Podcast: WCMRR radio

Well, here it is folks. Maybe this will work, maybe not.
The internship I'm researching for is with The Center for Rural Partnerships. I just did an interview with the editor, Barbara Alan, for Plymouth (PSU) magazine. I've done a lot of research about the railroad's impact on rural life in 19th Century New Hampshire, and America. I learned that the greatest impact was on people's concept of time. Agrarian people no longer could lead a laid-back life, controled by the sun. With the advent of the railroad, farmers were controled by train times and schedules, if they wanted their product to arrive to market on time.
The podcast is directed like a narrated radio show with background music (hope you like Glenn Miller). Enjoy.

Reflections Blog

I'm back online now from 25+ hours without power. Downeast Maine got slammed with a heavy nor'eastah. Ayah! Dang it! Over 140K home were without power. Absolute 19^th century living; cooking on a wood stove (at right, yes), putting snow in 8" cake tins to keep the refrigerator cool, melting snow in 2 kettle pots for dishes and washing-up water, washing up in a wash basin, and keeping the wood stove going through two nights. And, let's not forget those wonderful oil lamps. If you live in the Northern Kingdom, you're bound to have a couple, at least. We were lucky and blessed. NO frozen pipes. Thank you, Jesus! Everything stayed copasetic.

I learned so much about the web and the technology tools that are available for teaching. I'm convinced, as Jeff wrote, in time "everything will start to click. The new classroom that comes standard" will be "engineered with more than students in mind." Teachers will have at their finger tips (pun not intended) "everything from 3D maps to over 700 voice-activated information sources."

1. Is this class worth offering? Is this a serious question? YES, of course! There is so much that educators do not know about Web2.0 teaching and technology. Just the Google search tips video was enough to boggle the mind. My word! I had no idea there were so many ways to do a search. It is definitely worth something to pass on to students.
   
2. What can Jeff do to improve the course? Umm… be more helpful in creating podcasts? I mean, can he give us more clues or YouTube tutorials on that one.

There are just so many web-based educational sites. I signed up on Facebook, and now my gmail is overflowing with requests to accept them. I know, I know, I a little slow with this web computer thingy, but once I get started – watch out… no problem.

It has been a journey that has added to my computer knowledge, and given me more tools in my tool box. Currently, I have added a dozen plus web sites to sign-in for. Blogging was fun. Especially uploading pictures (Sam and Bugs), and learning how to embed YouTube videos to it.

I'll try to keep updating computer learner, and will probably add a blog about Lakoma Ministries. This may be a venue that keeps me busy. One Facebook friend cautioned me, "it's addicting."

I've met some wonderful people in this class. Even though we may never meet face-to-face, we have a report that has been collectively built by this class. For us, it can never be "Good-bye," (unless my computer crashes or the whole internet system really does have a Y2K cardiac arrest), but au revoir. Till we meet again in our blogs.

My gmail: carld59@gmail.com.

Facebook: Carl T. Dumont

And one more time for you guys, Dang bust IT!

Yosemite

Bill Strickland’s Video – If I had a million…

I came away more inspired to fulfill my own dream. We, as educators, have dreams of creating a better world (well, our piece of it anyway). We want to inspire our learners to build a better tomorrow for themselves, their families, and their community. What would we
do if we had a million dollars?

It's funny that today is Sunday, because this is kind of an inspirational blog. What is more intriguing is that I am a former pastor. But, you see, ministry (or the call) never leaves you. So that's why I get kind-of preachy. But, today I want to share a dream, a ministry dream.

My dream concerns the community of Bangor (+/- 10 miles south of my home town of Old Town), and Lakoma. Bangor is celebrating its 175 birthday. The link tells a good synopsis of the cities history. It also tells of the "Queen City's" decline during the economic downturn. Many food banks receive donations of prepared foods (mostly pasta), and canned goods. Not very much nutritional value there. My dream involves the gift of hospitality or helps.

Once upon a time, my wife and I were coordinators in the SHARE program. The best part about it was the fresh produce and meat. Food pantries such as MANNA do not have the resources to provide the homeless and hungry with fresh produce and meat. Feeding America has a program called the National Produce Program to meet this need. I am in the process of investigating if this would be a viable venue for the Bangor area food banks. But, that is not the entire dream. It is only part of Lakoma Ministries.

My Pentecostal (higher life) faith has many world-wide ministries, and churches. In the northern kingdom of New England Pentecostal churches are mostly small and attendance is about 40 or less. Pastors of very small churches often must work second jobs to survive, because the churches are faith-based, and cannot pay them a regular salary. They often live in rural communities. They often find it a hardship to get away to a city like Bangor for shopping, or minister's convention. Travel and lodging are difficult, because their church cannot afford the cost of lodging. Pastors of larger churches (50-100+) find it hard to find accommodations for evangelists or itinerating missionaries for the same reason.

I have worked in the hospitality field and once owned a small motel business. I am an ordained minister with the Assemblies of God. I believe in miracles. Yes, miracles still happen. Zion Bible College is one present- day example. I would purchase the home pictured for us and the aforementioned reasons.

I am not receiving any donations, yet. I only need those who will believe with me, and pray for faith in this miracle. If it can happen for Bill Strickland, who simply wanted to better his world, it can happen for Lakoma. "God is no respecter of persons," Acts 10:34. John 21:16 is our key verse.

Lakoma-Shalom, Maranatha, and Amen.

