Final Course Reflection: Yin-Yang

This class has been a mixed bag for me. As an artist, I found that a ying-yang symbols epitomized my feeling about the class.

On one side, I felt that the content of the class was incredibly worthwhile and relevant. Using technology in your class will soon become an unavoidable current running through education. Teachers who are versed in technology will have an easier time reaching students who are 'digital natives'. All the various tools we were exposed to (Web 2.0, Skype, Blogging, etc.) are incredibly valuable and worthwhile to have in the classroom. Google reader, gmail, google docs, and social bookmarking all make our jobs as teachers who use technology easier and more efficient. Students will also benefit from using this technology, as the 'real world' workplace is all rife with it. I have already put some of these digital devices and web 2.0 into my classes and have plans to add more in the future.

Now for the other side. I really miss the human connection involved with classroom teaching. With two  skype call as the only real human connections in the class, I really felt 'out of touch' with my classmates and with some of the cotent as well. I longed to sit and chat with someone about the content. Writing a blog comment really is quite pale, ineffective, and a weak substitute for sitting in a classroom listening, watching, reflecting and doing. For me, the real learning only took place when I was creating the podcast and the final project. During these times, I was 'teaching' either myself or someone else. Teaching, as we know from a variety of research, is the best way to learn. Both of these technologies I will keep doing as I teach art and hopefully technology some day in the future.

As this was my first 100% online class, I am in new territory. As a learner, I found it difficult to stay motivated when I knew there was no 'class' to go to. In addition, I am not really sure what my grade will be. Is completing the assignment enough to get the grade? Does the quality matter? Does the content matter? How do these get included in the grade? Am I reading too far into things? Is there a rubric for blog posts and comments?

I really did value the class and the content in it. I did have a hard time with the lack of human connection which unfortunately is inherent in a 100% online class. This is where the balance of the yin-yang comes into play. The content far outweighed what I found to be difficult and challenging.

Yours,
Aaron

Week 11: PLN

Have I created a personal learning network (PLN)?

Yes I have! It was fun to visualize my PLN. A big chunk of it is school related. That is why they are grouped together. Everything has only 1 thing in common. Me!

Here it is!

FInal Project Reflection

My final project is to begin a series of professional development opportunities for my team, and eventually the full staff.

The subject of the professional development is the use of our schools Sharepoint Page . Our sharepoint software was recently upgraded, allowing teachers to create student sharepoint pages. These pages are virtually identical to wikipages. The main difference is the security involved. Students and teachers have access via the school website and from home with their network username and password. Teachers also set up permissions based upon how they want students to be able to edit content on the page. We are concurrently using Edline, which is extremely limiting in how in can be used by teachers. You are forced to use their format and page designs. Sharepoint allows the user to have multiple pages, dropboxes for students work, video, links, discussion boards, blogs, and wikis. I hope it becomes an invaluable tool in learning in the Gilford School District.

I met with our technology director and her technology assistant for 4 hours over a period of three weeks. They trained me in how to create the sharepoint pages. I worked on three of my classes before feeling confident enough to train the rest of my team.

We met for a 45 minute sessions and I taught the basics of the pages. We had myself, the computer teacher, one of our music teachers, two PE teachers, our modern language teacher, and drama teacher,  I asked everyone to create a greeting, change the picture, and set up a discussion (real or simulated) for their students. I also covered many of the basic features of the pages. One of the PE teachers has already been using his Health sharepoint page for posting video content, hosting discussions, and had students write responses and put into the dropbox. he was my 'model student' whom I was able to use as an example of what is possible for the pages.

I feel that the session went very well and have included course evaluations fro the participants. The computer teacher and I are now planning professional development for all the grade level teams for the fall. This session will become the model for how the sharepoint will be used by teachers in our middle school. After initial training, we hope to then develop weekly or monthly drop in sessions on specific topics pertaining to further developing the sharepoint site.

Session Objectives:

Participants will be introduced to the sharepoint page. Students will demonstrate their knowledge by creating an introduction, changing the picture, and posting a discussion topic for students.

