us to a central truth that has been evident for thousands of years: the crucial process in education is not a technological one but a human one. In the words of the Forbes editor, Stephen Kindel, "the best schools will eventually recognize a fact that's been apparent since Plato sat on Socrates' knee: Education depends on the intimate contact between a good teacher -- part performer, part dictator, part cajoler -- and an inquiring student". In the end, Kindel added, "it is the poor who will be chained to the computer; the rich will get teachers".

These two quotes do an excellent job of encapsulating my general views of technology in the classroom: it is most certainly a tool that we must present to students in order to prepare them for today's modern world, but it is not a replacement for the human skills and knowledge we must impart to any student, regardless of the era. Furthermore, over the course of the last few days, I've had several conversations concerning the idea of utilizing blogs in education, and I keep coming back to the fact that while I could see the merit of having a "classroom blog", where assignments can be found, links to related topics are posted, discussions occur, etc, I simply cannot get around what a logistical nightmare this would most likely be. For simplicity sake, I'll break it down into three main
complications:

1) Monitoring
How exactly will one teacher monitor the activity of students when those students can participate at any time, in any numbers? As teachers are already stretched thin in the classroom for prep time, how will they manage to fit in even more time to monitor such a blog?

2) Expectations
How central or supplemental should a classroom blog be? Is it something that students should be required to participate in, or merely an optional way for students who prefer such learning to use? Is it fair to force such interfacing on students, or --- conversely -- unfair not to provide it as an option. These questions are complicated, but ultimately lead us to the most glaring problem:

3) Availability
How available are computers and internet access in the community of the school. In the economically distressed school district where I work, technology is often either unavailable or malfunctioning, and the percentage of students who have any such access at home is -- as one might expect -- scarce at best. Knowing this, how feasible is it to design any curriculum which is even remotely dependent on the presence of technology?

I am by no means saying technology has no place in the classroom, as that would be fairly absurd. Still, the complications involved cannot be easily sidestepped, and I myself am still grappling with them, as I most likely will be for quite some time to come.

But what of blogs being used among educators, as a resource and source of professional forum? Here, I can see some true potential for using blogs for something more effective than a personal journal. Ideally, blogs could become a resource where teachers learn from other teachers ( and other educational professionals), as well as possibly even interacting with parents, community members, and the like. Lesson plans could be posted, reviewed, and even edited (given the nature of the wiki phenomena), classroom management strategies and critiques offered, policies examined, and so on and so forth. The possibilities are nearly endless, and quite exciting.

In a way, that is what I'm hoping for this blog to perhaps become in time. For example, my friend Paul (in San Francisco) passed to me (in Pittsburgh) an amazing database worth of articles concerning computers and technology in the classroom. I read many of those articles, found them well written and informative, and posted a link here as something other educators may want to investigate. In turn, other people might cull out quotes from these articles worth further examination (much as I did), or actually go find the primary sources these articles mention as a means towards even more in depth study. To me, the main attraction here is this: Paul sent a veritable library of topical information my way (across an entire continent, over several time zones, and with minimal effort) through a single link. He, as a computer professional, has certain opinions of the information contained in these articles, and I -- as somewhat of a "just joining the 21st century" English teacher -- have my own opinions. However, what's important is that this blog, and blogs like it, give two such differing human beings an easy means to not only share such information, but also consider, review, and discuss it between us. And as that community grows to more and more contributors and readers from increasingly various (though often closely related) fields, that conversation will grow into one that doesn't merely occur between two people, but among many people.

And perhaps that's the ideal of this second The New IdeaList posting: technology (and all which comes with it) certainly brings many new complications into the world of education, but none of those complications may ultimately outweigh its greatest benefit: a conversation based upon unlimited experiences and resources, a chance to learn well beyond the confines of any classroom by asking questions of the entire world.

Cheers, Paul. Let the discussion commence.

Commencement

The New IdeaList is my first blog. It has been created as part of a class assignment, but I hope to see it eventually grow into something useful beyond the boundaries of any specific class. I chose the name The New IdeaList not to be clever (though it did make me smile when it occurred to me), but because I would truly like to see this blog become two things simultaneously: a place where we can not only question, refine, and celebrate the nature of being idealists, but also a place to examine the endless lists of ideas that stack up around us on a daily basis. In the future, I hope to go beyond posting overtly personal entries, and strive to use this blog as a confluence of thinkers (teachers and students alike, all educating one another), and for a myriad of intellectual, ethical, and --ultimately -- insightful discussions. I am excited to see how this will take shape, and -- ideally -- be shaped by others.

In my first comprehensive post, I plan to examine the nature of using blogs as a tool to not only share information with students, but as a means of sharing strategies in professional development among educators. Stay tuned, and please -- chime in!