Bill Genereux has an interesting post about what he calls “The True Digital Divide.” He discusses in detail something I touched on in my presentation at GCTE. If we truly want students to engage with the technology and use the Web 2.0 tools available to them, we have to be leaders. We have to use the tools ourselves. If we want students to blog, we should be blogging. I think educators blogging could be a very positive form of transparency. In an age when people make a lot of assumptions about what is or is not happening in classrooms, often I think the teachers’ voices are missing, and blogging can be a positive platform to share what we are thinking and learning and doing. On the other hand, I think it has become for many teachers who blog a platform to complain. No doubt teaching is hard work, and sometimes it feels good to vent. I personally think blogging is a terrible platform for complaining. First, I don’t think most of us like to read it. Second, it’s just not wise; Regnef High School anyone? I am very interesting in posts and conversations that make me think. So yes, we need to be using the tools, for as Sheryl Nussbaum-Beach notes, “Technology will never replace teachers. However, teachers who know how to use technology effectively to help their students connect and collaborate together online will replace those who do not.” And of course, Alfie Kohn reminds us that sticking techy labels on tired or misguided practices isn’t the answer either. Still, I think we’re moving into a positive direction when parents and students (as well as other teachers) can gain insight into what teachers are thinking and doing. I have actually noticed something interesting: students joke about Googling me and finding lots of links. I admit it’s true that I am in a lot of places online. But I encourage them to read it and tell me what they think. And when they do, they share their observations. It can be a good thing when students, parents, and colleagues get a glimpse into a teacher’s mind and like what they see. Transparency can foster reassurance.
Tag Archives: education
Copyright and Fair Use
I just completed an assignment which required me to research copyright and fair use (first useful assignment in that course, sadly), and I thought I would share some of what I learned here in case it’s helpful to you:
- Your students in grades K-6 may not necessarily be expected to understand how much material they can use before they infringe copyright, but if your students are older, be sure to educate them about portion limitations.
- Even for educational use, fair use has time limitations. Make sure you are aware how long you can use materials without infringing copyright.
- Fair use is defined in a nebulous fashion: err on the side of caution and either 1) obtain proper permissions, 2) follow the letter of fair use guidelines with regards to all restrictions and limitations, or 3) don’t use the material.
I found these sites helpful with regards to learning more about fair use:
- 10 Big Myths about Copyright Explained
- Stanford Copyrights and Fair Use
- Regents Guide to Understanding Copyright and Educational Fair Use
Remember: You can find music, images, video, and other materials licensed under a Creative Commons License (which often just requires attribution in the case of non-commercial use, but check the license for the individual work you want to use). Make sure your students know about this valuable resource.
2008 Education Blogosphere Survey
Scott McLeod has shared the results of his 2008 Education Blogosphere Survey:
I was a participant in the survey. Some of the slides moved by too quickly for me to read, but interesting fact for me — the number of English teachers blogging outstrips other subjects (and math comes in second). I imagine English teachers gravitate toward blogging because of the written expression aspect, and maybe that’s why, but it’s interesting nonetheless.
What surprised you most?
The Value of Floundering Around
I have been plagued with a question over the last few days. When students ask me questions about computers (mostly software, how-to type questions), I most often take the easy path and show or tell them. But they don’t remember how to do it later. So the question that’s been on my mind is how much should I let my students flounder around and try to figure things out? I mean, that’s how I learned my way around a computer. I poked and tried until I got it to do what I wanted to. Sometimes it took hours. But later on, I was able to do it on my own. I value that learning in myself, but I don’t think I am fostering it in my students. If they ask me answers to problems or issues that come up with their reading or writing, I don’t always show or tell. Sometimes I throw the questions back or tell them to think through it a little harder. So why don’t I do that with computers? Should I do that with computers?
To that end, I began a new feature in my classroom blog called Tech Tips. Each week, I will explain how to do something. I have already subscribed all my students to the blog, so ostensibly, they should have access to the tips and can make of them what they will. One of my frustrations as a teacher is how little my students appear to use the classroom blog. I haven’t yet become so frustrated I felt I should just quit, but I have come close. Which brings to mind another frustration I have. Students are willing to learn how to use Facebook or IM, but it frustrates me that they won’t poke around my site and learn to use it as well as they do other tools.
I do think it’s valuable to flounder around and even fail for a while before you get it. So how do I put that into practice without feeling like I’m being unhelpful?
photo credit: macluke170
Tom Discusses Teacher Shortcuts
I really enjoyed Tom Woodward’s recent post “There Are No Shortcuts at Bionic Teaching,” but I left a comment that really didn’t say all I was thinking.