Student SharePoint Page (SSP)

Topics covered:

• What is the SSP?
• Who has access?
• Setting up your page
• Navigate up
• Edit tab
• Format text
• Insert
• Page tab
• Clicking and Dragging
• Adding documents
• Adding discussion items
• Adding a page
• Discussions
•  Drop off library
• Blogs
• Wiki
• Calendar
• Homework
• Adding video
• Tags
• Site Actions
• Managing Permissions
• 
  

Questions:

KWL

Know

Technology is a powerful tool for learning

Web 2.0 os user driven, with content being added and edited by the users

Some teachers use technology, and some are scared of it!

There is a lot of free content on the web, some good, some useless

Most programs are now on the web, as opposed to installed on a pc

Adobe CS, word, excel, etc. All Apple products

How to integrate art, which should give me some skills in integrating technology

Kids are more tech savvy than we are

There are limitless possibilities for integrating technology

We need to move fast, or we will be left behind

Teaching of technology should never be taught in a bubble, it should be integrated with the other subjects.

An international perspective

Want to Know

1. More tools for integrating

2. Examples of integrated projects on all levels

3. How to access technology content that is at the forefront and resources for finding them

4. What other teachers are doing now

5. ISTE Standards

6. Eventually how to run a network

7. How to work with tech directors who are not willing to be flexible with how technology is used for learning

8. How to get more free stuff

9. What else it will take to get tech cert.

Learned (these answers coordinate with the Want to Learn items)

1. This is surly true

2. I got a few of these from the videos, none from reading the text, and a few from the blog postings. This is what I was really hoping to get more of. Without 'real' class interaction, I found it difficult to pick up ideas without face to face interaction.

3. This is surely true! Using Web 2.0 tools is the best resource for finding content that is interactive, powerful, and meaningful.

4. I did get some if this from the blog postings and from the Skype call with Jeff.

5. Not really

6. Nope

7. I did get some ideas of how to deal with this subject. I found my creativity and personal style is what did this, rather than knowledge from the course.

8. Yup! Mostly from research on the internet.

9. From PSU website and meeting (this summer) with Ethel Gaides.

Last Week: Inclusion

Of course this is the right idea!
This has been done before--the boy in the plastic bubble starring john travolta
Great for long distance learning or for students who wanted a more diverse or challenging curriculum
THe human factor is very important
teach to every student

The video from Arisley School is a great example of how to use technology to teach 'hard to reach' students and its effect on those students, classmates, and teachers.

Mr. Crosby is definitely the kind of teacher that I want for my own kids. He is also the teacher that you want to work with. He is innovative (the previous video that we watched) and passionate (shown in this video). He is, I imagine a bit of a hustler who knows what he wants and figures out how to get it (grant writing and sponsor finding. Luckily, he does this for the students benefit!

Celeste is a great example of a hard to reach student. Because of her disease and treatments, it is not viable for her to go to a mainstream classroom as the risk of infection is too high. Other examples include but are not limited to: ADHD, Autism spectrum disorders, ESL, low income students (failure to thrive, etc), LD students, gifted and talented students, kids who are hungry, kids who are tired, unmotivated learners, and... wait a minute. That pretty much describes all the students! That must mean that...

Yes, teaching with technology is beneficial to all students! So, if all students learn better and more effectively with the use of technology, shouldn't all students have equal access to said technology? Then we should buy a computer for all students and we should teach all teachers to teach with the technology. Professional development should be a big part of whatever technology comes down the pipe.

We should not let Mr. Crosby be the 'special one'. He should be the norm! We should all be allowed to teach like he does! Educate us all and we will do it right! Hire teachers who are versed in technology and Web 2.0. Keep them up to date with technology. Utilize a system administrator who is interested in learning rather than how much everything costs and how to plug them in.

There need to be a fundamental shift in not only how we teach, but in how we are led, how we are supported, and how to raise awareness so that all students, even little Celeste sitting at home are allowed to learn to their potential.

Yours,
Aaron

Webinar Reflection

I recently took part in a webinar with the Carnegie Museum of Art.
Below are my notes of the activities and information from that event.

