The "Gap" School. Sigh.

In American history, in the 2840s high schools came about to fill the gap between primary school and college. High schools don't seem to have their own identity that stands on its own - high schools are simply about being prepared for college. And what does one learn in college? Usually the liberal arts, such as Mathematics and Geography, but little real-life application. As Perkinson states in his historical account, "In fact, most jobs did not require college training" (104). Consequently there was also a call for more programs in vocational training, but interesting how these schools seemed to be looked down upon, almost as "lesser" than a classical education.

High schools today still seem to teach the "classical" education. Honestly, I can look back at high school and realize, "I never used and will never use what I learned in school to prepare me for the real world."

I would have found it much more valuable to have learned how to manage my finances, how to express myself assertively, how to manage my time, how to interview for a job, how to interact with various kind of people from other cultures and religions. So many incredible life skills that need to be taught at that crucial and impressionable time! And yet we are still working with a high school system that treats this time as merely a college preparatory period, as "filling the gap."

Sigh. 

The Holy Grail of Teaching

"Nothing deflates a teacher more than bored students." This is the first sentence of an article written by Sam Intrator, a veteran high school and college teacher.

I am realizing that not engaging with students and neglecting the pursuit of powerful teaching is not a bad thing. It's simply deflating. Demoralizing. Boring. Painful. Intrator says that classrooms "can be dynamic settings that launch dreams and delight minds, or arid places that diminish hope and deplete energy." I believe that we have all had personal experiences of both of these scenarios of the classroom.

So as a teacher, really this is about a choice. What experience do I want to create in my classroom? Deflated teaching and deflated learning? Or vigorous teaching and vigorous learning? That's a choice I shall face every day.

I am moved by this experience of Intrator's "Holy Grail" of teaching, which is what he describes as "Moments when I see the collective attention of my students and feel their energy for the subject at hand[.]" He put into words so concretely what I also want to strive for, and I am internalizing this experience of the Holy Grail. I believe it a worthwhile and lifelong endeavor.

Revival

Well hello! I am soon to launch into my Master's in Education program at Brooklyn College. I look forward to possibly reviving this blog as I learn more and apply more in the classroom and beyond. Stay tuned! 

The Great Divide!

When I think of the digital divide, I am reminded of the "earthshake" scene in the old animated movie The Land Before Time - the world is shaking and changing. And sometimes, the "great divide" is unbroachable.

I know, kinda dramatic. Besides, we're in anything but the "dinosaur age"! But consider that digital technologies are rapidly transforming the way the world functions and communicates, and if one is left on one side of that divide, then the gap only becomes more and more vast and uncrossable. The digital divide usually refers to a contrast of the use of computers and the internet, and the latter demographic in these pairs usually have more access: old vs. young, uneducated vs. educated, majority vs. minority, low income vs. high income... From this kind of objective standpoint, one could argue that digital access and proper use enhances and contributes to quality of life.

Of course, there are those with access to the internet and those without access, but there's another level to carefully examine that is maybe another mini "earthshake" - those who produce vs. consume content. From what I gather, "consuming" content is a lower-level way of using the internet, doing rather simplistic things such as Facebook statuses. Producing content would mean being an active user and also understanding how the technology functions.

For example, this blog. I am producing original (and hopefully fascinating) content that contributes to the worldwide internet community. I have a working knowledge of how Blogger works and can go in and apply my creativity. I'm a producer. (Yay!)

But "consumers" have little to no knowledge to how technology actually works. They just use a technology that has already been produced.The problem is that as technology advances, less and less people know how it actually works, which puts the power into an increasingly concentrated field of people.

I believe the best way to bridge the divide on that first level - those without access vs. those with access - is to allow for more wireless or subsidized internet access. "Build it and they will come" - technology is becoming so pervasive and cheap that if given the opportunity, people will find a way to use it, which will provide companies the incentive to mass produce hardware to meet demand.

As for the second divide - those who produce vs. consume - what can I say? This is best approached through an alternative approach to education itself, a deep infrastructure sort of thing. Like, this class is teaching how to integrate technology into the classroom, which will trickle down to all of our students. As we revolutionize the way teachers teach, I believe that is the best and most lasting change (albeit the slowest!).

I realize that I need to challenge the digital divide in my own classroom more by allowing for a learning curve, and teaching the rudiments of technology as we go along. I'll incorporate the use of Google Docs but not take into account how to teach the best usage!


And in the list that Paul C Gorski wrote "6 Ways I Challenge the Digital Divide," he states: "I must not use technology to replace face-to-face interaction." Hear ye, hear ye! I concur! All day long today I have been e-mailing, texting, Facebooking, even calling people, and you know what? I am sick and tired of it. I just want to sit down across from a warm, live human body and watch the expressions on their face shift - in the flesh, and not on a screen! - in reaction to what I say. 