Carl

PBL & Assessment – Just Thinking About…

How can we reach them all? A typical middle schooler's class period ranges between 45 to 60 minutes long. To engage students in interesting and attention-getting projects is like fishing. You have to know the right bait to use for a certain group of kids. Some like games to teach a lesson, while others like participatory group projects that end with a really cool product. But how can you reach them when half the computers won't work.

Frustrations will always arise when either the student is unsure of the procedure, or the system keeps breaking down. "The system is down, again?!" is an oft heard expression of disgust with an overloaded system. The worst thing, I feel, is that it creates a negative image of technology in the kids' minds. For some struggling school systems with only one IT staff member for a number of schools, the frustration and negative image is compounded by limited resources and budgets.

Down pc's and ineffective technology equals wasted time. And as Ben Franklin once wrote, "Time is money." And, it's the parents and community members who pay taxes for inefficient tech systems that get the most frustrated. Dang bust IT! Whoa, there Sam.

So, how can we reach middle schoolers that have the attention span of a Red Squirrel with ADHD on Red Bull? [Hammy] Well, you just keep trying different things. I had a group of Social Study 7^th graders that hated reading their text books out loud. I found the text on CD and played it while they read along. Presto! No groans, no hedging, no, "Aw, man!" They all participated. I quizzed them the next day, and most got good grades. Some will respond to different things with technology. You just got to find it.

How can this be assessed properly? Well, last winter I completed a multimedia project rubric for "Making Multimedia Meaningful."

Dang bust it.

Yosemite

What the Google Man said

Matt Cutts from Google gives a great search tutorial.

Man, that was awesome. I had no idea there were so many ways to Google a search. Now the trick is to remember what the BLAZES he said. Down, Sam, down. And STAY DOWN! <BAM!> There, ya flea bitten varmint! Sorry, there, I had to take care of Sam.

I'll capsulize what he said for you.

Google Search Tips:

• Use double quotes – to match a specific phrase/term.
  
• Use double quotes with a minus sign – to match specific terms and exclude terms.
  
• Use dashes – to also match a specific phrase or phrase match.
  
• Use the plus sign before the term (even when it recognizes a misspelled word) – for a very specific term.
  

A World of Search

• Package tracking (UPS)
  
• Airline flight numbers
  
• Amtrak train schedules
  
• "time in Zurich"
  
• Calculate math, algebraic equations, logarithms.
  
• "Answer to everything" – life. Ans: 42.
  
• Currancy conversions at current rate of exchange.
  
• Define: term – to look up definitions.
  
• Specific file types.
  
  • Term ("civil war") filetype:ppt – for powerpoint presentations.
    
  • Term filetype:doc – for documents.
    
  • Type in question as Jeopardy phrase – "Mt. Everest is * feet high."
    
  • Type in number..number – for numbering range search. "Mt. Everest base camp 10000..20000."
    
  • Use dollar sign for price ranges – "dvd players $100..$300."
    
  • Use zip code for movies in certain area – "name of movie and zip code."
    
  • Site: search – for a specific domain ("videocard site:dl.tv") It works easier if www is not included.
    
  • Site: domain – to search in specific domains; edu, org, net. ("site:gov mortgages").
    includes site:country ("site:uk").
    

Well, that is a lot to remember. But I hope it helps.

Dang bust it!

Yosemite

Teaching In a New (“out there”) Networked World

"Oh, excuse me *Ethel. Someone's listening in on the other line. *Sally, *Freida, is that you, listening in! You, hang up, now!" That was the usual dialog my grandmother had when she used the old party line telephone, and detected someone listening in. In those days (pre – 1970s) to have a private line meant paying almost double the phone rates as opposed to a four, three, or two party line telephone. I had two great aunts that knew just about everyone's telephone signal. Ours was three rings: one short, one long, and one short. They would get on the line and sometimes join the conversation. Funny, yes (on The Andy Griffith Show), but not when you were trying to have a "private" conversation. And, definitely not, when you had to make a phone call, but couldn't, because someone else on the party line was using it.

Well, YouTube, MySpace, and Facebook are just like the old telephone party line. You never know who's "listening in," or reading/watching. Lowering the privacy bar on your life and mine has its draw backs. For a generation that never experienced the old party line, it's understandable that they don't understand. To experience a real private telephone conversation, without interruptions or someone eavesdropping, was very gratifying. But, I'm afraid society has lowered the privacy bar at the expense of security.

Too much of us is "out there." It seems that where there is no challenge to human behavior, human conduct pushes the boundaries and tries to blur the lines. With on-line cyber communities there seems to be no face-to-face blame, shame, ridicule, criticism, harshness, bullying, disrespect, judgment, commentary, critique, analysis, review, or remarks. I feel when there are no face-to-face confrontations for bad behavior, limits are somehow ignored. It's like the 55 mile-an-hour speed limit on the interstate highways during the 1970s and 80s. Most people, including myself, ignored it and went 5 to 10 miles over it. Why? Because, most people got away with it. And, today, who keeps to the 65 mile-an-hour speed limit? I try to, because I like to save gas. And, as an old dude (almost 50, maaaan) I'm not in so much of a hurry.