Webinar

Carnegie Museum of Art

Website Introduction

Introduction to Carnegie Museum intro

ED Programs

·      Kids and families

·      Casual Visitors

·      Lectures and events

·      Adult groups tours and classes

·      Schools and teachers

o   Gallery tours (60-90 min)

o   Independent viewing (30 min)

o   Gallery and studio workshops (2 hrs)

§  Art viewing and studio activity

o   Teacher professional development

Activities:

1. Draw the flag

            Looking closely and observing

            Cartoon flag vs. realistic flag

            Do the students jump to conclusion?

            Slow down and look

            Back up with observation and narratives

2. Look at a work of art

observation

·      Farm scene

·      3 people I male 2 female

·      farm house

·      farm horse

·      people are disconnected

·      chatted with others about the picture

Interpretation of artwork-what does it mean?

3. Writing prompts

Choose one of the drawers and write a few sentences about it…

·      Which drawer? Bottom drawer with double pull

·      Whose is it? - me: belonged to an eccentric old woman

·      Where is it from? – somewhere in New York

·      Where was the drawer? In the bedroom of the old woman, she lost her husband and puts things of his in the drawer. It is the bottom drawer because his death is the new base for her life.

How do you interpret this piece?

The Artist Statement

·      I take a collection of plain and ordinary items and reassemble them to create something extraordinary. I like working with drawers, kitchen items, antiques, etc.

·       

Poll Questions

Is this something that you would expect from a museum? Yes! Great activity to bring in writing and observation into the classroom

How would you go about planning a trip to the museum? Connect with the education director to find out what is offered, dates, length, and topic. Most of the information is on the website. 10:1 ratio of kids to adults.

Feedback on the webinar.

I thought this was a great webinar. I wanted to choose something that was art related that I could use in my classroom. It had three activities that are listed above. We also were introduced to the education staff, their programs, and what is contained on their website.

I definitely see the value of attending webinars, especially when you are able to contribute as it is happening.

Yours,

Aaron

Chapter 8-Systemic Issues

I was struck by two significant issues in Chapter 8.

First was the use of technology for ESL students. Growing up in a family with second language learners (3 Vietnamese teenagers) we spent most of our time teaching language through conversation. We relied on repetition, explanation, and creativity to get the point across until their language became proficient enough for them to hold their own. If blogging existed at that time, I think it would have been very beneficial in allowing them to get lots of practice time to continue to develop their written language skills and reading. The authors agree with this point in Chapter 8. I also saw evidence of this when I was teaching overseas. Using computers for communication 'levelled' the laying so to speak. You could email someone and they would have no idea who were first and/or second language speakers. If you check International School Bangkok's blog site, you can see more evidence of how ESL students use technology to improve and sustain their language learning.

Second was the use of technology by special needs students. Their is a mountain of evidence pf this at my school. I work very closely with two non verbal students. They both use technology devices to communicate with teachers. One of them (7th grade) recently replace his Dynavox device with an iPad. The iPad gives him much more flexibility as not only can he use use it to communicate with pictures and words, but he can also get onto the internet, use math games, and access countless other apps. The other student (5th) hopes to retire her Dynavox and pick up an iPad instead. She still uses sign language, but would benefit from the higher flexibility that the iPad offers.

Yours,
Aaron

Week 9: Unlocking the Tool Kit...

Yup, the big question. Should we open the Pandora's box of Web 2.0 tools for students.

A year or two ago (and before this class) I would have answered with an emphatic NO!!!

Now, I have been swayed by many factors.

1. Accessibility

• In our school or 360 students, there are only 75 (approx.) computers. This of course means that not all students would have internet access everyday. If they did, it would invlove a massive shift in scheduling the labs, the students, the courses, and the teachers. How this would look is a good question. A good solution would get you a promotion, a bad one makes everyone hate you. Schools with laptop carts, 1 on 1 computers, and lots of labs will be breaking the ground. 

• Slow limited access might be the best way to go. Phase in access for students, and teachers will slowly realize the benefit for learning. 