So although the Land Before Time was describing a scene from millions of years ago, I think the principle of the divide remains the same - we must unite together as fellow living, social beings to progress forward and prosper or we shall perish.

Who knew a cartoon could offer up such life lessons!

Copyrighted Creativity

Why do copyrights exist? The Technology Source explains, "To provide an incentive for undertaking the risks inherent in creative activity, the owner is granted a limited monopoly on his or her creations (http://technologysource.org/article/copyright_law_and_fair_use/)"

Okay, that sounds cool and fair. Yay to America for encouraging creativity, which often has low money remuneration, etc, but greatly benefits society. But because creativity often DOES benefit society, how do we share that with the world without stepping on the toes of the creator?

As an educator, this will come up frequently in my work. And the best way to create a mood of respect for others' inherent ownership of creativity, that takes setting the example. How so? Citing work and being knowledgeable in how to present work. Showing respect on my part with allow for my students to pattern respectfulness.

I can also encourage proper acknowledgement of copyright issues by simple education! Letting students know what is a copyright, how to cite, and the importance of citing. Even this simple lesson and question on copyrighting in this Integrating Technology into the Classroom has given me a whole other perspective on copyright.

So yay to creativity, America, and yes, copyrights! Because this means that the very words that I'm typing right now (which are so very fabulous) are inherently protected from showing up on someone else's site.

Well, hopefully.   

Virtual Schools?

Technology is evolving at breakneck speed and revolutionizing how we experience the world.

School is no exception.

Maybe you have heard of virtual schools, or have taken online classes. Whatever the situation, technology offers education profound and unparalleled opportunities to learn.

Or does it?

I personally examined the website for Florida Virtual Schools to see if this option offers anything new or of significant value to education. I considered if I would want my child to take these online classes. From my rather neophyte perspective, I have gathered some conclusions on virtual schools:

a) Virtual schools involve a LOT of sitting in front of the computer - according to the projected time required to take courses, a student must sit in front of the computer for about 20 - 25 hours a week. Add on to this the fact that that's all supposed to be "school" time, and kids want to also do more recreation activities online, my kid would probably be on the computer 40 hours a week!

b) Webcams are cool. Phonecalls are cool. Chats and e-mails and Skype conferences are cool. But in my humble opinion, nothing replaces looking another human being in the eye. How would my child go through life, contacting all of the important people in her/her life through some form of technological medium?

c) Virtual schools require a huge amount of commitment to time management and a sense of self-accountability - these skills are often lacking in adolescents (I myself attest to that).

In conclusion, I would let my kid take classes from Florida Virtual Schools if it was one or two classes, but not full time. If I let my kid take classes full time, it would be because:

a) We're traveling in a foreign country and he or she needs to keep up with school, or
b) my child expressed a deep, very focused desire to take all classes online, with also some balance of real-world interactions with people and friends.

Technology enhances life and communication, but please, let's not let it get in the way of connection with other human beings and the world.

Social Networking Evolution

The article that I will be commenting on this week is a case study involving the dangers of social networking. You can read the short article here: http://www.bamaed.ua.edu/edtechcases/Case%20Numbers/social%20networking%20ups%20and%20downs_Case%2012.pdf

At the end of the article, these questions are posed:
1.) What should the University of Education do to the girl who keyed Natalie's car and stole her
clothes?

I believe the University should do whatever the University does to students who would break into someone's personal property and steal his or her belongings. So the question is What is the University's policy?


2.) Should Juicy Campus be held responsible for what happened to Natalie’s belongings?

No. I think there should be more copyrighting protection for photos and content and the like, but in the end Juicy Campus only encouraged attitudes like this and did not cause these destructive attitudes. If it's not Juicy Campus, another website will spring up, and another one, and another one. There is no end to it, so you might as well just face the realities of social networking.

3.) When does social networking become cyber-bullying?

Good question. Social networking becomes cyber-bullying in the hands of immature people. I believe that when people rely too much on internet connections with people, they lose touch of what it actually means to physically and emotionally connect with other human beings. Cyber-bullying can seem so cheap, but really it can be so harmful.

4.) Could Natalie’s situations have been prevented?

Yes. I believe it is a very individual circumstance, and kind of exceptional. If Natalie is an awkward girl who doesn't know how to make friends in person, then she's probably going to be an awkward girl online who doesn't know how to socially interact and make friends with new people.

Ultimately, online social networking is a TOOL, and it is a tool and experience that shall continue for a very, very long time into the future. It's a process of evolution, and we must be ready to evolve with it. Along with computers came computer viruses. So deal with it - now we have anti-virus programs and an entirely new career opportunity in fixing diseased computers! Along with copyright issues on YouTube came the technology to identify music and content from major sources, and then easy avenues to report and remove copyrighted content.

Social networking is a fact of life. So deal with it, Natalie.