It may be that kids feel "safe" on MySpace, and Facebook, because the web site says so. Oh, please. I was taught to always question stuff like that. Bad behavior anywhere (YouTube, MySpace, Facebook) always hold consequences down the road. Behavior that is recorded stays recorded (encoded/encrypted) and is hard to expunge. There's no doubt that we all have freedom of speech, but how secure is it. Yes, kids have a right to live for the moment, but how many sexual predators prowl YouTube, MySpace, and Facebook hunting their next victim? Law enforcement officers use MySpace to lure these guys into arrestable situations.

My take, after reading the USA Today and The Australian about universities banning or putting limits on MySpace or Facebook accounts is that there are responsibilities to this form of freedom of speech. The greater good for the general welfare of the school and its students must come first, in my opinion. Remember VT (Virginia Tech). What online policies does PSU have? Are they upheld and obeyed? I hope they are. Remember the common good is for the whole. Remember VT. Nuff said.

Dang bust it.

Yosemite

*names changed

Web2.0: Web-based Technology Advancing…

Seimens wrote in Knowing Knowledge that, "Fifty years ago, education prepared an individual for a life-long career in a particular field. Formal education created the person, the opportunity. Now, life-long learning creates the opportunity" (Seimens 81). Karl Fisch's video said that by the time the present generation of learners reaches the age of 38, they will have had 10-15 jobs. "Technology is driving our race [education]" (Seimens 110).

I remember back in college (1978-82) hearing my professors say that my generation would have 3-4 careers by the time we retire. I'm working on my third right now.

I believe that life is linear, not circular. All of life advances and progresses. If not, history repeats itself with some dark periods. Web-based technology is advancing our world. We need to keep up. Seimens wrote, "To misjudge the velocity and ferocity of change is to risk obsolescence" (112). As late as fifteen years ago most Americans were making "sense [of their world] through newspapers, books, and journals" (114). Now, most Americans are getting their information from web-based technology. But there are still hold-outs in our educational world.

I personally know of a high school class that still gets their current events from the local newspaper. And, yes, it does give the newspaper a good subscription, as well as a starter for wood stoves and a product for recycling. (Talk about your carbon footprint!) The students of this particular school have access to laptop computers, and the internet with usernames and passwords, yet 20 copies of the paper land at the classroom's door every morning. It may be a matter of trust.

How much do educators trust learners to use the web appropriately? For school administrators and teachers that have reservations about Web2.0 learning, it may be the trust factor that hinders Web2.0 in the classroom. Will the reservations continue? I believe the attitudes will evaporate in the light of something greater.

Technology may drive education, but it will be the overwhelming usage of learners that is the force behind it. Just as slide rulers were made obsolete by calculators, so will lecture-based learning be made obsolete by web-based learning. At the Adult Education site I teach at, the math curriculum uses Plato Math, a user friendly math tutorial.

A number of Web2.0 sites are indexed with sites such as Ajax Projects. Very helpful.

Wikipedia defines Web2.0 as a perceived second generation of web development and design, that aim to facilitate communication, secure information sharing, interoperability, and collaboration on the World Wide Web. Web 2.0 concepts have led to the development and evolution of web-based communities, hosted services, and applications; such as social-networking sites, video-sharing sites, wikis, blogs, and folksonomies.

So, how do we "pull the pieces together" (114)? "We need new skills and tools" (114), and the commitment to keep pace with ever changing technology.

Dang it!

Yosemite

PLTs: The Future of Education is Here

Karl Fisch wrote a good article that I'll post here:

We've spent a lot of time at my school thinking about the concept of Personal Learning Networks (PLNs). We live in an age of information abundance. Our students need to learn how to find, evaluate, organize, synthesize, remix and re-purpose information in order to understand and solve complex problems.

A PLN isn't a particularly new idea; learning networks have existed for a long time. What's new is the reach and extent that's now possible for a PLN, with technology and global interconnectedness providing the opportunity for a much wider, richer and more diverse PLN than ever before. This is a complex topic that can't be fully addressed in a short article, but let me provide an example of my own learning that resulted from my PLN.

I've been a big proponent of publishing student work on the web, of using Web 2.0 tools to provide our students with a wider, often more authentic audience. But I've struggled with the quality of that work and question whether publishing student work that at times is pretty mediocre is such a good thing after all. My PLN helped me think more deeply about this.

Christian Long posted, "are we really prepared to drown in a sea of "just good enough" presentations." That led me to Dan Meyer, "But if they and their teachers aren't immersing themselves constantly in better, clearer work than their own . . . work which for the first time in history is available freely and quickly, how in that vacuum can they rise to any greater occasion?" Dan led me to read Cult of the Amateur by Andrew Keen (books are still part of my PLN). Both Dan and Carolyn Foote led me to a post by Garr Reynolds, "Perhaps if all of us smart experts, with our massive intellects, tried to approach problems with 'the beginner's mind' we could get much better at solving problems." A couple of posts by Vicki Davis got me thinking again about how it takes a "special kind of individual to make connections to be able to see things that specialists on their own cannot see. How do we teach that?"

I had multiple conversations with teachers in my school to further refine my thinking (direct conversation is still part of my PLN). Finally, I came upon a post and a Technology, Entertainment, Design talk by Larry Lessig, who suggested that the "read/write culture" is "a literacy for this generation."

My thinking has evolved; I have a more refined, nuanced viewpoint on students publishing their work on the web. I believe even more strongly this is something we need to do with students, but I'm also thinking more critically about how to nurture the quality of that work.