• What would happen if availability of the interent and access to Web 2.0 tools were just dumped onto students without training? Disaster and abuse of course. We need to educate the teachers first through quality professional development before realeasing the students.

2. The Students

• As I watch the students, I see their ability to communicate expanding exponentially. Mobile devices, Facebook, iPods and iPads, smartphones, and the internet allow students to communicate in a variety of manners with a variety of media. Maybe someday the massive amount of written communication will evolve into higher written test scores, expression, writing, etc.

3. Web 2.0

• The ability to post, edit, contribute, and critique online content has become invaluable for learning. Many of the resources we have seen in this class has proven the value of Web 2.0 tools for learning.

As we are now, we are unsure of what is the right path to take. We should look to the students and see what they are already doing. We need to use them as a resource for what is relevant and valuable. If we do that, we will know what should be done.

Release Web 2.0, or the learning will suffer!

Week 9: Brian Crosby

I had two sets of emotions when watching the Brian Crosby video.

1. Amazement
What a great way to teach. You can tell that Brian is an exceptional teacher. He is really not the norm, but a hugh standard to aspire to. College kids should watch this video. I would also assume that he has attained this through innovation, cooperation, and the force of his personality.

2. Disappointment
Jeez, why can't my school do this. Even me, the optimist (usually!) was discouraged that our very wealthy school district does not have enough computers for the kids to learn on. The past three weeks I have not been able to do my final project because both of the computer labs are being used for standardized testing.

Brian is right when he talks about how test scores should be high when motivation and interest is high. The basics are covertly covered within high interest activities. When students are motivated, it is because school is interesting and fun! How many times do we hear that school is boring for kids. Ask them what classes are fun, and they will immediately (in my school) name art :), PE, science, and others. They should be naming language arts, science, social studies, etc. I love that they name the 'specials' but unfortunately they are not naming all the classes!!!

Teachers need to have activities where students are doing something and all learning is connected. Maybe we should no longer teach compartmentalized subjects, but move middle school to an elementary project based model. Connect all the learning through technology and art! Make all new teachers learn integration as the vehicle for learning.

If this happened, maybe the Brian Crosby's of the world would be the norm, not the exception...

Aaron

Podcast..Grrrrrr

I have been struggling for days. I have never been so frustrated with my Mac...

I have tried a million times to create a video podcast with narration that I created in my classroom. I had the kids write and record their voices talking about their cultural mask projects. I brought everything home and then spent hours as angry as hell. My old version of iMovie would easily let me do everything I needed. The new version does not!!! Crazy and stupid.

I will post the video-less podcast of the kids talking about their projects. Hopefully I will figure it out or create it on my crappy PC at school.

Wait, wait, it may have worked!!!!

Yours,
Aaron

Week 8: Connectivism and Constructivism Part 2

Our Essential Question this week is:


How can we influence the educational system in the United States or even our own school district to embrace connectivism? Should we?


"Nurturing and maintaining connections is needed to facilitate continual learning". Siemens quote here really grabbed me. I agree with this notion and wanted to reflect upon it.


The traditional (non-networked) classroom has a few devices for connectivity learning. 


1. The teacher. 
The teacher gives information, asks questions, has the student reflect, and then assesses the information that was the objective of the lesson. This puts all the pressure of learning on the teacher. They are responsible for all of the lesson, all of the teaching, and all of the assessment.


2. The students.
Even traditional schools use the students as connective devices. Group work, team sharing, partner work, etc. all contribute to connected learning. A great teacher an effectively use this for valuable learning. A lot of group work is also wasted and not as effective (we all have seen this right?). As many of use work with each other in the real world, students working together is the 'real world' use of connectivity in the classroom.


3. Other resources.
Books, papers, magazines, tv, etc. are all devices that further create connections to learning. These have varied success rates for students. These also take time to search through or experience to heighten their effectiveness.


In addition to the above mentioned devices, a networked classroom also provides an enormous amount of connectivity learning tools.