Tom mentions using fun fonts to make boring content exciting (and has particular ire for Comic Sans). I have been known to use fun fonts, but I hope I graduated from using them to disguise boring content many years ago. One of the main issues I had with a recent word processing assignment I did for one of my grad school classes is that it was intended only to see if I could do a variety of different tasks in Word rather than make something attractive, interesting, and substantial in Word. The resulting document looked like an aesthetic mess to me because I had to single space, double space, triple space; use three different fonts; prove I could bold, italicize, and underline text; and manipulate images for different effects. I didn’t wind up with a document I could use for anything later. In fact, I was embarrassed by how it looked (I was following the directions to the letter). The content was not an important part of the assignment. I wound up riffing on what I was currently doing with Beowulf in my classes and putting a bunch of Beowulf-related pictures in the document. I suppose I proved I can use Word to manipulate images and text, but I don’t think the assignment proved I can use it well to create a document that has substantial content and an attractive design.
That said, I don’t use Comic Sans because I teach high school, and I consider it an elementary font, but I don’t have any particular hatred for it. Still, I think Tom’s larger idea is that some of us create documents that are crammed full of proof that we can manipulate images and text, but that contain little substantial content. In the interest of full disclosure, though I labored over this decision, you can download a PDF of the document I created here, but I removed my required heading because I think it’s the polite thing to do. I also removed the file name from the footer because even though my files cannot be accessed except by my teachers and me, I don’t want to give folks who are interested the encouragement to try to break into my files. By the way, inserting the file name in the footer of only the last page was the only new thing I learned in doing this assignment. How useful a skill is it? I don’t know. We’ll have to see.
Tom also skewers using technology to make a boring assignment interesting. Too many teachers fall prey to this trap with Power Point. I have seen more Power Point presentations that make me want to tear my eyes out! I would much rather listen to someone talk without visuals at all than view a poorly designed Power Point. I think this guy captures Death by Power Point really well:
[kml_flashembed movie="http://www.youtube.com/v/lpvgfmEU2Ck" width="425" height="350" wmode="transparent" /]
And this guy shows how you can use it effectively to enhance a presentation:
[kml_flashembed movie="http://www.youtube.com/v/vXFi7AdhhGk" width="425" height="350" wmode="transparent" /]
I liked what Tom said about “digital native/digital immigrant” terminology. I have yet to meet more than a handful of students who know as much or more about technology than I do, and that’s not boasting — it’s an observation. Granted, I think I know a bit more than the average teacher, but everything I know I taught myself by playing around with it. I haven’t worked with too many students who are willing to play around with a bit of code or a piece of software to see what happens. To my discredit, I admit sometimes (a lot of times), I take the easy way out of showing them instead of letting them struggle with it a bit. How much better would they learn if I asked them to teach themselves a bit? Likewise, teachers labeling themselves digital immigrants can be a way of giving themselves a pass on being ignorant about technology. I’m not saying teachers all need to be Vicki Davis (though she’s wonderful and it would be great if more of us were on her level), but I think we’re past the point at which it’s OK to be a complete luddite.
As an addendum to Tom’s admonition about “faking it,” as he did, I can say only that when you genuinely like and understand something the students like, and connection is genuine, it’s wonderful. I don’t pretend to be up on everything my students listen to, but the ones who like classic rock know I’m a pretty good resource, and if they have a question, they ask me. That’s genuine interest. I can talk about my passions, and Tom is right — that’s what students are interested in seeing — not that I like what they like or that I’ve latched on to the latest trend in education. I can remember vividly the occasions when I saw my teachers’ passions shared and finding what they had to say intriguing even if I didn’t necessarily share that passion. A good case in point was a recent class of my own that was derailed by a passionate discussion between a visiting teacher and me about why it is important that “Han shot first.” Truly, the students couldn’t have cared less about the issue (we are going to study Star Wars in that class beginning next week — it’s my Hero elective class), and most of them haven’t even seen the movie (!!!), but they remarked later on how interesting the discussion was. I felt like a failure after letting my class go off on such a long tangent (we discussed The Iliad very little that day), but perhaps it will be valuable in some other way down the road. At any rate, they saw two individuals talk about an issue they both knew a lot about and felt really strongly about, and I think their interest in studying the movie is piqued. And I suppose we were both certainly really ourselves in front of the students.
If you want to a see a teacher who is passionate about what he does and uses technology effectively not only to create handouts that are informative and attractive but also to have his students create thoughtful presentations with Power Point, you need to check out my friend Joe Scotese’s site. He blows me away. To me, Joe is a perfect of example of avoiding the shortcuts Tom discusses in his post. At any rate, Tom’s post resonated with me so strongly that all I could really do was agree at the time. After spending a couple of days thinking about it, I decided that for all the reasons I have discussed, Tom’s shortcuts shortchange our students, and they don’t make us good teachers or help our students learn.
One of My Teachers
When I talk about certain works of literature, I can hear the words of my own professors coming out of my mouth. I truly received a good English education at my college, and I look back in fondness at my college classes, perhaps none more so than the very last one I took, Twentieth Century American Poetry, which was the last class Coleman Barks taught at UGA before he retired.