As I envision the future, I think it's critical for our students to create, nurture and expand their PLNs. It's also critical to include varied viewpoints in our PLNs, to make sure we don't continually reinforce our already held beliefs. I thank the members of my PLN for all they've taught me and encourage all of you to help your students – and yourselves – develop powerful, meaningful and effective PLNs.

I believe that the learners of the 21^st Century will be the driving force behind the technology that is driving education. As I wrote in "Web2.0: Web-based Technology Advancing…," just as slide-ruler was made obsolete by calculators, so will lecture-based learning be replaced by web-based learning. Our students will demand it, and our schools will have to adapt or " risk obsolescence" (Seimens 112).

Dang bust it!

Yosemite

Podcasting Sensation in Education

Podcasting in education is a great broadcasting tool for a multimedia lab or club, or administration announcements and broadcasts. They can broadcast their podcasts over the intercom system for announcements, make a broadcast during homeroom.
These podcasts could promote after-school programs; sports, clubs and upcoming school events. They can be sent to radio stations to announce sporting and school events. The school’s Wi-Fi lab could podcast weekly shows that are aired by the school’s web page, or the local radio station. The lab could feature the student, teacher, or staff person of the month.
Adult Education is one area that would greatly benefit from podcasting. They could either by promoting it over the district’s web page, or the local radio station. Adult Ed classes could be announced by the Internet class, and thus promote podcasting technology.
Teachers could use podcasting to send messages, students’ progress, and any detention notices to parents who have an access code onto the school’s or class’ web page. This would only alert parents to any scholastic or discipline issue, as well as improved progress or exceptional work. Just as class members of this course are alerted to wiki messages via email, so too would parents be alerted of podcast messages.
Nothing will replace written notices. Our legal system has made sure that everything has to be documented. It not only puts tangible evidence into the hands of parents, but also keeps the pulp and paper industry alive (somewhere).
Another useful means of podcasting is in the Language Arts department. Middle school students love to talk. The chorus of middle school kids at lunch can be worse than the chattering of a Red Squirrel. Podcast projects could be used to report on a book, or do an audio program of the book they just read.
For Social Studies the class could put together a podcast audio project of a “You Are There,” show featuring some historical event. The nonspeaking class members could do background noises (they do that very well anyway).

I found a great video by Colette Cassinelli about integrating podcasts into students' learning.

Podcasting in education could be an informative and fun way for kids to learn a new and innovative technology.
Dang bust it.

Yosemite

The White House movie

Naa-watz up, gang. If you thought this was going to be a movie about the White House (the one in Washington D.C.) well, you're wrong. And it's not about a wascally wabbit. But, it is about a part of rural America that is fading away.

Many people who tour Downeast Maine, only see what they have been told to see. To find the real treasures of coastal (and even, inland) Maine you've got to dig around a bit. If you're into historical places, and are tired of the touristy hot-spots (crowded with obnoxious moon-bats), then I invite you to explore a real gem. The Israel P. White House in Columbia, Maine. It is located on Route 1. This homestead has been passed down through four generations. The original house was built in 1858. Daniel E. White was the eldest grandson of Israel, who passed it onto him. Israel's son, J. Edger, already had a successful farm three-quarters of a mile away, which was part of the White estate.

They all were farmers and craftsmen. Daniel was lucky enough to marry Ethel Maxfield, a girl from a well-to-do Searsport family. The front section was a mail order house from Sears and Roebuck Co., designed in the popular Colonial Revival architecture of the 1900's called Heritage style. It was built in 1905. Daniel and Ethel raised eight children, and as you can see in the movie it was a loving and happy home. Tragically, Ethel died in 1915. Daniel lived in the home with his eldest son, Everett, until Daniel died in 1960. Everett continued living in the home until his death in 1992. Neither of them owned a vehicle out of principle of going into debt to own one. They are best remembered for walking to the store, or wherever. They continued farming, raising pigs, harvesting apples and blueberries.

At the time of Everett's death, the house was in rough shape. No repairs or upgrades were done, except minor repairs for leaks, and other house necessities. A major restoration effort was conducted by family members and the community. They created a family heritage center that was open to the public.

It is a lovely example of simple country living at a time when the pace was a lot slower. I'm privileged to live in this historic home. I created this movie last winter using MovieMaker as a multimedia project for Making Multimedia Meaningful. It was actually the initial test project which turned out pretty good. So, classmates, enjoy the tour.

Media Sharing

What a great way to share teaching ideas, teaching tools and techniques, interesting projects. The one video that caught my attention was from TeacherTube. This middle school social studies class project was A-1.




Didn't they do a super job! Bravo and well done!
The other thing that come to mind is teachers sharing how to use media in their teaching. We all learn from one another. VoiceThread is a new innovative and interactive media that can be class shared. Two classes from two districts can learn from the same lesson, and post comments (discussion, really:)). How cool!