4. The internet.
The ability to research and provide connectivity is the inherent purpose of the internet.

• Blogs - students can not only read, but contribute their own ideas
• Facebook - connecting to other learners and people around the world
• Youtube - videos that not only entertain, but provide valuable information and connectivity
• Podcasts - students listen to and can create their own
• Social Media
• and many many more!

The main difference between the traditional and networked classes is that not only are kids excited and interested in technology as a way to learn, but they are DOING something when they are using the technology.

According to the Learning Pyramid below, learners retain at a higher rate when they participate in the learning. When using connectivity learning, you spend the majority of your time in groups, practicing, and (hopefully) teaching others. This is where the learning really occurs. This can also happen far outside of the classroom walls. 

Learning Pyramid


Yours,
Aaron

Week 8: Connectivism and Constructivism

After watching Alex and Wendy Drexler's video on 21st century student network, a few thoughts arose in my head.

This model relies on two things, internet access and student motivation.

These two things are often the hardest things to find in a lower socio-economic area.

Even though many students in these circumstances have a traditional cell phone, they are not as useful for learning as smartphones, laptops, or iPad/iPods. It is also not widely acceptable to pull out your phone during class to do research or connect with other learners or learning devices. There is free access for these students in a variety of areas; schools, public libraries, before and after school programs, etc.

The next issue is of motivation. These students are typically the most unmotivated learners in your average American school system. Their situations reflect heavily on their motivation for learning. Would the use of technology alone motivate them to be independent learners? Do we as teachers still need to coax out of these kids the thrill and value of learning? Does technology do this innately just because of the 'wow' factor of using the internet for learning? Do students see the value of learning through the internet, or do they just want to watch 'epic fail' videos on Youtube?

While I certainly agree with the video that the 21st Century student network is real tool for learning, how do we use it for lower socio-economic or unmotivated students?

Week 6, Topic 1: A light at the end of the Virtual Tunnel...Web 2.0

As a PLC (Professional Learning Community) school, we are encouraged to bring forth ideas and form groups to act upon those ideas. A number of teachers have banded together to voice their frustration with the state of technology in our schools.

Well, good news this week!

After years of struggling to attempt to control our own technology destinies within our school, our Principal brought forth the idea of a technology committee. She just received an iPad as part of a workshop, yet is not able to use it because we are do not have a wireless network.

Previously we have felt powerless in our struggle to control how we use technology in our classroom. Years before it was a struggle to get the equipment we needed to get onto the internet. Now, the equipment is in the classroom (computers, access to the internet, and Smart boards and projectors) and Web 2.0 is here, all we need is the access.

As teachers, we have the same level of access to the internet and websites as the students. We need to 'ask permission' to access website that are deemed dangerous. Examples of this are; Youtube, any website with a blog, any website that has games as a tag. A special education paraprofessional told me yesterday that she was denied access to a math website with games. She was planning on using this as incentive for student for whom motivation is difficult. What a great use of technology for a student who cannot learn in a mainstream classroom!

As one of the many teachers that requested that we ourselves control our destinies, I am anxious to become part of the Technology PLC.

Web 2.0 is our chance to have students not only use the internet as a tool, but be able to contribute to this vast world of knowledge as well.

Our biggest challenge will remain how we navigate the tricky waters of our schools and who makes the decisions and how they are justified.

Yours,
Aaron

Week 5: Google Docs

Upon reading about social bookmarking, many thoughts came to mind. I then tried to figure out where this is being used in my environment and teaching.

My wife teaches art and digital arts at a local high school. First semester she taught digital photography. She was introduced to google docs before school started. She immediately recognized this as a valuable tool for teaching.

Conveniently, she was teaching in a computer lab. She set up folders where she would post the worksheets and assignment sheet in view only formats for the students. The students would log on and have access to the folders that were shared. When absent, she would put the assignment for the day in the folder from our computer at home.

When finished with an assignment, students would post them on the shared folder, where she would grade and add comments. Students would also have access to the folders from any computer they were on. They also worked from home, adding images that they shot and downloaded during off school hours.

Alison also wrote the curriculum for the class and posted for other teachers so that they could see what she was teaching. They also added their projects. Our school used to use an outside service for our curriculum and it was the biggest pain to use. Google docs would be a great (and free) way to do this.