Coleman Barks is probably best known for his translations of the poetry of Rumi, but he is a fine poet in his own right, and he was a great teacher.
Perhaps he made it a practice every time, but perhaps it was because we were the last class — I remember he asked us to submit our own poems and he had them made into an anthology for us. I wrote one about my great grandfather that he found kind of dizzying, but to be honest, it really captured my feelings as I watched a man who I wasn’t personally close to, but who was important to my family, slowly dying of Alzheimer’s and diabetes.
We read only one female poet in that class: Adrienne Rich. I remember we tried to talk about that omission, but he didn’t seem as concerned as we were. I think he just picked what he liked.
It was a great class, and I remember the day of his last lecture, he was crying as he walked quickly out the door — he was trying to hide his tears from us.
And then he slept through the final exam. I didn’t know he’d slept through. I think we were told there was a a problem with a flight. We waited. And waited. Another professor stuck his head in the door, ascertained the situation, then left to find out what was going on. He returned to tell us that we should just write Coleman letters about what we thought of the class. So we did.
I didn’t realize until this very day, which is at this point over 10 years later, that Coleman wrote a poem about us. Wow, I didn’t know he felt that way about us or the final exam. I’m so glad I found it.
Folger Shakespeare Mini-Institute
Last week, I participated in a Teaching Shakespeare Mini-Institute with the Folger Shakespeare Library. If you ever have the opportunity to participate in one of Folger’s institutes, seize the opportunity. You will not only learn great practical methods for teaching Shakespeare and learn about Shakespeare and his plays, but you will also develop professional ties to amazing educators from all different backgrounds.
Much of the Teaching Shakespeare Mini-Institute’s methodology will be familiar to teachers who use Folger’s popular Shakespeare Set Free series. Our focus was on Romeo and Juliet and A Midsummer Night’s Dream. We began the first four days with a lecture from either Barry Gaines, professor at the University of New Mexico, or Christy Desmet, professor at the University of Georgia. We also had curriculum sessions twice a day, seminar discussions, and performance classes taught by Laura Cole from the New American Shakespeare Tavern and Caleen Sinnette Jennings from Folger. Our culminating project was performance of a scene on the stage of the Shakespeare Tavern, which was an amazing experience. Here is a video of my group’s take on the scene when the Mechanicals in MND are receiving their parts from Peter Quince.
[kml_flashembed movie="http://www.youtube.com/v/WRzrvPXxPqk" width="425" height="350" wmode="transparent" /]
We all went to the Shakespeare Tavern to see Laura as Beatrice in Much Ado About Nothing, which was a great experience. The actors were kind enough to stay late for a Q&A with all of us, and the Tavern was generous with great seats. If you live in the Atlanta area (or even just Georgia or nearby) and have never been to the Tavern, do yourself a favor and go. You will not be disappointed. Laura was brilliant, and the rest of the cast was also a delight.
I had an amazing time, learned a lot, and made new friends. I am still processing everything I learned, so please be patient as posts about the experience will come out as I think it through and make connections.
Here’s a picture of all of us on the stage at the Shakespeare Tavern. Click the image to see a larger version.
New Teacher Assistance
My friend and colleague Lauren, who returned to teaching this year after working with administration at my school, has started a blog called New Teacher Assistance. Lauren’s self-proclaimed audience is new teachers, but we can all learn from her insights.
Welcome to the edublogosphere, Lauren, and watch out — I might recruit you to help me with my GISA presentation on using blogs and wikis for professional development!
The Power of a Positive First Impression
I e-mailed my adviser at Virginia Tech with a question about registration. She wrote back in what I thought was an unnecessarily irritable way because I had used the wrong e-mail address to contact her, and because she was upset about that one detail, the tone of her whole reply made me feel as though I had bothered her when I was only trying to seek help. I didn’t get a positive first impression of the person who will not only be my adviser through this program, but also who will apparently be teaching all my classes, and it made me think about how teachers unwittingly start off on the wrong foot with students, leading to self-consciousness and insecurity on the students’ part. I know in my case I immediately felt discouraged about my decision to go to Virginia Tech, but I am hoping perhaps she was cranky for some other reason and won’t make a habit of snapping at me when I have questions. It can be hard to be patient when you’re a teacher, and the students asked something you just answered five minutes ago, or they could find the answer if they just read the handout, and it can be hard to put ourselves in the shoes of our students. We should really try, though. It’s hard to be vigilant about each interaction we have with students, but it is so easy to tear down and so hard to build up. I would hate for my students to have the kind of first impression of me that I have of my professor.
Georgia’s CRCT Revisited
Georgia has decided to invalidate the scores on the social studies portion of the CRCT that more than 70% of the state’s students failed. However, the scores of the 40% of 8th graders who failed the math portion will stand.