RSS, i gueSS

We are so accustom to a set of steps and using them in a certain way that when something really innovative comes along, it initially is hard to adjust to the new order of things. Only a few years ago, say eight, most people who used computers filed or downloaded their hard drive files on to a CD. They bookmarked well used web sites onto a Favorites file. And then came along Google and revolutionized (once again) the way people use the internet.
Okay, it’s simple. It puts all your RSS compatible feeds (we used to call them web sites) on to an easy memory board (space on the left). It saves people time and trouble of searching through their Favorite files. I guess it’s a good thing. I just get used to going to Favorites, and then Yahoo comes along and calls it “Bookmark.” I just hope the guy(s) [and gals] who work this stuff up get paid very well for aggravating my life on the internet.
I live in Downeast Maine. The one thing the natives love to do is aggravate people, especially tourists (like when they ask for directions, they send them down the wrong road). “You can’t get theah from h’yah. Ayah.” But, what aggravates them is breaking their routine to do something new. Don’t they hate that. When one of them was asked why he didn’t use the internet, he retorted, “Too aggravatin’!” Finally, something that aggravates the aggravator. Sorta makes up for all theah aggravations. Huh!
Well RSS feeds and readers are very useful. Just one moah dang bustin’ thing to get used to.

Cheers,

Yosemite

A Blog?!?

“What’s a blog?” you say. Some just roll their eyes and give some sort of paraphrased definition like, “Oh, its what the kids do when they’re bored.” Or, some might say, “I don’t know that much about it, but the kids think it’s really neat. Isn’t it like MySpace?” One teacher colleague said, “It’s a form of online communication between two or more people. It can be a very positive means of expression when used in the right channels.”
I liked what Jen Carbonneau said in her blog: “Blablablablablablog.”
It seems to me that most of American society has misconceptions about it. My own definition comes from an American heritage point of view: It’s a way to exercise our First Amendment rights as defined in the First Amendment of the United States Constitution. It is a way to show the rest of the world how our form of government works; a government “of the people, by the people, and for the people.”
So, I’m going to give Paul Ambrose’s blog tutorial a try. Here goes the Wildman.





Of course, a blog has been around for over 100 years. It may be in another form, but it was and is a form of telecommunication. Here is a 100 year old blog machine.
This 1901 Kellogg telephone rests in the historical White House, Columbia, Maine.

First and Second Thoughts

My first thoughts of this course were how it might help me teach history better. As most of you know, the better a student learns, the better he/she is prepared for the world in which they will be engaged in their future. Their future will undoubtedly involve the use of computers.
Karl Fisch’s video was a real eye opener. Reviewing it, yet again, just blows me away with the responsibility teachers have to engage the learner in some kind of computer networking skills. The modern generation is flexible enough to learn, unlearn, and relearn methods and applications. I remember the IBM monitor and keyboard (we only had one) in our high school that was connected to the massive computer at the University of Maine. A code was needed to boot it up, and all us nerdy kids had access. We only used it for games.

When I started work, (in the early 80’s) I learned how to log on to an IBM computer, access my files and write up reports. When the company switched over to Apple computers I had to relearn how to boot up the Apple II, file documents, run the screen, etc. Then they upgraded to Mac’s, which wasn’t much of a relearn, but I still had to learn how to set up spreadsheets, and run a database. The memory of those PC’s didn’t allow for much more than documents, spreadsheets, and a database. I wasn’t lucky enough to get email. I stuck with my Mac through the 90’s until its memory crashed. Then I had to get a cheap Brother PC that lacked the capabilities of the Mac but was functional. Yet another relearn, because the Brother PC’s didn’t have a mouse, just arrows, and a bunch of command codes.
The real break through was in 2002 when we got our first computer with Microsoft Windows (98 with upgrades) that had email Outlook. Wow, another relearn. And, email came easy because I had recently worked with it for a company that had Windows 98 and 2000. Communication barriers came crashing down, even if it was dial-up.
I know students who actually resist this. Their socio-economic background opposes internet use. As crazy as it may seem, I live in a backward pocket of modern American society where in some situations, internet use is looked down upon. As a matter of fact, the town I live in opposed the installation of cable 30 years ago. Now, the only internet connection is slow dial-up. I’m lucky enough to live along the main highway where cable was installed. High speed cable is soooo nice.
I don’t think we ever unlearn the computer systems of the past. I picked up an old operational Mac, once that still ran like new. It was amazing how I remembered how to run the thing. But, its capabilities were limited for what I had progressed to. It was nice, but I eventually boxed it up. I eventually passed it on to a youngster that thinks it’s the greatest thing since sliced bread. He’ll, one day, upgrade and the unlearning and relearning process will come around again. Just wait till he gets to a computer class in high school, or college. He’ll have lots of fun when he discovers blogging and social networking.

School 2.0

After reviewing the School 2.0 web site, I was struck with two things. I’m glad to see that there is a model for network teaching that will facilitate the new technology. But, I’m kind of sad to see old models and methods of teaching left by the wayside.
Why am I sad and a little frightened? Well, face it, I’m an old guy trying to learn new tricks. Some of what I learned in teaching methods is now obsolete. I’m a progressive learner and teacher. I love teaching with audio and visual aids. Stuff that’s tangible and I know where it is. It’s in my library, my file cabinet, my cubby, or in my closet. It may be old, and somewhat faded, but it works, especially for visual learners, which constitutes 60% of most schools’ student enrollment.
As a social studies teacher, I rely on this stuff, and I know my colleagues feel the same way. Plus, we’ve spent a lot of our own money to build up this library and files of video tapes and DVD’s, outside reading articles, poster photos, maps, facsimiles of artifacts (not to mention genuine artifacts), and other learning materials. I know of a history teacher that has an English translation of Mao’s Little Red Book. He uses it as a demonstration artifact from the Chinese Cultural Revolution.
I think School 2.0 is great, but what happens when the technology just doesn’t work (or doesn’t want to)J. What happens when the system goes down? And, it does break down. The progressive teaching methods and materials I mentioned do not have computer freezes, system failures, or long delayed reboots. My advice would be to hold on to the “hard copy” and use it in emergencies. But, beyond that, bring out the artifacts when appropriate.
Kids loved, and still love, hands on learning of history or any subject. They love the technology too, because it’s fast. Who doesn’t like fast information? A kid has a problem, goes to the internet and “boom” he/she has the answer. Marvelous! But, isn’t it kind of unrealistic?
Life’s problems are not always (if ever) answered by a Google search. Are we setting up kids for unrealistic expectations of life by directing them onto fast internet solutions? I think we are. I believe in hard core research. With a senior project, there should be a minimum of internet sources and a lot more library sources. Call me old-fashioned, but I think kids need to WORK for their grade, and some book research won’t kill them.
It’s great to have the School 2.0 model for networking education in the 21st century, but let’s not cast aside everything progressive educators have worked hard for. Maps, visual aids, and books are still a good thing.