More school should consider switching to google docs (or equivalent). Check out the following link for more information http://net.educause.edu/ir/library/pdf/ELI7035.pdf.

This article gives the many positive aspects of using web based word processors and other programs. They would be centrally located on a students google ig webpage (our class has prescribed to this and I love it!). They would then have access to this anywhere they have access to a computer.

No more 'I lost my thumb drive', 'I left it at home', or 'cat threw up on it' excuses. Students could log on and print out their reports from their laptops, smart phones, ipods, or a desktop computer in the school.

This could have larger implications as more computer would be needed, and that would be a great subject for another blog...

Week 5: My Wish...

I guess this is my wish list blog. I have been working in my district for 8 years teaching middle school art. I have a long term love affair with technology dating back to my BFA in Industrial Design from Rochester Institute of Technology (1992).  We worked on old Apples to create logos and packaging design for the products we created. I am now versed on both sides of the Mac/PC aisle. It really seems like a none issue at this point considering where the markets shares now lie!

Back to business. What do I wish for?

Vision!
I am hoping that our new leadership is one who sees far (actually nearer please)  into the future. This future is one where technology integration is the norm, not the exception. A future where students learn ALL subjects through the use of technology. Teachers send emails to students (yes, even in middle school) with comments, links to homework, wikis, and moodles. All teachers have a Smartboard (or future equivalent) and teach with direct access to the internet. Live searches, streaming video, and WEB 2.0 are the norm. Students post, edit, and create on the internet.

Support!
A leader leads by example. They have a vision, and are willing to back it up. They provide support to and allow teacher to  be creative in all schools. They create statements that push the use of technology as the most effective learning tool in the schools arsenal.

Persuasion!
This leader takes the school board, admin, teachers, community, and students on a carnival ride. This ride shows them that the future is now and that in order to educate our students to their potential, we need to use technology. The students know the potential of smart phones, iPods, iPads, Twitter, Facebook, and blogger. Why would we want to be behind the students? We need to be ahead of them, forming the practices of learning through technology. They sway the public that we are the norm of modern education and need to keep ahead of the students. Because, as everyone knows, if we don't teach them, someone else will.

Confirmation!
This leader gives valuable and timely feedback. They form there opinions online with blogs and chats. They get back to you via webcams and email. They stay ahead of the pack. They form policy and allow feedback from administration, teachers, students, parents, and the community. They stand for what they believe and support those who do the same.

Thank

Week 3: Michael Wesch's Great Video

I was very taken with many points of Michael Wesch's video.

One in particular rang quite true to me. In the video, Wesch states "we have to discuss, challenge, critique, share, create meaningful connections, and create significance."

Isn't this what learning is all about? Brain-based learning supports many of these qualities of learners. Finding relevance, attaching new information to old information, and creating connections are all attributes of effective learning.

This can be done in any classroom with any subject. In my art room, I go by the mantra "Look, think, make, learn." This is naturally parallel to what Wesch is saying.

Wesch, though, is relating this learning procedure to the use of technology and to using information.

Because information is all around us (the internet) We need to move from an information acquisition education to a information use education. Wesch's idea of discussing (what is the information), challenging (why is it important), critiquing (what is the value), sharing (let others look at it), creating meaningful connections (oh, I see why this is important), and creating significance (this is important to me because) is a great model of learning in the technology and information age.

Teachers should use this model as an effective learning tool in their classrooms whether they use technology or not! (We hope they are using it!).

Yours,
Aaron

Week 3: Scott McLeod's 10 Things...Dissected and Developed

Wow, I was amazed when I read Scott McLeod's article from the Huffington Post poste d on November 26, 2010.

It is like reading a manuscript of what is wrong with my and many other schools and their use of technology. Lets take a more dissected look at his 10 points.

If we were really serious about educational technology, we would... [Here are 10 to get you started.]

• Show students how to edit their privacy settings and use groups in Facebook instead of banning online social networks because they're "dangerous" and/or "frivolous";

This is a great idea! Our students spend hours on Facebook, Twitter and other social networking sites. Shouldn't we as educators treat this technology as a teachable moment? Do we even know if parents are educating their kids on the possible problems with privacy settings? How about schools poll parents (survey monkey would be a great resource) on what they know and if and how they educate their children on internet safety? Even further, ask them about web caming, sexting, skyping and chat roulette. Shouldn't we, as 'educators' in the know treat the internet as a teachable tool?

• Teach students to understand and contribute to the online information commons rather than just saying noto Wikipedia;

Another great point! At home, students use wikipedia all the time. I have heard students say "I will just do the project at home because nothing is blocked from my access." Wikipedia should be taught as a valuable tool for Web 2.0. Many schools (mine included) completely block access for all (including teachers). What student would not beam with pride at contributing (other than Youtube of course) to the digital landscape.

• Put a robust digital learning device into every student's hands (or let them bring and use their own) instead of pretending that we live in a pencil, notebook paper, and ring binder world;

Our school of 400 kids has two computer labs of 24 computers, 1 with 6, and the library has 22 (total of 76, I am excluding teacher computers). That means that 19% of students have access to a computer at once. If I could poll the students, I would estimate that well over 70% have access to the internet through their smart phones, ipods, or another device. Furthermore, I would estimate that nearly 100% have a computer (or gaming system) at home that has internet access. Why do we limit the technology that the students use everywhere but at school. Does learning at school  require us to drop everything at the door and learn with paper and pencil? Universities and private schools are already using these technologies, why can't we use them?

• Integrate digital learning and teaching tools into subject-specific pre-service methods courses rather than marginalizing instructional technology as a separate course;

No-brainer! As an art teacher, I have been using integration since my first day teaching. The technology teacher of today should be training faculty as well as children. They should have access to up-to-date web 2.0 technology and help guide teachers, admin, parents, students, and the community on how to use Web 2.0 to advance learning at school and at home.

• Understand the true risk of students encountering online predators and make policy accordinglyinstead of succumbing to scare tactics by the media, politicians, law enforcement, computer security vendors, and others;

Agreed! Have students learn what really can happen through the use of the local police, state police, and possible even federal resources. 

• Find out the exact percentage of our schools' families that don't have broadband Internet access at home rather than treating the amorphous 'digital divide' as a reason not to assign any homework that involves use of the Internet;

As above, this could happen through a survey of students and parents. At our school, there is a homework club after school where students have access to the internet, as well as free internet access at the Gilford Public Library.

• Treat seriously and own personallythe task of becoming proficient with the digital tools that are transforming everything instead of nonchalantly chuckling about how little we as educators know about computers;

What we do not teach the kids or allow them access to at school they will learn on their own. A day could soon arrive where students start to feel that school is irrelevant because the school does not allow or educate them of the full possibility of the Web 2.0. It is already happening as students who are home schooled or in college take a number of online courses (such as this one!).

• Recognize the power and potential (and limitations) of online learning rather than blithely assuming that it can't be as good as face-to-face instruction;

It is recognized, but not by enough forward thinking educators and administrators. I hope as our new Superintendent starts next year, he will see the value of allowing greater access to educators and students, and stop ignoring the educational technology elephant in the room. Face to face still has its place in education and always will. But couldn't this face to face happen over the internet? Blogging and skyping can easily become tools to educators and students.

• Tap into and utilize the technological interest and knowledge of students instead of pretending that they have nothing to contribute;

Yes, allow them access and teach them to contribute and they will not only learn, but could then start to teach each other and others all over the world through the internet.

• Better educate and train school administrators rather than continuing to turn out new leaders that know virtually nothing about creating, facilitating, and/or sustaining 21st century learning environments;

Bravo! Teach the administrators how to allow teachers to do their jobs by teaching using the internet! What a brilliant idea!

Yours,

Aaron

Excerpted from:
Scott McLeod
Associate Professor & Director, 

CASTLE, Iowa State University

Posted: November 26, 2010 02:17 PM

http://www.huffingtonpost.com/scott-mcleod/if-we-were-really-serious_b_788540.html