This course UP to Now

Well, it was bound to happen sooner or later. I knew that somewhere, in this course I’d get stuck and fall behind. Well, it’s happened. I feel like the proverbial spinning tire in a snow bank. Have you ever been there? If you’ve lived any length of time in the Northern Kingdom of New England the snow bank demon will getcha. Back up to far, and you’ll get hung-up or drop off in a snow hidden ditch. That’s when the fun begins. Spin, spin, spin. Hear those tire treads whine. Rock back-and-forth. Don’t back up too much! You’ll get stuck even worse.
The fun really happens when some buddies come by and try to help. When you’re in college everyone tries to help. They don’t really know you, but everyone’s your buddy when you’re in distress on campus. Remember when…. Yeah, team! Or, man, you’re really stuuuuck. I remember those days. Most of the time I got out pretty good, with a little help from my college “buddies.”
I drove my grandparents 1973 Olds 98 to the University of Maine to and from home. It was a beast to drive, and heaven help you if you got stuck. One time, when I backed into a snow bank, it took four guys to get me out. The car was built like a tank (445 Rocket engine), but couldn’t get it out. I could smell the rubber getting toasty on the slick, icy pavement. My “buddies” got me rocking back-and-forth, and it finally broke free. That was nice of those guys. I hope they all found fulfilling lives, and each live in a warm comfortable house somewhere – warm - like Florida or Hawaii (California is too congested and full of nincompoops anyway).
I should know. My brother lives out there. No, he’s not a nincompoop, but he says it sure is crowded – more crowded than say, Old Orchard Beach on the Fourth of July, or Rockland during the Lobster (say lobstah) Festival. Ayah!
Well, I am stuck looking for a college buddy or two to help me out. You see, I’m really not a computer major. I’m a heritage studies major, and I took this course to help fill my electives. Besides, I’m a bit of a throw back. I still own a typewriter; a Brother XP210 (or something like that).
I’ll bet you’ve got one stored away collecting dust in the back of your closet. And, I’ll bet it’s lonely… back there, alone… sitting in the dark… crying, and yearning to just be taken out and told “Hello.” A neglected communication machine is a terrible thing to be ignored. Just think of all the papers it got you through high school and college (well, part way). And, what happened? A cutesy, little Mac came by and said, “Hello” and that was the end of a beautiful relationship with that typewriter. Shame, shame. Now, your kids won’t even go near it. So, give old technology a second chance on life. Donate it to “Good Will” or a thrift store. Go ahead. Make some elderly person’s day. But, before you do, give it a hug, and tell it… whatever.
Now, where was I before all that euphemism. Okay, I’m a lot like my grandparent’s 1973 Olds 98. Aside from the size… I’m just not up on the latest techno-cology. Like one furnace repairman told me, before he started working on the furnace, “I know enough to be dangerous.” That’s scary!
Okay, I get what a pod cast is, but my computer says that it already has Audacity installed. Oh yeah, where? I’ve looked at all my files. Nothing. Is it in Media Player or MovieMaker? If I had a hammer and a screwdriver, I bet I’d find it. Don’t be so aghast! I’ll bet you’ve felt the same way too, when trying to figure out this dang stuff.
And, how in the heck do you download a video off YouTube to put it on your dang-busted blog? #$@^&*! And what in the world is encrypt (YouTube lingo). I need a dad-burn techno-dictionary to understand this stuff. Arrrrgh! A Yosemitee Sam clip art would be a good cut-and-paste right here. Dang-busted galute! Don’t have one. I’ll find one and edit later.

Hey, I found one! Good old Sam, the Hessian, I-am.

Well, that felt better. Don’t be alarmed. I’m just letting off steam. I should apologize to anyone this may offend. We have so many “it’s my right to have issues” people out there. I meant no defamation of character, or harm. Peace.:)

+connectivism+

Siemens wrote, “Connections provide the greatest value when they generate a certain type of content for the learner. It is not content in general that we want. We want content that is current, relevant, and contextually appropriate.” Learners deserve this.
Why, then, do teachers continue to educate learners using archaic methods. Teachers owe it to learners to use current and relevant methods and materials. Teaching methods are constantly evaluated and updated. It is not enough, as Siemens wrote, to “fill the learner with content and release them into the corporate world.”






These were good videos about connectivism.

Sign Up For Wiki

I want to write up a wiki. Look at the possibilities. Wow, the potential for education is phenomenal. Students that need extra mentoring and tutoring can get it through an education wiki.
I’ve investigated a few online tutorial wikis. Davis Wiki is an online index that categorizes subjects and grade levels. It lists the tutorial wikis under the academic level of the student.
At the secondary and elementary level, two really good wikis are the Sylvan Learning Center and the Davis Bridge Educational Foundation. The Sylvan Learning Center is a personal tutoring center for students pre-K-12 in reading, math essentials, writing, study skills and test preparation, either in person or online. They offer test preparation services for the ACT, SAT, and state standardized tests. Before Sylvan begins tutoring sessions, they administer a Sylvan Skills Assessment, which aims to identify a child's strengths and weaknesses. Using the results from this assessment, they develop a personalized tutoring program. Parents are kept in the loop through frequent progress conferences. All Sylvan instructors are certified teachers. They stress that their tutors are certified, but I read a discussion where there was one tutor that was not certified.
The Davis Bridge Educational Foundation works with low-income, academically-at-risk students, regardless of race or ethnicity, and their services are totally free of charge. They work particularly with Latin-American children. They essentially do the same kind of assessment/placement for their students. Parents are also kept in the loop of their child’s progress. I did not read any negative discussion about this site.
Tutoring wikis may be an opportunity for beginning teachers, such as myself. Hey, we all need to start somewhere, and experience is a big must. Teachers starting out, need experience. The more experience one has on their resume, the better.
A Maine site I’ve investigated is AP4ALL. It is a great opportunity for teachers in Maine who are interested in teaching online advanced placement students. One must apply for a grant to teach the courses. There are a few requirements. The teachers must:
a. Be trained in the subject area.
b. Possess and appropriate Maine certificate in the subject area and level.
c. Either 1) have two years experience teaching the AP course, or 2) have one year experience teaching the AP course AND (they stress the “and”) participate in the Maine AP Mentoring Program.

I have never witnessed Maine’s educational system to fail to create a “good old boy” program. How does a beginning teacher get any experience in this nepotistic system (sorry). Forgive my frustration, but you’d think that a poor state like Maine would come up with a program that would be inclusive, inviting and training beginning teachers, as well as seasoned teachers from around the world. Maine’s Department of Education seems to forget that we all belong to a greater world. I’ve never witnessed an AP student shy away from a foreign teacher. They tend to very curious about their culture and like the accents and dialog.
I would love to teach an online course using a wiki. I’m eager to learn how this marvel of internet technology works.

RSS, Social Bookmarking, & Media Sharing

I suppose that all this new technology is going to make the world smaller. Suddenly, China is not so far away (neither is Bangkok, Thailand)J. Whatever our location, position in life, or present age, we all are connected.
The technology of blogs makes it easy for someone in China to follow (be connected to ) you. With the help of social bookmarking and media sharing information can be easily downloaded; shared with other entities. Schools can partner in projects, classes can share presentations, and one day, with some certainty, students can be connected to their classes from their home.
The fair possibility of home schooled children sharing projects and presentations in a regular classroom from their home is within the reach of reality. Perhaps some schools all ready are putting these technologies into practice for students that have extended illnesses or hospitalization. It may be a matter of policy for students that are on “in-house suspension.” The reason is obvious; to not allow the student to fall behind in his/her schoolwork.
Private schools enroll international students. Through Google Spreadsheet, the school can readily share those students’s academic progress with their parents. Through RSS, Parents of international students can remain informed about school activities, view sporting events their child participated in, view school plays and concerts, and feel readily connected to the school their child is enrolled in. And, international students have the possibility to share assessments, projects, and social events with their parents.
The social bookmarking can allow people to view anything someone has published in a blog or in the Google Spreadsheet. It’s quite amazing that a potential employer can review an interviewee’s material. It would give the principal or personnel manager a good feel for the quality of work the interviewee has to offer. Kind of scary, too, if someone has something inappropriate out there that s/he wouldn’t want a potential employer to view. It may be time to clean up the blog closet of things written in a moment of emotional haste, which may prove embarrassing.
For the cost of being connected, Google Spreadsheet and RSS is the way to go. A lot of small school systems (especially in Maine) would greatly benefit from the FREE technology. With school budgets regularly being tightened, it would be in the best interest of the school IT system to go with such technology. It gives the user the same services as Microsoft.YouTube and TeacherTube are super technologies that can accelerate any class/lesson. I especially liked the TeacherTube clip of “The Events Leading Up to the American Revolution.” There was so much there that would stick in any student’s mind. The potentials are endless. The operative for progressive classrooms is “retention.” What will cause student to remember equations, dates, events, principles, and operations? The subjects and categories on all media shared sites is amazing. It also holds the potential for students to share their own ideas, media projects, presentations, and ways to remember math and science operations. It’s just amazing.

Problem Kids?

Problem Kids!
Problem kids can be in any classroom. The main problem seems to be outbursts of disrespect, language, or talking-out-of-turn. The reasons for their disruptive behavior vary from special needs to poor sociocultural character skills. They just don’t get it.
A big part of the problem may stem from a poor socioeconomic home life. Parents interrupt one another, are rude to one another, fight in front of the children, and show disrespect to just about everyone except their own kind. Some parent’s low socioeconomic levels display a real dislike, even hatred when it comes to education, especially teachers. Most have long-hour jobs that demand physical labor, or tedious, repetitive work. They view those who do not “work hard” as unproductive. Though it may not be spoken, it is certainly displayed in emotions, disdainful attitudes, and body language.
The children often mirror those “silent” attitudes. In school, a perceived injustice whether it be towards them or someone close to them can embitter students toward a teacher. So, disruptive behavior is often exhibited due to these circumstances.
Peer competition is also a problem. I viewed this in a high school Sociology class that I subbed. It seemed like pandemonium. Three girls dominated the class, but there were others, particularly boys, who wanted to input as well. They were always shot down by one of these girls. These girls constantly blurted out answers, comments, and innuendoes. It seemed as if the girls had a need to be popular and were jostling for rank among their peers. My course of action: I separated them to the far corners of the room, permanently. If that didn’t work, I would start expelling them from the class, one-by-one, until they “got it.”
In another class, the teacher (Mr. W) conceived a classroom management plan that showed promise of settling this problem and at the same time related some instruction. He passed out an assignment sheet directing the students toward their end of semester topics and grades. The students groaned and made soft, out-of-earshot negative comments. But, they did like the procedure part where they would teach classes (give a mini-lesson) and make assessments.
Mr. W continued by directing the class that they would not pick partners, which some had already started. He separated them to other partners. The girls exclaimed in unison, “That’s not fair!” Mr. W just gave them an incredulous look. He counted off seven students in the first two rows. Then, he took a class list, cut it up, and put it in a hat. After mixing it up, he had the seven kids pick from the hat. If they picked themselves or someone in the seven, he had them put it back.
Mr. W directed them to partner up and look over the text material. They worked together for about five minutes, but towards the last thirteen minutes of class they socialized. He spent a lot of time redirecting students. I feel that a teacher must set a standard and stick to it.
For what it’s worth, too much time is spent redirecting students that do not want to learn. In some classes you always get the few who think that school is a joke. They don’t get it, so their only other option is disruption. “Be a royal PAIN in the #@%*!,” is their goal. I feel a disruptive student needs to be dealt with not ignored. As a sub, I can always tell who the joker(s) or jokeress(es) are. One false move, inappropriate language, or behavior, it’s a quick lecture on “getting it.”
It kind of goes something like this, firmly and calmly: “Joey (I get a lot of Joey’s) I know you don’t get it, but let me tell you something you will get. Just because you don’t get it, doesn’t mean you have the right to disrupt this class. People are here to work. This is no different than a ‘real’ job, and I’m the boss. You will not get you’re way. You will not joke around. You will not goof off. You will not pass ‘GO’. You will not collect $200.00. You are not funny. If you want my respect, and the respect of the rest of the class, you will do your work. ‘Nuff’ said. End of story.”Usually, that ends the comedy routine, but with others it takes a trip to the office. And, maybe his/her friend can tag along; there always seems to be a friend attached to the class clown.
Maybe this does or doesn't work for you, but calling a student's game before it gets out of control saves a lot of headaches later.

Babies in School

I’ve come up against an interesting issue that may be controversial. I’d appreciate some feedback so do not hesitate to reply/comment on this. The subject is babies in the classroom. After a frustrating semester, I am going to recommend to the Adult Ed. Coordinator that this practice not be allowed. But, I need your input to make my case, so please comment.
I’m a first year teacher, teaching an Adult Ed. History course. I have one student, who is a single mother with an infant, six months old. This is her first child, and she insists on bringing the child to class, claiming she cannot find a babysitter. In addition, it would give the young lady’s mother a break, since she takes care of the baby when her daughter takes her other Adult Ed. classes.
At first, I was cautious about allowing her to bring the baby to class, but then I relented. I figured the following:
a. She was the only student.
b. It would not disturb any other class, because I was the only class on that wing of the school.
c. I wanted to help the student out, “give her a break.”
d. I checked it with the Adult Ed. Coordinator who OK’d it.
It is now the end of the semester, and I have spent a very frustrating time trying to teach lessons that are constantly interrupted by the mother tending to the baby’s needs (feeding, burping, entertaining, comforting, etc.) The worst time of it is when the child cries (almost every class).
The girl has done well, considering the responsibility she has put on herself by bringing the baby to class. I have made modifications where I can; i.e. open-book quizzes and tests, working with a study guide. But, I have found that a baby in class is a tremendous distraction, even for one student. It is simply not conducive to teaching or learning.
Now, another young mother has been bringing her child (14 months old) to other classes. These classes have a number of students in them. I was made aware that this is the first time this was allowed to happen. Was this a test? For me? Or the school?
Learning my lesson, I have concluded that allowing mothers to bring babies to classes:
a. It is not conducive to the learning environment.
b. It is too much of a distraction.
c. It puts the school in a position of responsibility/risk should an accident or some unforeseen incident or medical emergency that may occur.
It seems that the excuse of not being able to find a babysitter falls on weak ground. Would it be better for the young mother to forego one night of Adult Ed. Classes, if the inability to find a babysitter is the case?
I even suspect a conspiracy to bring the baby, so that when s/he cries, fusses, and causes a disturbance, the class will be let out early. The student always asks about being let out early. Well, the young lady will note that Mr. Dumont is a hard-nose when it comes to class time. I know that teachers may value lesson time more than the students, but adding a beautiful baby to class time changes the subject.:) I spend roughly 8-10 hours on a 3 hour lesson, so my intent is to make the lesson more productive for her.So, what do you think? What have you experienced? I need your help.